pharmacology

Week 6: Grand Rounds Presentation Part 1

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Purpose

The purpose of this assignment is to enhance the student’s clinical reasoning, confidence and learning of multiple pharmacological agents through facilitated discussion.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

Create an appropriate evidence-based medication treatment plan for a select disease (CO1-5)

Due Date:

Week 6: Grand Rounds PowerPoint Presentation due by Sunday 11:59 p.m. MT at the end of Week 6. In Week 6- you only need to post your Kaltura presentation in the discussion thread. You do not need to reply to your peer’s presentations. 

A 10% late penalty will be imposed for presentations posted after the deadline on Sunday and will follow the late deductions policy stated in the syllabus.

Total Points Possible: 75 points

Requirements:

  1. In Week 6, you will create a PowerPoint presentation on a primary care problem that is assigned to you by your professor.
  2. You may NOT do the same topic as you had for the NR565 Grand Rounds assignment. If you receive the same topic, reach out to your instructor to be reassigned.
  3. The PowerPoint presentation should be narrated using the Kaltura media application.
  4. Please refer to the “How to use Kaltura” recording below. If you have technical issues, please contact your faculty or Tech Support.  Make sure you click on the Screen & Webcam box to record in Kaltura.  For more information on Kaltura, see Resources.
  5. Present a fictional patient with the assigned medical condition to address all of the following:
    • Describe the most commonly prescribed drugs for the assigned condition.
    • Provide evidence by sharing clinical guidelines, research articles, or other scholarly materials to support your findings.
    • Identify barriers to practice or issues related to the condition and the use of pharmacologic treatment, including potential issues related to cultural diversity and healthcare literacy.
    • Describe the expected outcomes for medication management, including expectations for follow up care.
  6. The overall presentation must meet the following requirements:
    • Time: between 8-12 minutes total and no more than 15 slides.
    • Citations should be provided at the bottom of slides
    • A full reference list should be included in APA format on the final slide.
  7. Additionally, you will create five (5) multiple choice questions derived from your presentation content. Include the questions on a slide in your presentation, but DO NOT provide the answers. Instead, you will provide the answers to these by submitting a Word Document attachment using the paperclip on the week 6 discussion board (as shown below).
  8. The PowerPoint presentation and questions are due by Sunday 11:59 p.m. MT at the end of Week 6.
  9. In Week 7, you will again post your Kaltura presentation to the weekly discussion board, without the answers to the questions. To better facilitate a robust discussion, your presentation will need to be posted by Monday 11:59 p.m. MT at the start of Week 7.
Grand Rounds

DISCUSSION CONTENT

Category

Points

%

Description

Case Study

(4 required elements)

10

13.3%

1.    Student’s case is based on a fictional patient with the assigned medical condition

2.    Subjective data from the patient’s history includes ALL of the following:

  • History of Present Illness (HPI)
  • Previous Medical History
  • Medication Allergies

3.    Objective data from the patient includes:

  • Vital Signs
  • Physical exam findings

4.    Relevant labs or test results are included (IF pertinent to the medication management of the assigned condition)

Description of Disease

(4 required elements)

 

10

13.3%

  1. A brief pathophysiology statement of the condition is presented; AND
  2. Common signs and symptoms of the condition are discussed (include relevant labs or tests if applicable); AND
  3. Potential barriers related to cultural or socioeconomic diversity and/or healthcare literacy are discussed; AND
  4. At least 1 viable solution to overcoming these barriers are presented

Medication Management

(6 required elements)

20

26.6%

  1. An evidence-based medication plan is presented and includes ALL of the following:
    • A detailed description of first line prescribed medications recommended for the condition
    • A detailed description of the second line medication that would be prescribed IF the patient had an allergy to 1st line treatment
  2. Medication details include ALL of the following:
    • Trade and generic names for each medication
    • Typical dose for each medication
    • Mechanism of action for each medication presented; AND
  3. For each medication, the following is included:
    • Adverse effects
    • Major contraindications for use
    • Major drug-drug interactions
  4. At least 1 common alternative therapy for treatment of the disease is discussed
  5. The optimal outcome for treatment with the suggested medication is stated
  6. Expectations for patient follow-up related to the medication plan is discussed

Evidence Based Support

(4 required elements)

 

20

26.6%

1.    Requirements for the disease description are supported with appropriate references (textbook is acceptable in this section).

2.    Treatment plan is supported with a minimum of 2  appropriate, scholarly sources*; AND

3.    Sources are published within the last 5 years (unless it is the most current CPG); AND

4.    A Reference list is provided with in-text citations to match

 

* Textbooks, non-US journals, nursing journals not intended for advanced practice providers are NOT considered scholarly references for treatment decisions.

 

60

80%

Total CONTENT Points= 60 pts

DISCUSSION FORMAT

Category

Points

%

Description

Organization & Format

(6 required elements)

 

10

13.3%

1.    Presentation is created in PowerPoint and narrated with Kaltura; AND

2.    Slides are clear and easy to read; AND

3.    The slides do not exceed 15 (excluding title slide, test questions and reference slides); AND

4.    The oral presentation is no less than 8 minutes and no longer than 12 minutes; AND

5.    Citations are listed on the bottom of slides with a separate reference slide at the end; AND

6.    Slide content has minimal spelling, grammatical, syntax, APA format, or punctuation errors

Test Your Knowledge Questions

(4 required elements)

5

6.6%

1.    Five (5) knowledge-based are included at the end of the presentation (without answers); AND

2.    Knowledge-based questions are multiple-choice questions (not true/false); AND

3.    The same questions WITH the correct responses are submitted as an attachment using the paperclip in the Week 6 discussion board.

4.    Questions directly relate to the content of the presentation

 

15

20%

Total FORMAT Points= 15 pts

 

75

100%

DISCUSSION TOTAL=75 points

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Week 5: Immunization Assignment

Submit Assignment

  • Due Jun 7 by 11:59pm
  • Points 50
  • Submitting a file upload

Purpose

The purpose of this assignment is to familiarize the student with the most recent guidelines and recommendations  for vaccine -preventable illnesses in the United States. 

