2025 Case Study Chief complaint I m here for a medication refill because I ran out of

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Case Study, 3 References Min, Similaritis Less 5%, APA 6 2025

Case Study Chief complaint: “I’m here for a medication refill because I ran out of my medicines”. HPI: Mrs. Allen is a 68-year-old African American who presents to the clinic for prescription refills. The patient indicates that she has noticed shortness of breath which started about 3 months ago. The SOB gets worse with exertion, especially when she is walking fast, and it is resolved when she is resting. She reports that she is also bothered by shortness of breath that wakes her up intermittently during her sleep. Her symptoms of shortness of breath resolve after sitting upright on 3 pillows. She also has lower leg edema pitting 1+ which started 2 weeks ago. She indicates that she often feels light headed at times with intermittent syncope episodes while going up a flight of stairs, but it resolves after sitting down to rest. She has not tried any over the counter medications at home. She started taking her medications, but failed to refill the prescriptions because she cannot afford the medications as she only works part-time and lives alone. In addition, she reports that she does not think taking all these medications would help her condition anyway. PMH: Primary Hypertension, Previous history of MI 1 year ago Surgeries: 1 year ago-Left Anterior Descending (LAD) cardiac stent placement Allergies : Penicillin Vaccination History: Up-to-date Social history: High school graduate married and no children. Drinks one 4-ounce glass of red wine daily. She is a former smoker and stopped 5 years ago. Family history: Both parents are alive. Father has history of MI and valvular heart disease; mother alive and cardiac history is unknown. He has one brother who is alive and has history of MI 5 years ago at age 52. ROS: Constitutional: Lightheaded and faint with exertion. Respiratory: Shortness of breath with exertion. + Orthopnea. Cardiovascular: + 2 pitting leg edema for 3 weeks. Psychiatric: Non-contributory. Physical examination: Vital Signs: Height: 5 feet 1 inches Weight: 175 pounds BMI: 32, Obese, BP 160/92, T 98.0, P 111, R 22 and non-labored HEENT : Normocephalic/Atraumatic, Bilateral cataracts; PERRLA, EOMI; Teeth intact. Negative for gum disease. NECK : Neck supple, no palpable masses, no lymphadenopathy, no thyroid enlargement. LUNGS : + Mild Crackles on inspiratory phase not clearing with cough. Equal breath sounds. Symmetrical respiration. No respiratory distress. HEART : Normal S1 with S2 during expiration. An S4 is noted at the apex; + systolic murmur noted at the right upper sternal border without radiation to the carotids. Pulses are 2+ in upper extremities and 2+ in pedal pulses bilaterally. 2+ pitting edema to her knees noted bilaterally. ABDOMEN : No abdominal distention. Nontender. Bowel sounds + x 4 quadrants. No organomegaly. Normal contour; No palpable masses. GENITOURINARY : No CVA tenderness bilaterally. GU exam deferred. MUSCULOSKELETAL : + Heberden’s nodes at the DIP joints, hands. + Crepitus, bilateral knees. Slow gait but steady. No Kyphosis. PSYCH : Normal affect. Cooperative. SKIN : No rashes. Positive for dry skin. Labs : Hgb 13.2, Hct 38%, K+ 4.0, Na+137, Cholesterol 228, Triglycerides 187, HDL 37, LDL 190, TSH 3.7, glucose 98. A: Primary Diagnosis: Congestive Heart Failure (CHF) Secondary Diagnoses: Primary Hypertension, Obesity, Osteoarthritis (OA) Differential Diagnosis: Peripheral Vascular Disease (PVD) Plan: Medications: Tylenol 650 mg PO Q4 hours as needed for arthritis pain Labs: UA; Brain natriuretic peptide (BNP); LFTs and TSH; 12-lead EKG, Chest X-ray; Initial 2D echo with Doppler; Ankle-brachial index. Additional lab results : Echo results 1 week ago: Left ventricular EJ Fraction decreased to 35 % BNP – not available. As a future FNP, you need to determine the medications for CHF/ASCVD. (Arteriosclerotic Cardiovascular Disease). Questions: 1. According to the ACC/AHA guidelines, what medications should this patient be prescribed? 2. Does he need medication(s) given his history of MI? Thanks!

