NURS 6521 Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

NURS 6521 Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

The patient in the case study is a 46-year-old female with a family history of breast cancer. She currently weighs 230lb and has a history of HTN. She reports having hot flushes, night sweats, and genitourinary symptoms for the past month. The identified patient’s health needs include perimenopausal vasomotor symptoms like hot flushes, night sweats, and genitourinary symptoms. The patient is obese, which increases her risk of developing lifestyle diseases like diabetes, dyslipidemia, and various cancers (Ansari et al., 2020). In addition, the patient’s systolic BP is elevated at 150 mmHg, and her history of HTN puts her at risk of complications like stroke, heart failure, and kidney failure. Furthermore, given her history of ASCUS and family history of breast cancer, she has a high risk for cervical and breast cancer.

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The recommended treatment regimen for this patient is the combined Hormone replacement therapy (HRT) comprising estrogen and progesterone. HRT is considered the most effective therapy for perimenopausal vasomotor symptoms. Pan et al. (2022) assert that estrogen therapy is the most effective treatment for alleviating hot flashes. Transdermal administration of estrogen is recommended to avoid the hepatic first-pass effect and reduce the risk of venous thromboembolism. Combining estrogen with progestin is recommended to protect the endometrium for women with an intact uterus, which prevents carcinoma and endometrial hyperplasia (Palacios et al., 2019).

The patient education strategy that can be applied to this patient includes providing her with educational materials in her preferred formats. Consequently, I will need to assess her preferred learning strategy, visual, aural, read/write, or kinesthetic (Bhattad & Pacifico, 2022). If the patient’s learning style is visual, I will use charts, graphics, posters, charts, and PowerPoint presentations to provide patient education. If she is a kinesthetic learner, I would use demonstrations.

References

Ansari, S., Haboubi, H., & Haboubi, N. (2020). Adult obesity complications: challenges and clinical impact. Therapeutic advances in endocrinology and metabolism11, 2042018820934955. https://doi.org/10.1177/2042018820934955

Bhattad, P. B., & Pacifico, L. (2022). Empowering Patients: Promoting Patient Education and Health Literacy. Cureus14(7), e27336. https://doi.org/10.7759/cureus.27336

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

Pan, M., Pan, X., Zhou, J., Wang, J., Qi, Q., & Wang, L. (2022). Update on hormone therapy for the management of postmenopausal women. Bioscience trends16(1), 46–57. https://doi.org/10.5582/bst.2021.0141

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Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders

As an advanced practice nurse, you will likely experience patient encounters with complex comorbidities. For example, consider a female patient who is pregnant who 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.

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

Learning Resources

Required Readings

  • Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for advanced practice nurses and physician assistants (2nd ed.) St. Louis, MO: Elsevier.
    • Chapter 46, “Anticoagulant and Antiplatelet Drugs” (pp. 364–371)
    • Chapter 47, “Drugs for Deficiency Anemias” (pp. 389–396)
    • Chapter 50, “Estrogens and Progestins: Basic Pharmacology and Noncontraceptive Applications” (pp. 425–436)
    • Chapter 51, “Birth Control” (pp. 437–446)
    • Chapter 52, “Androgens” (pp. 447–453)
    • Chapter 53, “Male Sexual Dysfunction and Benign Prostatic Hyperplasia” (pp. 454–466)
    • Chapter 70, “Basic Principles of Antimicrobial Therapy” (pp. 651–661)
    • Chapter 71, “Drugs That Weaken the Bacterial Cell Wall I: Penicillins” (pp. 662–668)
    • Chapter 75, “Sulfonamides Antibiotics and Trimethoprim” (pp. 688–694)
    • Chapter 76, “Drug Therapy of Urinary Tract Infections” (pp. 695–699)
    • Chapter 78, “Miscellaneous Antibacterial Drugs” (pp. 711–714)
    • Chapter 79, “Antifungal Agents” (pp. 715–722)
    • Chapter 80, “Antiviral Agents I: Drugs for Non-HIV Viral Infections” (pp. 723–743)
    • Chapter 82, “Drug Therapy of Sexually Transmitted Diseases” (pp. 763–770)
  • Roberts, H., & Hickey, M. (2016). Managing the menopause: An update
  • Links to an external site.. Maturitas, 86(2016), 53–58. https://doi.org/10.1016/j.maturitas.2016.01.007

    This article provides an update on treatments on Vasomotor symptoms (VMS), genito-urinary syndrome of menopause (GSM), sleep disturbance, sexual dysfunction, and mood disturbance that are common during the menopause transition.

Required Media

Pharmacology and the Immunological Disorders: Improvements in Medication and Drug Administrations

  • Nurse Manager, Bette Nunn discusses how technology has improved the practice of administering drugs and created new and improved drug therapies. The importance of using technology as well as a patient’s knowledge of their own drug history is also discussed.

    Time Estimate: 8 minutes

  • Speed Pharmacology. (2018). Pharmacology – Antibiotics – Cell wall & membrane inhibitors (Made Easy)
  • Links to an external site. [Video]. https://www.youtube.com/watch?v=5HQmvQJWzNY&t=32s

    Note: This media program is approximately 16 minutes.

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 Posting
50 to >44.5 ptsExcellent

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.

44.5 to >39.5 ptsGood

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.

39.5 to >34.5 ptsFair

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.

34.5 to >0 ptsPoor

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: Timeliness
10 ptsExcellent

Posts main post by day 3

0 ptsPoor

Does not post by day 3

10 pts
This criterion is linked to a Learning Outcome First Response
18 to >16.02 ptsExcellent

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.

16.02 to >14.22 ptsGood

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.

14.22 to >12.42 ptsFair

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.

12.42 to >0 ptsPoor

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 Response
17 to >15.13 ptsExcellent

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.

15.13 to >13.43 ptsGood

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.

13.43 to >11.73 ptsFair

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.

11.73 to >0 ptsPoor

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 Participation
5 ptsExcellent

Meets requirements for participation by posting on three different days.

0 ptsPoor

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

5 pts
Total Points: 100

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