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

  1. Identify vaccines available in the US market for vaccine-preventable disease and describe their features.
  2. Identify contraindications and precautions for the use of vaccines available.
  3. Use recommendations from the Advisory Committee on Immunization Practice (ACIP) to identify target groups for receipt of each vaccine.

Due Date: 

Assignment should be submitted to the Week 5 Immunization Assignment  dropbox by  Sunday 11:59 p.m. MST at the end of Week 5. When the assignment is placed in the dropbox, it will automatically be submitted to Turnitin. You may submit the assignment one additional time before the due date to lower the Turnitin score. If you choose to resubmit, the second submission will be considered final and subject to grading.   Once the due date for the assignment passes, you may not resubmit to lower a Turnitin score. 

This assignment will follow the late assignment policy specified in the course syllabus.

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

In the event of a situation that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

Total Points Possible:  50

Preparing the Paper:

  1. The Immunization assignment is worth 5 0 points and will be graded on  use of Standard English grammar, sentence structure, and overall organization based on the required components as summarized in the directions and grading criteria/rubric.
  2. Submit the paper as a Microsoft Word Document, which is the required format at Chamberlain University. You are encouraged to use  the  APA Academic Writer when creating your assignment.
  3. Follow the directions below and the  grading criteria  located in the rubric closely. Any questions about this paper may be posted under the Q & A Forum or emailed to your faculty. 
  4. The length of the paper should be 2- 4  pages, excluding title page and reference page(s). The title and reference pages should be in APA format.
  5. Vaccination schedules should be obtained directly from the Centers for Disease Control and Prevention: Resources for Healthcare Providers website and reflect the most current recommendations from the Advisory Committee on Immunization Practices (ACIP). Additional scholarly resources should be used and all sources  must be cited appropriately.  

Requirements:

Diptheria, tetanus & acellular pertussis (DTaP)

Haemophilus influenza type b (Hib)

Hepatitis B

Human papillomavirus (HPV)

Inactivated influenza (IIV)

Inactivated poliovirus (IPV)

Influenza recombinant (RIV)

Live influenza (LAIV)

Measles, mumps & rubella (MMR)

Meningococcal serogroups A, C, W, Y)

Meningococcal serogroup B

Pneumococcal 13-valent conjugate (PCV13)

Pneumococcal 23-valent polysaccharide (PPSV23)

Rotavirus

Tetanus, diphtheria & acellular pertussis (Tdap or Td)

Varicella (VAR)

Zoster live

Zoster recombinant 

Choose 2 vaccines from the list above and provide the following information for each: 

  1.  
    1. Name of disease preventable vaccination
    2. Trade name (if more than one available, chose one only)
    3. Type of vaccination (attenuated or inactivated)
    4. Contraindications
    5. Precautions
    6. Adverse drug reactions
    7. Minimum age to receive vaccine
    8. Routine recommended vaccine schedule (timing and dose)
    9. Special situations

Example:

Vaccination: Hepatitis A vaccination

Trade Name: Havrix

Type: Inactivated

Contraindication: Person with previous history of severe reaction to HAV, moderate or severe illness, with or without fever 

Precautions: Patients with immunosuppression (may have lower antibody titers)

Adverse drug reactions: Injection site reaction, headache & malaise

Minimum age: 12 months

Routine vaccination schedule: 2 dose series between ages 12-24 months

Minimum interval between doses (if applicable): 6 months apart

Special situations: Vaccine should be given to those at risk for hepatitis A infection including chronic liver disease, clotting factor disorders, men who have sex with men, injection or non-injection drug use, homelessness, work with hepatitis a virus, travel in countries with high or intermediate endemic hepatitis A or close   personal contact with an international adoptee.

Barriers & Interventions

  1. Identify one reason for vaccine non-compliance or vaccine hesitancy by patients/parents.
  2. Discuss one intervention that Nurse Practitioners can take to improve vaccination compliance . 
  3. Identify when healthcare providers are required by law to report an adverse event.
  4. Discuss adverse events that healthcare providers are encouraged  to report.
  5. Identify how a healthcare provider would report an adverse event. 

ASSIGNMENT CONTENT

Category

Points

%

Description

Vaccine # 1 Information

15

30%

The student identifies:

  • Name of one disease- preventable vaccination  from the list
  • Trade name 
  • Type of vaccination (attenuated or inactivated)
  • Contraindications
  • Precautions
  • Adverse drug reactions
  • Minimum age to receive vaccine
  • Routine recommended vaccine schedule (timing and dose)
  • Special situations

(9  required elements) 

Vaccine # 2 Information

15

30%

The student identifies:

  • Name of one disease- preventable vaccination  from the list
  • Trade name 
  • Type of vaccination (attenuated or inactivated)
  • Contraindications
  • Precautions
  • Adverse drug reactions
  • Minimum age to receive vaccine
  • Routine recommended vaccine schedule (timing and dose)
  • Special situations

(9  required elements) 

Barriers, Interventions & Reporting

15

30%

The student:

  • Identifies 1 reason for vaccine non-compliance or vaccine hesitancy by patients/parents. 
  • Discusses 1 intervention that Nurse Practitioners can take to improve vaccination compliance. 
  • Identifies when healthcare providers are required  by law to report an adverse event. 
  • Discusses adverse events that healthcare providers are encouraged  to report. 
  • Identifies how a healthcare provider would report an adverse event.  

(5 required elements)

 

 

 

Total CONTENT Points= 45 points 

ASSIGNMENT FORMAT

Category

Points

%

Description

Organization, spelling, grammar & APA format 

5

10%

There are minimal APA errors

  

 

 

 

 

Total FORMAT Points= 5 points

 

 

 

ASSIGNMENT TOTAL=50 points

Rubric

NR566_WK5_Immunization

NR566_WK5_Immunization

CriteriaRatingsPts

This criterion is linked to a Learning OutcomeVaccine # 1 Information

The student identifies:1. Name of the disease-preventable vaccination2. Trade name3. Type of vaccination (attenuated or inactivated)4. Contraindications5. Precautions6. Adverse drug reactions7. Minimum age to receive vaccine8. Routine recommended vaccine schedule (timing and dose)9. Special situations

15.0 pts

Excellent

All 9 required elements are present.