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2025 Wk 9 March 1 to March 8 Main post under Assignment by

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CRISIS WEEK 9 2025

Wk # 9: March 1 to March 8 – Main post under Assignment by Wed, March 4 at 11:59 PM EST). Students are required to post a minimum of three times per week (1 main post answering the question 100% before Wednesday at 11:59 PM EST and 2 peer responses by Sunday at 11:59 PM EST). The three posts in each individual discussion must be on separate days (same day postings / replies will not be accepted). Chapter 12 – Personal Loss Question(s): Be prepared to discuss 2 questions Discuss what is complicated grieving. Mention at least 3 clues for identifying complicated grief reaction.APA FORMAT.

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2025 Define patient centeredness in the context of evidence based practice Describe barriers to the implementation of patient centered evidence based care in your

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Evidence-based 2025

Define patient-centeredness in the context of evidence-based practice. Describe barriers to the implementation of patient-centered evidence-based care in your practice environment and share actions that might be taken to alleviate these barriers. Your initial posting should be at least 400 words in length and utilize at least one scholarly source other than the textbook. Learning Materials Melnyk, B. M. & Fineout-Overholt, E. (2015). Evidence-based practice in nursing & healthcare: A guide to best practice (3rd ed.) Philadelphia, PA: Wolters Kluwer Health. ISBN: 978-1-4511-9094-6. Read Chapters 7 and 8.

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2025 Case Management Family Health Read chapter 20 of the class textbook and review the

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Community Week 9 2025

Case Management Family Health Read chapter 20 of the class textbook and review the attached PowerPoint presentation. Once done answer the following questions; Define case management and care management and compare the differences. Mention and discuss the case management concepts into the clinical practice of community health nursing. Give the definition of family and mention and discuss the different types of families, mention and discuss the model of care for families. Describe strategies for moving from intervention at the family level to intervention at the aggregate level As stated in the syllabus present your assignment in an APA format word document, Arial 12 font attached to the forum in the discussion tab of the blackboard titled “Week 6 discussion questions” and the SafeAssign exercise in the assignment tab of the blackboard.  If you don’t post your assignment in any of the required forums you will not get the points. A minimum of 2 evidence-based references besides the class textbook no older than 5 years must be used (excluding the class textbook) . You must post two replies to any of your peers on different dates sustained with the proper references no older than 5 years as well and make sure the references are properly quoted in your assignment. A minimum of 800 words is required. Please make sure to follow the instructions as given and use either spell-check or Grammarly before you post your assignment.

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2025 Case Study Chief complaint I m here for a medication refill because I ran out

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Case Study, 3 References Min, Similaritis Less 5%, APA 6 2025

