Assignment Scenario

After graduating from nursing school and passing your boards, you accepted a position as an RN in the emergency center at Rasmussen General Hospital (RGH). In the weeks ahead, your emergency center plans to implement a new initiative where clients diagnosed with low-risk deep vein thrombosis (DVT) will be sent home on 3 months of oral anticoagulation therapy with rivaroxaban.

Historically, clients diagnosed with DVTs in the emergency center were admitted to the hospital’s observation unit. However, when surveyed about their experiences, many clients reported that this was costly, time-consuming, and inconvenient. Under RGH’s new program, emergency center nurses will be responsible for educating clients about their new medication and administering the first dose to the client before discharge.

As part of this new initiative, all emergency center nurses at RGH must be trained to properly educate these clients on all aspects of their new medication regimen. Because you have demonstrated a keen interest in pharmacology, your manager has asked you to develop the educational tools that will be used to train the nurses at RGH.

It’s worth noting that the standard dosing for all low-risk DVTs is as follows:

• 15 mg BID, 12 hours apart, for 21 days
• After 21 days, use 20 mg once per day
• After 90 days, the client will follow up in the thrombosis clinic to evaluate if they meet criteria for discontinuing the medication

Assignment Instructions

Your manager explained that all of the emergency center nurses at RGH will be educated in small groups through a short, in-service training session. You have been asked to develop a professional-looking PowerPoint presentation that the trainers will use to guide the in-service sessions. Your PowerPoint will need to:

1. Be professional-looking (show current evidence-based practices), have a title slide, and 10-15 content slides.
2. Use the Speaker Notes feature in PowerPoint to reduce the amount of text that appears on the content slides.
3. The Speaker Notes for each slide will contain the text that will guide what the trainer will say while presenting the slides during the in-service.
4. The speaker notes should be written in full sentence format. The speak notes should show comprehension of the material, this means the speaker notes should add additional information to the notes on the slide; they should explain definitions, diagrams, and provide examples. The speaker notes should be easy to understand and follow. The speaker notes should add to the presentation and not be directly copied from the content slides. (Speaker notes should follow APA guidelines)
5. The Speak Notes need to be copied onto a word document and submitted through grammeraly.
6. The content slides themselves should be clear and easy to understand; they serve as an outline so the audience can follow along with what is being presented (Slide should follow APA guidelines)
7. Both slides and speaker notes should be written using proper spelling/grammar and at a level that would be appropriate for the audience.
8. Remember the purpose of the training is to help nurses learn about this medication so they can educate their clients about the use of a medication. With that in mind, it may be helpful to provide examples of how to explain the information to a client in an easy-to-understand way without complicated, technical terms.
9. Include APA formatted in-text citations on each slide as well as in the speaker notes. This assignment requires 3 scholarly references and present the sources in APA format on a References slide.
10. Contain content addressing the items below.
11. Pharmacotheraputics
12. State the drug name and its therapeutic category
13. Pharmacodynamics (how does this drug work? How does it affect the body?)
14. Pharmacokinetics (how is this drug absorbed, distributed, metabolized, and excreted; why is this information important to the nurse?).
15. Discuss dosage, scheduling, route, and length of therapy.
16. Describe what clients can expect regarding their therapeutic response and when it should develop
17. Introduce non-drug measures that clients can do to enhance their therapeutic response (e.g., specific diet to follow, exercise requirements, substances to avoid, special precautions to take, etc.)
18. Side Effects, Adverse Effects, and Interactions
19. Explain the symptoms of common side effects, and what clients can do to minimize any discomfort. Ask yourself what can nurses do to prevent and/or treat some of the common side effects listed?
20. Explain the symptoms of any major adverse effects. What should clients do if they experience them?How can clients prevent these major adverse effects? How can nurses assess for these adverse effects? How can nurses prevent and/or treat these adverse effects?
21. List the major adverse drug-drug interactions and drug-food interactions that clients need to be made aware of
22. Follow-up Care
23. Provide information regarding when clients should call their doctor for advice (e.g., questions, non-urgent symptoms, unpleasant side effects, etc.)
24. Emphasize any symptoms for which clients should seek immediate care (e.g., when to go to the emergency center or call 911)

The following items need to be turned in to complete this assignment:

1. The power-point presentation with speaker notes
2. The word document with the speaker notes
3. The Grammeraly Report with both plagiarism and grammar report
4.  needs one  peer evaluation

Note: When developing a professional-looking presentation, it’s important to be mindful of how you layout your content. The slides should present key points, arranged in a logical manner, without extraneous information contributing to a cluttered look. Using the Speaker Notes feature in PowerPoint is a great way to include relevant details without overloading the slides.

on the influence patient education has in health care using the experiences of a patient. Interview a friend or family member about that person’s experiences with the health care system. You may develop your own list of questions.

Suggested interview questions:

1. Did a patient education representative give you instructions on how to care for yourself after your illness or operation?
2. Did a health care professional, pharmacist, nurse, doctor, or elder counselor advise you on your medication, diet, or exercise?
3. Who assisted you at home after your illness or operation?
4. Do you know of any assistance services, i.e., food, transportation, medication, that would help you stay in your home as you get older?

 

• Review the Resources for this module and consider the principles of pharmacokinetics and pharmacodynamics.
• Reflect on your experiences, observations, and/or clinical practices from the last 5 years and think about how pharmacokinetic and pharmacodynamic factors altered his or her anticipated response to a drug.
• Consider factors that might have influenced the patient’s pharmacokinetic and pharmacodynamic processes, such as genetics (including pharmacogenetics), gender, ethnicity, age, behavior, and/or possible pathophysiological changes due to disease.
• Think about a personalized plan of care based on these influencing factors and patient history in your case study.

Post a description of the patient case from your experiences ( diabetic patient) , observations, and/or clinical practice from the last 5 years. Then, describe factors that might have influenced pharmacokinetic and pharmacodynamic processes of the patient you identified. Finally, explain details of the personalized plan of care that you would develop based on influencing factors and patient history in your case. Be specific and provide examples. 3/4 a page . Not a full page . 3APA references

  Post Menopausal Sexuality Issues in the Maturing and Older Adult Ageism and gender bias can affect who and how we ask about sexual health, sexual activity, and concerning symptoms. Depending on your own level of comfort and cultural norms this can be a tough conversation for some providers. But this is an important topic and as our videos discussed, women are wanting us to ask about sexual concerns. This week we also reviewed sexually transmitted diseases and the effects of ageism on time to diagnosis so it is necessary to ask these questions and provide good education for all patients. You will not know any needs unless you ask. Discussion Questions: Review the required NAMS videos. What was the most surprising thing you learned about in the videos? Explain why it was surprising. What is GSM? What body systems are involved? How does this affect a woman’s quality of life? What treatment does Dr Shapiro recommend? Review one aspect of treatment that Dr Shapiro recommends and include an EBP journal article or guideline recommendation in addition to referencing the video in your response. Sexuality and the older adult What is your level of comfort in taking a complete sexual history? Is this comfort level different for male or female patients? If so, why? How will this information impact the way you will interact with your mature and elderly clients in the future?