14.0 pts

V. Good

7-8 required elements are present.

12.0 pts

Satisfactory

5-6 required elements are present.

8.0 pts

Needs Improvement

2-4 required elements are present.

0.0 pts

Unsatisfactory

0-1 required elements are present.

15.0 pts

This criterion is linked to a Learning OutcomeVaccine # 2 Information

The student identifies:1. Name of the disease-preventable vaccination2. Trade name3. Type of vaccination (attenuated or inactivated)4. Contraindications5. Precautions6. Adverse drug reactions7. Minimum age to receive vaccine8. Routine recommended vaccine schedule (timing and dose)9. Special situations

15.0 pts

Excellent

All 9 required elements are present.

14.0 pts

V. Good

7-8 required elements are present.

12.0 pts

Satisfactory

5-6 required elements are present.

8.0 pts

Needs Improvement

2-4 required elements are present.

0.0 pts

Unsatisfactory

0-1 required elements are present.

15.0 pts

This criterion is linked to a Learning OutcomeBarriers, Interventions & Reporting

The student:1. Identifies 1 reason for vaccine non-compliance or vaccine hesitancy by patients/parents.2. Discusses 1 intervention that Nurse Practitioners can take to improve vaccination compliance.3. Identifies when healthcare providers are required by law to report an adverse event.4. Discusses adverse events that healthcare providers are encouraged to report.5. Identifies how a healthcare provider would report an adverse event.

15.0 pts

Excellent

All 5 required elements are present.

14.0 pts

V. Good

4 required elements are present.

12.0 pts

Satisfactory

3 required elements are present.

8.0 pts

Needs Improvement

1-2 required elements are present.

0.0 pts

Unsatisfactory

0 required elements are present.

15.0 pts

This criterion is linked to a Learning OutcomeOrganization, spelling, grammar, APA format

There are minimal APA errors.

5.0 pts

Excellent

0 to 1 APA error is present.

4.0 pts

V. Good

2–3 APA errors are present.

3.0 pts

Satisfactory

4–5 APA errors are present.

2.0 pts

Needs Improvement

6–7 APA errors are present.

0.0 pts

Unsatisfactory

8 or more APA errors are present.

5.0 pts

This criterion is linked to a Learning OutcomeLate penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

0.0 pts

Manual Deductions

0.0 pts

Manual Deductions

0.0 pts

Total Points: 50.0

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Week 3: Hypertension Guidelines (Original Post due Wednesday with Peer responses Due on Sunday)

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Purpose

The purpose of the activity is toprovide students with the opportunity to compare & contrast two common but different hypertension clinical practice guidelines.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

CO2: Distinguish between the recommendations for hypertension management among recent hypertension-and disease-specific guidelines .   (PO 5)

Due Date: Original Post due Wednesday with Peer responses Due on Sunday, 11:59 MT of Week 3

The student must provide an initial response to the discussion topic by Wednesday, 11:59pm MT. Subsequent posts, including substantive responses to peer(s) and faculty questions must occur by Sunday, 11:59pm MT. A total of three substantive posts are required on three different days.

A 10% late penalty will be imposed for initial discussions posted after the deadline on  Wednesday  11:59pm MT, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). 

A 10% penalty will be imposed for not entering the minimum number of interactive dialogue posts (3) OR not posting on the minimum required number of days (3). NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0) .

Total Points Possible: 100

Requirements:

  1. Do a web search to locate the current JNC8 and ACC/AHA guidelines for hypertension.
  2. Compare and contrast the two sets of guidelines according to the following:
  •  
    • Define the classes of hypertension (normal, elevated, stage 1 & stage 2) according to each guideline.
    • What are the thresholds for initiating treatment?
    • What are the treatment goals? (Hint: there may be multiple treatment goals based on certain populations such as diabetics) 
    • What medications are recommended to treat hypertension in the African American population?
    • Discuss why one set of guidelines might be used over the other (i.e., is one superior to the other ?) 

 

DISCUSSION CONTENT

Category

Points

%

Description

Compare & Contrast 

65

65%

The student:

  • Defines the classes of hypertension (normal, elevated, stage 1 & stage 2) according to each guideline. 
  • Identifies the thresholds for initiating treatment according to each guideline. 
  • Identifies the treatment goals according to each guideline (there may be multiple goal based on certain populations). 
  • Identifies the medications recommended to treat hypertension in the African American population  according to each guideline. 
  • Discusses why one set of guidelines might be used over the other. 

(5 required elements)

 

Scholarly Support &  Interactive Dialogue

25

25%

  • Discussion post is supported with appropriate sources*^;
  • Source is published within the last 5 years 
  • Reference list is provided and in-text citations match; Student provides a substantive** response to at least one topic-related post of a peer 
  • Student responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student

 

* Textbooks, non-US journals, nursing journals not intended for advanced practice providers. ^ State specific websites from regulatory boards are acceptable) 

 

** A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response 

 

90

90%

Total CONTENT Points= 90

DISCUSSION FORMAT

Category

Points

%

Description

Grammar, Syntax, Spelling, APA Format & Punctuation

10

10%

Discussion post has minimal grammar, syntax, spelling, punctuation,  or APA format errors* 

 

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

 

10

10%

Total FORMAT Points= 10 pts 

 

100

100%

DISCUSSION TOTAL=______out of 100 points

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Week 3: RX Writing Assignment

Submit Assignment

  • Due May 24 by 11:59pm
  • Points 45
  • Submitting a file upload

Purpose

The purpose of the assignment is to provide an opportunity for students to practice writing prescriptions before they start their practicum rotation. Understanding how to accurately write a prescription helps to  minimize medication errors and adverse events.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

  1. Identify the components of a prescription. (CO 6)
  2. Identify abbreviations that are approved and acceptable to be used. (CO 6)
  3. Accurately write a prescription based on a given patient scenario. (CO 6)

Due Date: 

Sunday 11:59 p.m. MT at the end of Week 3 & 7 

Total Points Possible:  45 points 

Requirements:

Prior to starting this assignment, student should read and familiarize themselves with the following resources:

In week 3 & 7, faculty will present to you a case scenario and you will accurately write a prescription(s).