Case Study Chief complaint: “I’m here for a medication refill because I ran out of my medicines”. HPI: Mrs. Allen is a 68-year-old African American who presents to the clinic for prescription refills. The patient indicates that she has noticed shortness of breath which started about 3 months ago. The SOB gets worse with exertion, especially when she is walking fast, and it is resolved when she is resting. She reports that she is also bothered by shortness of breath that wakes her up intermittently during her sleep. Her symptoms of shortness of breath resolve after sitting upright on 3 pillows. She also has lower leg edema pitting 1+ which started 2 weeks ago. She indicates that she often feels light headed at times with intermittent syncope episodes while going up a flight of stairs, but it resolves after sitting down to rest. She has not tried any over the counter medications at home. She started taking her medications, but failed to refill the prescriptions because she cannot afford the medications as she only works part-time and lives alone. In addition, she reports that she does not think taking all these medications would help her condition anyway. PMH: Primary Hypertension, Previous history of MI 1 year ago Surgeries: 1 year ago-Left Anterior Descending (LAD) cardiac stent placement Allergies : Penicillin Vaccination History: Up-to-date Social history: High school graduate married and no children. Drinks one 4-ounce glass of red wine daily. She is a former smoker and stopped 5 years ago. Family history: Both parents are alive. Father has history of MI and valvular heart disease; mother alive and cardiac history is unknown. He has one brother who is alive and has history of MI 5 years ago at age 52. ROS: Constitutional: Lightheaded and faint with exertion. Respiratory: Shortness of breath with exertion. + Orthopnea. Cardiovascular: + 2 pitting leg edema for 3 weeks. Psychiatric: Non-contributory. Physical examination: Vital Signs: Height: 5 feet 1 inches Weight: 175 pounds BMI: 32, Obese, BP 160/92, T 98.0, P 111, R 22 and non-labored HEENT : Normocephalic/Atraumatic, Bilateral cataracts; PERRLA, EOMI; Teeth intact. Negative for gum disease. NECK : Neck supple, no palpable masses, no lymphadenopathy, no thyroid enlargement. LUNGS : + Mild Crackles on inspiratory phase not clearing with cough. Equal breath sounds. Symmetrical respiration. No respiratory distress. HEART : Normal S1 with S2 during expiration. An S4 is noted at the apex; + systolic murmur noted at the right upper sternal border without radiation to the carotids. Pulses are 2+ in upper extremities and 2+ in pedal pulses bilaterally. 2+ pitting edema to her knees noted bilaterally. ABDOMEN : No abdominal distention. Nontender. Bowel sounds + x 4 quadrants. No organomegaly. Normal contour; No palpable masses. GENITOURINARY : No CVA tenderness bilaterally. GU exam deferred. MUSCULOSKELETAL : + Heberden’s nodes at the DIP joints, hands. + Crepitus, bilateral knees. Slow gait but steady. No Kyphosis. PSYCH : Normal affect. Cooperative. SKIN : No rashes. Positive for dry skin. Labs : Hgb 13.2, Hct 38%, K+ 4.0, Na+137, Cholesterol 228, Triglycerides 187, HDL 37, LDL 190, TSH 3.7, glucose 98. A: Primary Diagnosis: Congestive Heart Failure (CHF) Secondary Diagnoses: Primary Hypertension, Obesity, Osteoarthritis (OA) Differential Diagnosis: Peripheral Vascular Disease (PVD) Plan: Medications: Tylenol 650 mg PO Q4 hours as needed for arthritis pain Labs: UA; Brain natriuretic peptide (BNP); LFTs and TSH; 12-lead EKG, Chest X-ray; Initial 2D echo with Doppler; Ankle-brachial index. Additional lab results : Echo results 1 week ago: Left ventricular EJ Fraction decreased to 35 % BNP – not available. As a future FNP, you need to determine the medications for CHF/ASCVD. (Arteriosclerotic Cardiovascular Disease). Questions: 1. According to the ACC/AHA guidelines, what medications should this patient be prescribed? 2. Does he need medication(s) given his history of MI? Thanks!

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2025 Overview In this module you will finalize the completion of the full assessment

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Community Health Nursing 2025

Overview In this module, you will finalize the completion of the full assessment of your own community. Defining the Community Your community should be within a specifically designated geographic location. One must clearly delineate the following dimensions before starting the process of community assessment: • Describe the population that is being assessed? • What is/are the race(s) of this population within the community? • Are there boundaries of this group? If so, what are they? • Does this community exist within a certain city or county? • Are there general characteristics that separate this group from others? • Education levels, birth/death rates, age of deaths, insured/uninsured? • Where is this group located geographically…? Urban/rural? • Why is a community assessment being performed? What purpose will it serve? • How will information for the community assessment be collected? Assessment After the community has been defined, the next phase is assessment. The following items describe several resources and methods that can be used to gather and generate data. These items serve as a starting point for data collection. This is not an all-inclusive list of resources and methods that may be used when a community assessment is conducted. The time frame for completion of the assessment may influence which methods are used. Nonetheless, these items should be reviewed to determine what information will be useful to collect about the community that is being assessed. It is not necessary to use all of these resources and methods; however, use of a variety of methods is helpful when one is exploring the needs of a community. Data Gathering (collecting information that already exists) Demographics of the Community When demographic data are collected, it is useful to collect data from a variety of levels so comparisons can be made. If the population that is being assessed is located within a specific setting, it may be best to contact that agency to retrieve specific information about that population. The following resources provide a broad overview of the demographics of a city, county, or state: American Fact Finder —Find population, housing, and economic and geographic data for your city based on U.S. Census data State and County Quick Facts —Easy access to facts about people, business, and geography, based on U.S. Census data Obtain information about a specific city or county on these useful websites: www.epodunk.com and www.city-data.com Information from Government Agencies Healthy People 2020 —this resource is published by the U.S. Department of Health and Human Services. It identifies health improvement goals and objectives for the country to be reached by the year 2020 National Center for Health Statistics —this agency is part of the Centers for Disease Control and Prevention; this website provides statistical information about the health of Americans National Vital Statistics System Centers for Disease Control and Prevention (CDC) —The CDC website contains a large amount of information related to the health of the American population. The search engine within this website can be used to find relevant information Federal agencies with statistical programs Every state in the United States has its own specific health improvement plan and goals that are based on the Healthy People 2020 document. This information may be available on the state health department website. State and local health departments provide information related to vital statistics for the community. Other Data Sources America’s Health Rankings —this website provides information about various health indicators for each state Other relevant data sources may be found by conducting an Internet search related to the topic that is being examined through the community assessment. After data are collected from various sources, it is important to review the information and to identify assets and areas for improvement in the community by comparing local data (if available) versus state and national data. This will facilitate organization of the information that has already been obtained and will provide direction for the next step of the process. Data Generation (data are developed that do not already exist) Windshield Surveys With the use of public transportation or by driving a vehicle around the community, one can observe common characteristics of the community. Examples of key observations to make when one is assessing the community through a windshield survey include the following: Age of the homes in the community Location of parks and other recreational areas Amount of space between homes and businesses Neighborhood hangouts Transportation in the community Quality and safety of streets and sidewalks Stores and other businesses People out in the community Cleanliness of the community Billboards or other media displays Places of worship Healthcare facilities Participant Observation Spend time observing the population that is being assessed. Through observation of interactions among group members, much can be learned about the community, including the following: Developmental level of the population Effectiveness of peer-to-peer interactions Respect for peers and others Safety in the environment Economic status Informant Interviews Informants could be people who are familiar with and interact with the population on a regular basis. Examples of questions that may be asked of key informants include the following: Strengths/assets of the community Areas of improvement for the community Concerns of community members Access to health care Emergency plans for natural or man-made disasters Focus Groups Focus groups (usually small groups of 6-12 people) can be helpful when one is gathering information about specific areas of concern within the population. Use of a focus group involves open dialogue about the population, whereas an interview or survey yields only individual responses. Focus groups may be effective for assessing the following: Satisfaction with services provided Community resources used Transportation issues within the community Safety within the community General concerns of members of the population Surveys Surveys may be used to collect data from the community. Selecting a sample of the target population may prove helpful in the collection of data that are easier to analyze. It is important to ensure that the sample is representative of the target population. A survey should be developed that takes into consideration the developmental level of the group that is being assessed. Questions should be written at the appropriate developmental level, so they are answered in a way that makes the data useful. Surveys might include closed-ended (yes/no), multiple choice (several responses to choose from), Likert scale (Strongly Agree/Agree/Neutral/Disagree/Strongly Disagree), or open-ended (“why”/“how”) questions. Topics that may be addressed in a survey include the following: Demographic information Status of employment Safety within community Safety in environment Personal safety (seatbelts, helmets, etc.) Stressors/stress management patterns Risky behaviors Support systems Volunteer/community activities Rest patterns Nutrition Dental hygiene Health promotion activities

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2025 For this assignment write the Sample Section of your EBP Project Proposal in a Word document Here is a Week

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Recruiting Participants For EBP Project 2025