  1. Each assignment is worth 45 points and follows the RX writing assignment rubric.
  2. Prescriptions must be written or typed on the template provided and submitted by Sunday, 11:59 p.m. MT.
  3. Each prescription must be written on the corresponding RX Template.

 

 

Transcript

Week 3 Scenario:

Max Patrick (DOB 2/08/1971) comes into your office for his routine 6 month follow-up visit for stable, well-controlled hypertension. He needs a prescription refill for carvedilol which he has been taking for two years without problems.  He takes 12.5 mg twice a day. The drug is supplied in 25 mg tablets.  

He wants to continue to use a mail-order delivery, so he will need the prescription written for a 90 day supply.  His next follow-up visit is in 6 months and he will need enough medication to last until then.  His address is 9056 Eagle Park Road, Atlanta, GA 30302. Your NP license number is RN230125. Your NPI number is 18322176.

ASSIGNMENT CONTENT

Category

Points

%

Description

Patient & Provider Information

 

10

22.2%

The following components are completed accurately: 

  • Provider name
  • Patient name
  • Patient address
  • Patient’s DOB
  • Date prescription is written
  • Prescriber license and NPI Number
  • Prescriber signature in the correct location in the “Dispense as written” or “Generic substitution permitted” box

(7 required elements)

Medication Information

 

10

22.2%

The following components are completed accurately:

  • Medication name
  • Medication strength
  • Medication dosage form
  • Abbreviations, symbols and dose designations are compliant with the Institute of Safe Medication Prescribing (ISMP) list of error-prone abbreviations

(4 required elements)

Medication Directions

 

20

44.4%

The following components are completed accurately:

  • Prescribing amount
  • Route
  • Frequency
  • Duration
  • Dispensing quantity
  • Number of refills

(6 required elements)

 

40

89%

Total CONTENT Points= 40 pts

ASSIGNMENT FORMAT

Category

Points

%

Description

Prescription Format

 

5

11.1%

  • Written on the RX template
  • Organized in standard RX format
  • Legible

 

5

11%

Total FORMAT Points= 5 pts

 

45

100%

ASSIGNMENT TOTAL=  45 points 

Rubric

NR508_565_566 RX Writing_UPDATED

NR508_565_566 RX Writing_UPDATED

CriteriaRatingsPts

This criterion is linked to a Learning OutcomePatient & Provider Information

The following components are completed accurately:Provider namePatient namePatient addressPatient’s DOBDate prescription is writtenPrescriber license and NPI NumberPrescriber signature in the correct location in the “Dispense as written” or “Generic substitution permitted” box(7 required elements)

10.0 pts

Excellent

All 7 critical elements are present.

9.0 pts

V. Good

6 critical elements are present.

8.0 pts

Satisfactory

4-5 critical elements are present.

4.0 pts

Needs Improvement

2-3 critical elements are present.

0.0 pts

Unsatisfactory

0-1 critical elements are present.

10.0 pts

This criterion is linked to a Learning OutcomeMedication Information

The following components are completed accurately:Medication nameMedication strengthMedication dosage formAbbreviations, symbols and dose designations are compliant with the Institute of Safe Medication Prescribing (ISMP) list of error-prone abbreviations(4 required elements)

10.0 pts

Excellent

All 4 critical elements are present.

9.0 pts

V. Good

3 critical elements are present.

8.0 pts

Satisfactory

2 critical elements are present.

5.0 pts

Needs Improvement

1 critical elements are present.

0.0 pts

Unsatisfactory

0 critical elements are present.

10.0 pts

This criterion is linked to a Learning OutcomeMedication Directions

The following components are completed accurately:Prescribing amountRouteFrequencyDurationDispensing quantityNumber of refills(6 required elements)

20.0 pts

Excellent

All 6 critical elements are present.

18.0 pts

V. Good

5 critical elements are present.

17.0 pts

Satisfactory

4 critical elements are present.

10.0 pts

Needs Improvement

2-3 critical elements are present.

0.0 pts

Unsatisfactory

0-1 critical elements are present.

20.0 pts

This criterion is linked to a Learning OutcomePrescription Format

Written on the RX templateOrganized in the standard RX formatLegible

5.0 pts

Excellent

The prescription is written on the RX template, organized in the standard RX format, and legible

4.0 pts

V. Good

The prescription is written on the RX template, is only partially organized in the standard RX format OR partially legible

3.0 pts

Satisfactory

The prescription is written on the RX template and is not organized in the standard RX format BUT is at least partially legible

2.0 pts

Needs Improvement

The prescription is written on the RX template and is not organized in the standard RX format and is not legible

0.0 pts

Unsatisfactory

The prescription is NOT written on the RX template, is not organized in the standard RX format AND is not legible

5.0 pts

This criterion is linked to a Learning OutcomeLate penalty deductions

0.0 pts

Late penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

0.0 pts

No Marks

0.0 pts

Total Points: 45.0

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Week 7: RX Writing Assignment-GI Drug

Submit Assignment

  • Due Apr 19 by 11:59pm
  • Points 45
  • Submitting a file upload

Purpose

The purpose of the assignment is to provide an opportunity for students to practice writing prescriptions before they start their practicum rotation. Understanding how to accurately write a prescription helps to minimize medication errors and adverse events.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

  1. Identify the components of a prescription. (CO 6)
  2. Identify abbreviations that are approved and acceptable to be used. (CO 6)
  3. Accurately write a prescription based on a given patient scenario. (CO 6)

Due Date: 

Sunday 11:59 p.m. MT at the end of Week 2, 3, & 7 

(Week 2 for practice purposes only)

Total Points Possible:  45 points

Requirements: Directions

Prior to starting this assignment, student should read and familiarize themselves with the following resources:

Directions

  1. In week 2, 3 & 7, faculty will present to you a case scenario and you will accurately write a prescription(s).
  2. Each assignment is worth 45 points and follows the RX writing assignment rubric (week 2 is for practice purposes only).
  3. Prescriptions must be written or typed on the template provided and submitted by Sunday, 11:59 p.m. MT.
  4. Each prescription must be written on the corresponding  NR565 RX Template.  (Links to an external site.) (Links to an external site.)
  5. Review the RX Writing presentation below:

 

Transcript

Scenario

Jamie Sands (DOB 10/12/1997) presents to your office with acute viral gastroenteritis. She hasn’t vomited in more than 6 hours and is able to tolerate clear liquids but she is constantly nauseous. In addition to encouraging adequate fluid intake and monitoring for signs and symptoms of dehydration, you plan to give her a prescription for promethazine to alleviate her nausea. She only needs a limited amount for a few days. She will be instructed to follow-up in 72 hours if nausea does not resolve or sooner if she starts to experience intractable vomiting or signs of dehydration.You plan to give her 25mg every 6 hours as needed for nausea for 3 days. The medication is available in 12.5mg, 25mg and 50mg tablets. She has NKDA. Her address is 2220 SW 34 Street, Edison, NJ 12345. Your NP license number is 26NJ00289751. Your NPI number is 18269910.

ASSIGNMENT CONTENT

Category

Points

%

Description

Patient & Provider Information

 

10

22.2%

The following components are completed accurately: 

  • Provider name
  • Patient name
  • Patient address
  • Patient’s DOB
  • Date prescription is written
  • Prescriber license and NPI Number
  • Prescriber signature in the correct location in the “Dispense as written” or “Generic substitution permitted” box

(7 required elements)

Medication Information

 

10

22.2%

The following components are completed accurately:

  • Medication name
  • Medication strength
  • Medication dosage form
  • Abbreviations, symbols and dose designations are compliant with the Institute of Safe Medication Prescribing (ISMP) list of error-prone abbreviations

(4 required elements)

Medication Directions

 

20

44.4%

The following components are completed accurately:

  • Prescribing amount
  • Route
  • Frequency
  • Duration
  • Dispensing quantity
  • Number of refills

(6 required elements)

 

 

 

Total CONTENT Points= 40 pts

ASSIGNMENT FORMAT

Category

Points

%

Description

Prescription Format

 

5

11.1%

  • Written on the RX template
  • Organized in standard RX format
  • Legible

 

 

 

Total FORMAT Points= 5 pts

 

 

 

ASSIGNMENT TOTAL= 45 points

Rubric

NR508_565_566 RX Writing

NR508_565_566 RX Writing

CriteriaRatingsPts

This criterion is linked to a Learning OutcomePatient & Provider Information

The following components are completed accurately:Provider namePatient namePatient addressPatient’s DOBDate prescription is writtenPrescriber license and NPI NumberPrescriber signature in the correct location in the “Dispense as written” or “Generic substitution permitted” box(7 required elements)

10.0 pts

Excellent

All 7 critical elements are present.

9.0 pts

V. Good

1 critical element is missing.

8.0 pts

Satisfactory

2-3 critical elements are missing.

4.0 pts

Needs Improvement

4-5 critical elements are missing.

0.0 pts

Unsatisfactory

All 6 critical elements are missing.

10.0 pts

This criterion is linked to a Learning OutcomeMedication Information

The following components are completed accurately:Medication nameMedication strengthMedication dosage formAbbreviations, symbols and dose designations are compliant with the Institute of Safe Medication Prescribing (ISMP) list of error-prone abbreviations(4 required elements)

10.0 pts

Excellent

All 4 critical elements are present.

9.0 pts

V. Good

1 critical element is missing.

8.0 pts

Satisfactory

2 critical elements are missing.

5.0 pts

Needs Improvement

3 critical elements are missing.

0.0 pts

Unsatisfactory

All 4 critical elements are missing.

10.0 pts

This criterion is linked to a Learning OutcomeMedication Directions

The following components are completed accurately:Prescribing amountRouteFrequencyDurationDispensing quantityNumber of refills(6 required elements)

20.0 pts

Excellent

All 6 critical elements are present.

18.0 pts

V. Good

1 critical element is missing.

17.0 pts

Satisfactory

2 critical elements are missing.

10.0 pts

Needs Improvement

3-4 critical elements are missing.

0.0 pts

Unsatisfactory

All 5-6 critical elements are missing.

20.0 pts

This criterion is linked to a Learning OutcomePrescription Format

Written on the RX templateOrganized in the standard RX formatLegible

5.0 pts

Excellent

The prescription is written on the RX template, organized in the standard RX format, and legible

4.0 pts

V. Good

The prescription is written on the RX template, is only partially organized in the standard RX format OR partially legible

3.0 pts

Satisfactory

The prescription is written on the RX template and is not organized in the standard RX format BUT is at least partially legible

2.0 pts

Needs Improvement

The prescription is written on the RX template and is not organized in the standard RX format and is not legible

0.0 pts

Unsatisfactory

The prescription is NOT written on the RX template, is not organized in the standard RX format AND is not legible

5.0 pts

This criterion is linked to a Learning OutcomeLate penalty deductions

0.0 pts

Late penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

0.0 pts

No Marks

0.0 pts

Total Points: 45.0

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pharmacology

Week 7: GI Case Study (Original Post due Wednesday, Peer Response due Sunday)

No unread replies.No replies.

Purpose

Problem-based learning is a methodology designed to help students develop the reasoning process used in clinical practice through problem solving actual patient problems in the same manner as they occur in practice.  The purpose of this activity is to develop students’ clinical reasoning skills using a case-based learning exercise. Through participation in an online discussion forum, students identify learning issues in a self-directed manner which facilitates learning for the entire group.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

  1. Synthesize clinical knowledge, didactic learning and research findings to provide appropriate pharmacological care to primary care patients. (CO 1, 2, 3, 4 & 5)

Due Date:

The student must provide an initial response to the discussion topic by Wednesday, 11:59pm MT. Subsequent posts, including substantive responses to peer(s) and faculty questions must occur by Sunday, 11:59pm MT. A total of 3 substantive posts are required on 3 different days.(Week 8 only- Subsequent posts, including substantive responses to peer(s) and faculty must occur by Saturday, 11:59pm MT). 

A 10% late penalty will be imposed for initial discussions posted after the deadline on Wednesday 11:59pm MT, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.