For this assignment, write the Sample Section of your EBP Project Proposal in a Word document. Here is a Week 8 Sample Section Example (Word) of what the sample section can look like. Sample Section Guidelines This section covers your planned recruitment and ethical considerations for your future participants. It should take up about two to three pages, or approximately 350 to 500 words. The purpose is to tell the reader what your recruitment plan is for the study. You should have subheadings throughout this section of the paper. In this section, write about the following: Sample: Cover the following points in no more than two paragraphs each: How subjects will be recruited What the inclusion criteria will be (for more expansion, you may add the exclusion criteria to show what was consciously eliminated) The type of sample (random, purposive, convenience, etc.) The proposed sample size and rationale for this choice The selection method (random table of numbers, flip a coin, etc.— this depends on the type of study) Although this subsection should cover all these items, it may be written in a narrative style. Setting: Keeping in mind that this is a proposed setting, and it should not be recognizable for confidentiality and privacy reasons. It is a broad view of the setting. For example: The proposed setting for this study is a large teaching hospital in the northeast. The actual place where the study would be carried out is in the three medical–surgical units in this hospital. Each unit has a bed capacity of 25–30 beds with occupancy rates of 92% to 95%. The study will take place in a private conference room. Or, if a mailed questionnaire or survey is to be used: The proposed setting for data collection will be by mailing the questionnaire to the homes of the subjects. The researcher would be mailing the questionnaires from home with a return-addressed, stamped envelope. Informed Consent and Ethical Considerations: Institutional Review Board (IRB) approval will be obtained. The researcher will submit an application and proposal to the Regis College IRB first. After approval from Regis College, the institution where the study will take place usually requires IRB approval as well. The request or application may be one of three types: Exempt from review: This is for studies with no intervention or may be just for a medical record review. Expedited review: This is for minimal risk to subjects—physical or psychological. Complete institutional review: This is for studies that may pose a risk to subjects. Please address means of protecting human subjects, such as the use of pseudonyms for qualitative studies and the use of numbers to identify subjects in quantitative studies. Data storage must be addressed. Make certain that identifying data (informed consent document) is maintained in a locked file separate from de-identified data (demographics, surveys, transcripts) that also will be maintained in a locked file in the researcher’s locked office. Week 8 Sample Section Example Written by Jennifer Oddy, Entitled: Distress And Coping of Mothers of Children With Muscular Dystrophy Sampling Method, Sample, and Setting Sampling method. The participants will be recruited by criterion purposive sampling by their doctors/nurses at the Muscular Dystrophy Association clinic at Boston Children’s Hospital. Sample. Inclusion criteria are the following: (1) You are 21 years of age or greater; (2) are the mother of a child with muscular dystrophy; (3) your child is aged between 4 and 17 and was 10 years or younger at their first physical assessment by a primary care provider; (4) you provide roughly 75% or more of the home care for the child. People will not be eligible for this study if they: (1) have been diagnosed with a mental health disorder (bipolar disorder, schizophrenia, or have a physical addiction to drugs or alcohol); (2) if the child is currently residing in a long-term care facility. The sample size will ideally be about 10 participants. Phenomenological studies tend to rely on very small samples, since there is one guiding principle for selecting the sample: all participants must have experienced the phenomenon and must be able to articulate what it is like to have lived the experience (Polit & Beck, 2012). Data will be collected until saturation is accomplished. Setting. The proposed setting for this study is at the Muscular Dystrophy Association (MDA) clinic at Boston Children’s Hospital located at 300 Longwood Ave, Boston, MA. There are two directors at the clinic, an orthopedic, and a pediatric neurologist. The team members include a social worker, physical therapist, and a genetic counselor. The number of patients at the clinic cannot be disclosed, however, Boston Children’s Hospital is considered an elite clinic and is included in the MDA network that supports clinical trials and research. The hospital offers the highest level of diagnostic and treatment services, with neurologists and other specialists being very experienced in treating children with muscular dystrophy. Informed consent and ethical considerations Before enrolling participants in this study, an informed consent must be signed and approved by an Institutional Review Board (IRB, Appendix A). This will be obtained from the Muscular Dystrophy Association clinic at Boston Children’s Hospital, as well as from Regis College. An application and proposal will be sent to the IRB, requesting approval for this study. Since there is minimal risk to subjects, an expedited review will be requested (Polit & Beck, 2012). There is a risk that the participant may have feelings of discomfort while discussing the experiences of caring for a child with muscular dystrophy. This will be minimized by the researcher with empathy and compassion. If the participant would like counseling, a call will be made to their primary care provider. There are no foreseen ethical issues involved in this research study. The interviews will be tape recorded, transcribed, and held in locked files in an office. The results of the interviews will remain confidential, only being available to the researcher, in order to protect the participants. All participants involved in the study will receive full clarification of the purpose of the study, the research process, and research results in order to ensure that participants can make an informed consent to participate in the study.