A 10% penalty will be imposed for not entering the minimum number of interactive dialogue posts (3) OR not posting on the minimum required number of days (3). NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)

Total Points Possible:  100

Case Study & Discussion Questions

Mr. Jones, a 50 year-old male who comes into your office today complaining of  a constant burning pain in his stomach a couple of hours after he eats. He states that he was seen in the emergency room 2 days ago for the same complaint and was given something called a “GI cocktail” which relieved his symptoms. Mr. Jones reports that he enjoys coffee every morning with breakfast and sometimes in the afternoon with a donut.  A review of his records show that acute coronary syndrome was ruled out in the emergency room 2 days ago. His last stress test was 6 months ago, which was negative. EKG in the office today is normal.  

Past Medical History: Obesity and High Cholesterol.

Surgical History: None.

Family history: Unknown he is adopted

Social History: Smoker x 10 years 1ppd, drinks 2-4 beers a day and ½ pack on the weekends. Denies recreational drugs, does not exercise.

Drug allergies-NKDA 

Current medications- None

All vaccines are up to date

Vitals Height 69 inches, weight 205 pounds, BP 120/75, P 70, R 16. 

Mr. Brown’s physical exam is normal, including the abdominal exam.

  • What are your treatment goals for Mr. Brown today?
  • What is your pharmacological plan and rationale? (cite with appropriate clinical practice guidelines or scholarly peer-reviewed articles and always include medication name, strength, dosage form, route, frequency and duration when making recommendations)
  • Pick one medication from your response above and list 5 patient-centered teaching points for the medication.

Discussion Guiding Principles

The ideas and beliefs underpinning the discussions 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 discussions 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 ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the discussion 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. Discussions 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.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in 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.

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric. 

DISCUSSION CONTENT

Category

Points

%

Description

Application of Course Knowledge

35

35%

  1. Decisions are well supported with EBM arguments that are in-line with the scenario; AND
  2. Proper rationale and reasoning skills are demonstrated; AND
  3. Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive analysis or synthesis of the topic at hand;AND
  4. Applies concepts to personal experience in the professional setting and/or information has relevant application to real life; AND
  5. All of the post makes direct reference to concepts discussed in the lesson; AND
  6. Posts are on topic and answer all presented questions which demonstrates a solid understanding of the topic.

(6 critical elements)

Support from Evidence-Based Practice (EBP)

35

35%

  1. Discussion post is supported with appropriate, scholarly sources; uses valid, relevant, and reliable outside sources to contribute to the threaded discussion; AND
  2. Sources are published within the last 5 years (unless it is the most current CPG); AND
  3. Reference list is provided and in-text citations match; AND
  4. Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions

(4 critical elements)

Interactive Dialogue

15

15%

  1. Student provides a substantive* response to at least one topic-related post of a peer; AND
  2. Evidence from appropriate scholarly sources are included; AND
  3. Reference list is provided and in-text citations match; AND
  4. Student responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student

 

(*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response

(4 critical elements)

 

 

 

Total CONTENT Points= 85 pts

DISCUSSION FORMAT

Category

Points

%

Description

Grammar, Syntax, Spelling & Punctuation

15

15%

Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

 

 

 

 

Total FORMAT Points= 15 pts

 

 

 

DISCUSSION TOTAL= 100 pts

 

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pharmacology

Week 6: Grand Rounds Presentation Part 2 (Presentation due Monday, Peer Posts due Thursday, and Responses due Sunday)

55 unread replies.55 replies.

Purpose

The purpose of this assignment is to enhance the student’s clinical reasoning, confidence and learning of multiple pharmacological agents through facilitated discussion.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

  1. Create an appropriate evidence-based medication treatment plan for a select disease (CO1-5)

Due Dates: 

  • Your Grand Rounds Presentation must be posted to the Week 6 discussion boardby Monday, 11:59pm MT of week 6.
  • Responses to three (3) peer presentations must be posted to the Week 6 discussion board by Thursday, 11:59pm MT of week 6.
  • Peer feedback (response to questions) and faculty responses must be posted to the Week 6 discussion board by Sunday, 11:59pm MT**

A 10% late penalty will be imposed for presentations posted to the week 6 discussion board after the deadline on Monday at 11:59pm MT OR posting initial peer responses after the deadline on Thursday at 11:59pm MT, regardless of the number of days late. NOTHING will be accepted after the deadline on Sunday at 11:59pm MT (i.e. student will receive an automatic 0)

(**) Not required for peer responses or faculty questions directed at you after Friday at 11:59pm MT.

Total Points Possible:  75 points

Requirements:

  1. Post your Kaltura presentation to the weekly discussion board (without the answers to the questions) no later than Monday at 11:59pm MT
  2. Post a response to a MINIMUM of three (3) peer presentations following the criteria outlined in the rubric no later than Thursday at 11:59pm MT
  3. Provide a “score” (result of knowledge questions) to peers AND a response to a faculty question no later than Sunday at 11:59pm MT

“**If all students have a response, then choose the student with the least responses to their posting.

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

DISCUSSION CONTENT

Category

Points

%

Description

Interactive Dialogue

#1

(4 required elements)

10

13.3%

In each discussion response to a peer, you must:

  1. Provide an alternative drug (or drugs) that could be prescribed for the condition DIFFERENT than that recommended by the peer presenter
  2. Provide the approximate retail cost of the alternative drug selected
  3. Provide the approximate cost of the alternative medication from 3 different pharmacies using GoodRx. (https://www.goodrx.com/ (Links to an external site.))
  4. Provide answers to all 5 “Test Your Knowledge” questions from your peer’s presentation

Interactive Dialogue

#2

(4 required elements)

10

13.3%

In each discussion response to a peer, you must:

  1. Provide an alternative drug (or drugs) that could be prescribed for the condition DIFFERENT than that recommended by the peer presenter
  2. Provide the approximate retail cost of the alternative drug selected
  3. Provide the approximate cost of the alternative medication from 3 different pharmacies using GoodRx. (https://www.goodrx.com/ (Links to an external site.))
  4. Provide answers to all 5 “Test Your Knowledge” questions from your peer’s presentation