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2025 Identify a quality improvement opportunity in your organization or practice In a 1 250 1 500 word paper describe the

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APA Style Essay For Nursing Student 2025

Identify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal. Include the following: Provide an overview of the problem and the setting in which the problem or issue occurs. Explain why a quality improvement initiative is needed in this area and the expected outcome. Discuss how the results of previous research demonstrate support for the quality improvement initiative and its projected outcomes. Include a minimum of three peer-reviewed sources published within the last 5 years, not included in the course materials or textbook, that establish evidence in support of the quality improvement proposed. Discuss steps necessary to implement the quality improvement initiative. Provide evidence and rationale to support your answer. Explain how the quality improvement initiative will be evaluated to determine whether there was improvement. Support your explanation by identifying the variables, hypothesis test, and statistical test that you would need to prove that the quality improvement initiative succeeded. While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance. Rubric Attempt Start Date: 24-Feb-2020 at 12:00:00 AM Due Date: 01-Mar-2020 at 11:59:59 PM Maximum Points: 150.0

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2025 Assignment Evidence Based Practice Guideline Write a fully developed and detailed APA essay addressing each of the following points questions

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Research 4 2025

Assignment: Evidence-Based Practice Guideline Write a fully developed and detailed APA essay addressing each of the following points/questions. There is no required word count; be sure to completely answer all the questions for each question in detail. Separate each section in your paper with a clear heading that allows your professor to know which bullet you are addressing in that section of your paper. Sources are not required; however, if sources are used make sure to cite using the APA writing style for the essay and complete a reference page. The cover page is required. Review the rubric criteria for this assignment. Utilize the databases identified in the text to locate an Evidence-Based Practice Guideline, related to your topic identified in Module 1. Perform a rapid critical appraisal of the Evidence-Based Guideline by answering the following questions in APA format. All questions should be answered in detail and explanations offered according to guideline content when applicable. Who were the guideline developers? Were the developers of the guideline representative of key stakeholders in this specialty (inter-disciplinary)? Who funded the guideline development? Were any of the guideline developers funded researchers of the reviewed studies? Did the team have a valid development strategy? Was an explicit (how decisions were made), sensible, and impartial process used to identify, select, and combine evidence? Did its developers carry out comprehensive, reproducible literature review within the past 12 months of its publication/revision? Were all important options and outcomes considered? Is each recommendation in the guideline tagged by the level/strength of evidence upon which it is based and linked to the scientific evidence? Do the guidelines make explicit recommendations (reflecting value judgments about the outcomes)? Has the guideline been subjected to peer review and testing? Is the intent of use provided (i.e. national, regional, local)? Are the recommendations clinically relevant? Will the recommendations help me in caring for my patients? Are the recommendations practical/feasible? Are resources (people and equipment) available? Are the recommendations a major variation from current practice? Can the outcomes be measured through standard care? Be sure to include the database from which the guideline was obtained and please submit a copy of the guideline with your paper. Your APA formatted paper fully answer each question in complete sentences. Assignment Expectations: Length: Clearly and fully answer all questions; include database; attach a copy of the guideline Structure: Include a title page and reference page (if sources were used) in APA format. Your essay must include an introduction and a conclusion. References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions. No minimum sources are required for this assignment; if sources are used APA format is required. Rubric: This assignment uses a rubric for scoring. Please review it as part of your assignment preparation and again prior to submission to ensure you have addressed its criteria at the highest level.

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2025 Foundational Neuroscience The Psychiatric mental health practitioners and the staff are supposed to have a very strong foundational neuroscience The

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Foundational Neuroscience 2025

Foundational Neuroscience The Psychiatric mental health practitioners and the staff are supposed to have a very strong foundational neuroscience. The knowledge is useful to help them to diagnose and even treat the treatments of the different psychiatric disorders that are reported. Psychiatric mental health practitioners help in the medications in the process of the treatments of the mental health disorder as well as their impacts on the nervous systems at large. This paper will help to explain the spectrum in the action of the agonist to the antagonist, then compare the works of the ion gated ways and channels to the g couple proteins as well as the roles of the epigenetics that are used in the pharmacologic works and actions. Most of the involved agents of pharmacological agents work through either being agonist being antagonist receptors that are used to responding to the chemical messengers that are included in the process of neurotransmitters. The agonist is used to bind to the receptors as well as activate the receptor and hence leading to the production of the effects in the cell or the involved biological response (Stefanska & MacEwan, 2015). The pharmacologic agonist binds and even activate the receptors that are called neurotransmitter in the brain like the dopamine receptors which is involved in the schizophrenia. On the other side, the antagonist will serve by binding to the receptors and then blocking the involved receptors for binding to the agonist without ant biological responses and their effects on the cells. The antagonist stabilizes the receptors which are in the inactive state which is also the same states to the receptors states that are the agonist absence. The other ion gated channels as well as the g couple proteins that are used to represent the two major groups of the receptors of the neurotransmitters (Stahl & Stahl, 2013). The two groups show the signals transductions mechanism. The ion gated channels are termed as the ion channels that are open while they are responding to the ligand binding. Once the ion gated makes the channels open then the membrane will depolarize and then activating the voltage hated ion that is on the channels to open. When that happens it will make the ions to flow through the involved membranes and then activate the action potential progresses so that to help transmit down the neuron. While in that activated state, the ions gated channels receptors help to induce changes at a very fast speed within a millisecond in the involved postsynaptic membrane permeability and even the involved potential. The G protein as then the cell surface receptors which are used to share common signaling methods and the structure. All the involved G proteins will bind to the nucleotide guanosine triphosphate (GTP) will hydrolyze and form the guanine diphosphate (GDP). The GDP will bind to the G protein is the action when the G proteins that are attached to the GDP is inactive. The postsynaptic response that is used by the G protein and the activations which occurs in a slower time than the ion gated channels, this occurs at the time that is in second or even minutes. These are since the G proteins receptors will help to regulate the closing as well as the opening of the ion channels in the indirect ways. The g protein may use the protein kinase so that to establish the sequence that will help to inactivate or activate. Epigenetics is the genetic data that is always above or even beyond the information that is usually coded by the genetic code. Epigenetics signature has been used to underlie the developmental, diseases and the healthy human changes physiologically which are used to regulate the developments as well as the maintenance of the disease and the phenotype of the healthy cells (Stahl, 2000). Epigenetics regulation that is done by the gene activity is used in the maintenance of the normal cells phenotypic activity and it is used to play a very significant role in the diseases and their developments like Alzheimer’s disease as well as schizophrenia. There are new other drugs that are used to regulate the epigenetic process and the mechanism so that to help to treat the illness in human beings. For example in schizophrenia the treatments use the antipsychotic drugs which are used to reduce the levels of dopamine in the human brains, this helps to indicate the ways the drugs are used to alter the epigenetic homeostasis and hence inducing the pharmacogenomic effects. The knowledge that is learned about the concepts of foundational neuroscience will help in the prescription of the medication to the patients. The knowledge that is learned will boost the understanding of the mechanisms of the actions of the pharmacotherapy agents used in the treatments of the involved mental disorders (Hnasko & Edwards, 2012). The example is the treatments of Alzheimer’s disease, the other mental health professional and the practitioners should be aware of the actions of the antipsychotics, cholinesterase inhibitors, and antipsychotics. When we have an understanding of the mechanisms the actions of the medications are very vitals in the entire process of the treatment of Alzheimer’s disease as well as the symptoms of psychotic which comes with the aggressiveness that is given as they block dopamine. The individual with better attention, the memory as well as then it will help to moderate the severe case of Alzheimer’s disease. I will like to look at the issue of the cholinesterase inhibitors with the Namenda that are used to regular he involved activities of the glutamate, which is the chemical that is used in the processing of the information their storage and the retrieval. References Stahl, S. M., & Stahl, S. M. (2013). Stahl’s essential psychopharmacology: neuroscientific basis and practical applications . Cambridge university press. Stefanska, B., & MacEwan, D. J. (2015). Epigenetics and pharmacology. British journal of pharmacology , 172 (11), 2701-2704. Stahl, S. M. (2000). Neuroscientific basis and practical applications. Essential psychopharmacology, 2nd edn. Cambridge University Press, New York , 316-317. Hnasko, T. S., & Edwards, R. H. (2012). Neurotransmitter corelease: mechanism and physiological role. Annual review of physiology , 74 , 225-243.

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