Interactive Dialogue

#3

(4 required elements)

10

13.3%

In each discussion response to a peer, you must:

  1. Provide an alternative drug (or drugs) that could be prescribed for the condition DIFFERENT than that recommended by the peer presenter
  2. Provide the approximate retail cost of the alternative drug selected
  3. Provide the approximate cost of the alternative medication from 3 different pharmacies using GoodRx. (https://www.goodrx.com/ (Links to an external site.))
  4. Provide answers to all 5 “Test Your Knowledge” questions from your peer’s presentation

Participation

& EBM Support

(5 required elements)

30

40%

  1. Post substantive (*) responses to peer presentations using criteria from the interactive dialogue section (start by posting to the peer with the least number of responses)
  2. Provide “scores” (result of knowledge questions) for every peer that answered the “Test Your Knowledge” questions from your presentation(**) by Sunday at 11:59pm MT
  3. Responds to all direct faculty questions OR if you were not asked a direct question, respond to a faculty question directed towards another student(**) by Sunday at 11:59pm MT
  4. Support each discussion post with appropriate, scholarly references (^) using sources published within the last 5 years (unless it is the most current CPG)
  5. Provide a reference list with in-text citations that match

(*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused 

(**) Not required for peer responses or faculty questions directed at you after Friday at 11:59pm MT.

(^)Textbooks, non-US journals, nursing journals not intended for advanced practice providers are NOT considered scholarly references for treatment decisions.

 

60

80%

Total CONTENT Points= 60 pts

DISCUSSION FORMAT

Category

Points

%

Description

Spelling, Grammar, Syntax, APA Format & Punctuation

 

15

15%

Posts contain minimal spelling, grammatical, syntax, APA format, or punctuation errors

 

15

20%

Total FORMAT Points= 15 pts

 

75

100%

TOTAL Points=75

 

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pharmacology

Week 5: Grand Rounds Presentation Part 1

No unread replies.No replies.

Purpose

The purpose of this assignment is to enhance the student’s clinical reasoning, confidence and learning of multiple pharmacological agents through facilitated discussion.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

  1. Create an appropriate evidence-based medication treatment plan for a select disease (CO1-5)

Due Date: 

Week 5: Grand Rounds PowerPoint Presentation due by Sunday 11:59 p.m. MT at the end of Week 5. In Week you only need to post your Kaltura presentation in the discussion thread. You do not need to reply to your peer’s presentations. 

A 10% late penalty will be imposed for presentations posted after the deadline on Sunday and will follow the late deductions policy stated in the syllabus.

Total Points Possible:  75 points

Requirements:

  1. In Week 5, you will create a PowerPoint presentation on a primary care problem that is assigned to you by your professor.
  2. The PowerPoint presentation should be narrated using the Kaltura media application.  
  3. Please refer to the “How to use Kaltura” recording below. If you have technical issues, please contact your faculty or Tech Support. Make sure you click on the Screen & Webcam box to record in Kaltura. For more information on Kaltura, see Resources.
  4. Present a fictional patient with the assigned medical condition to address allof the following:
    • Describe the most commonly prescribed drugs for the assigned condition. 
    • Provide evidence by sharing clinical guidelines, research articles, or other scholarly materials to support your findings. 
    • Identify barriers to practice or issues related to the condition and the use of pharmacologic treatment, including potential issues related to cultural diversity and healthcare literacy
    • Describe the expected outcomes for medication management, including expectations for follow up care.  
  5. The overall presentation must meet the following requirements:
    • Time: between 8-12 minutes total and no more than 15 slides
    • Citations should be provided at the bottom of slides
    • A full reference list should be included in APA format on the final slide. 
  6. Additionally, you will create five (5) multiple choice questions derived from your presentation content. Include the questions on a slide in your presentation, but DO NOT provide the answers. Instead, you will provide the answers to these by submitting a Word Document attachment using the paperclip on the week 5 discussion board (as shown below).
  7. The PowerPoint presentation and questions are due by Sunday 11:59 p.m. MT at the end of Week 5.
  8. In Week 6, you will again post your Kaltura presentation to the weekly discussion board, without the answers to the questions. To better facilitate a robust discussion, your presentation will need to be posted by Monday 11:59 p.m. MT at the start of Week 6.

    If you have technical issues, please contact your faculty or Tech Support.**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

DISCUSSION CONTENT

Category

Points

%

Description

Case Study

(4 required elements)

10

13.3%

  1. Student’s case is based on a fictional patient with the assigned medical condition
  2. Subjective data from the patient’s history includes ALL of the following:
    • History of Present Illness (HPI)
    • Previous Medical History
    • Medication Allergies
  3. Objective data from the patient includes:
    • Vital Signs
    • Physical exam findings
  4. Relevant labs or test results are included (IF pertinent to the medication management of the assigned condition)

Description of Disease

(4 required elements)

 

10

13.3%

  1. A brief pathophysiology statement of the condition is presented; AND
  2. Common signs and symptoms of the condition are discussed (include relevant labs or tests if applicable); AND
  3. Potential barriers related to cultural or socioeconomic diversity and/or healthcare literacy are discussed; AND
  4. At least 1 viable solution to overcoming these barriers are presented

Medication Management

(6 required elements)

20

26.6%

  1. An evidence-based medication plan is presented and includes ALL of the following:
    • A detailed description of first line prescribed medications recommended for the condition
    • A detailed description of the second line medication that would be prescribed IF the patient had an allergy to 1st line treatment
  2. Medication details include ALL of the following:
    • Trade and generic names for each medication
    • Typical dose for each medication
    • Mechanism of action for each medication presented; AND
  3. For each medication, the following is included:
    • Adverse effects
    • Major contraindications for use
    • Major drug-drug interactions
  4. At least 1 common alternative therapy for treatment of the disease is discussed
  5. The optimal outcome for treatment with the suggested medication is stated
  6. Expectations for patient follow-up related to the medication plan is discussed

Evidence Based Support

(4 required elements)

 

20

26.6%

  1. Requirements for the disease description are supported with appropriate references (textbook is acceptable in this section).
  2. Treatment plan is supported with a minimum of 2  appropriate, scholarly sources*; AND
  3. Sources are published within the last 5 years (unless it is the most current CPG); AND
  4. A Reference list is provided with in-text citations to match

* Textbooks, non-US journals, nursing journals not intended for advanced practice providers are NOT considered scholarly references for treatment decisions.

 

60

80%

Total CONTENT Points= 60 pts

DISCUSSION FORMAT

Category

Points

%

Description

Organization & Format

(6 required elements)

 

10

13.3%

  1. Presentation is created in PowerPoint and narrated with Kaltura; AND
  2. Slides are clear and easy to read; AND
  3. The slides do not exceed 15 (excluding title slide, test questions and reference slides); AND
  4. The oral presentation is no less than 8 minutes and no longer than 12 minutes; AND
  5. Citations are listed on the bottom of slides with a separate reference slide at the end; AND
  6. Slide content has minimal spelling, grammatical, syntax, APA format, or punctuation errors

Test Your Knowledge Questions

(4 required elements)

5

6.6%

  1. Five (5) knowledge-based are included at the end of the presentation (without answers); AND
  2. Knowledge-based questions are multiple-choice questions (not true/false); AND
  3. The same questions WITH the correct responses are submitted as an attachment using the paperclip in the Week 6 discussion board.
  4. Questions directly relate to the content of the presentation

 

15

20%

Total FORMAT Points= 15 pts

 

75

100%

DISCUSSION TOTAL=75 points

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pharmacology

Week 3: ANS Case Study Discussion (Original Post due Wednesday, Peer Response due Sunday)

No unread replies.No replies.

Purpose

Problem-based learning is a methodology designed to help students develop the reasoning process used in clinical practice through problem solving actual patient problems in the same manner as they occur in practice.  The purpose of this activity is to develop students’ clinical reasoning skills using a case-based learning exercise. Through participation in an online discussion forum, students identify learning issues in a self-directed manner which facilitates learning for the entire group.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

  1. Synthesize clinical knowledge, didactic learning and research findings to provide appropriate pharmacological care to primary care patients. (CO 1, 2, 3, 4 & 5)

Due Date:

The student must provide an initial response to the discussion topic by Wednesday, 11:59pm MT. Subsequent posts, including substantive responses to peer(s) and faculty questions must occur by Sunday, 11:59pm MT. A total of 3 substantive posts are required on 3 different days.(Week 8 only- Subsequent posts, including substantive responses to peer(s) and faculty must occur by Saturday, 11:59pm MT). 

 

A 10% late penalty will be imposed for initial discussions posted after the deadline on Wednesday 11:59pm MT, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.

 

A 10% penalty will be imposed for not entering the minimum number of interactive dialogue posts (3) OR not posting on the minimum required number of days (3). NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)

Total Points Possible:  100

Case Study & Discussion Questions

Margaret is a 59-year-old Caucasian female who presents to the clinic for follow-up of her hypertension.  She reports that she has a worsening of a tremor in her hand over the last few months. She was seen by a neurologist previously and was diagnosed with an essential tremor but opted to not take medication because it wasn’t particularly bothersome.  She reports now that she has difficulty pouring a drink, drinking from a cup, using utensils to eat, and writing or drawing.  Margaret also reports that since you started her on Clonidine last month for her blood pressure, she has been having some difficulties with headaches, dizziness, dry mouth and difficulty urinating. You plan to discontinue the clonidine.

Past Medical History: Hypertension, essential tremor and seasonal allergies.

Surgical History: Tonsillectomy.

Family History: Mother HTN & essential tremor, Father Diabetes, Sister Diabetes all deceased.

Social History: Denies tobacco use, wine one to two glasses a week, denies recreational drugs, exercises twice a week.

Allergies: NKA 

Current medications: Multivitamin with Iron 1 tab PO daily, Allegra 10mg PO prn for allergies, Clonidine 0.1mg PO BID 

All vaccines up to date.

Vitals: Height 57 inches, Weight 145 pounds, BP 156/85, P 70, R 16.  

Physical exam is normal.

  • What are your treatment goals for Margaret today?
  • What is your pharmacological plan and rationale? (cite with appropriate clinical practice guidelines or scholarly peer-reviewed articles and always include medication name, strength, dosage form, route, frequency and duration when making recommendations)
  • Pick one medication from your response above and list five patient-centered teaching points for the medication.

Discussion Guiding Principles

The ideas and beliefs underpinning the discussions 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 discussions 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 ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the discussion 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. Discussions 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.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in 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.

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.  

DISCUSSION CONTENT

Category

Points

%

Description

Application of Course Knowledge

35

35%

  1. Decisions are well supported with EBM arguments that are in-line with the scenario; AND
  2. Proper rationale and reasoning skills are demonstrated; AND
  3. Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive analysis or synthesis of the topic at hand;AND
  4. Applies concepts to personal experience in the professional setting and/or information has relevant application to real life; AND
  5. All of the post makes direct reference to concepts discussed in the lesson; AND
  6. Posts are on topic and answer all presented questions which demonstrates a solid understanding of the topic.

(6 critical elements)

Support from Evidence-Based Practice (EBP)

35

35%

  1. Discussion post is supported with appropriate, scholarly sources; uses valid, relevant, and reliable outside sources to contribute to the threaded discussion; AND
  2. Sources are published within the last 5 years (unless it is the most current CPG); AND
  3. Reference list is provided and in-text citations match; AND
  4. Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions

(4 critical elements)

Interactive Dialogue

15

15%

  1. Student provides a substantive* response to at least one topic-related post of a peer; AND
  2. Evidence from appropriate scholarly sources are included; AND
  3. Reference list is provided and in-text citations match; AND
  4. Student responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student

(*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response

(4 critical elements)

 

 

 

Total CONTENT Points= 85 pts

DISCUSSION FORMAT

Category

Points

%

Description

Grammar, Syntax, Spelling & Punctuation

15

15%

Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

 

 

 

 

Total FORMAT Points= 15 pts

 

 

 

DISCUSSION TOTAL= 100 pts

 

 

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pharmacology

Week 3: RX Writing Assignment-Tremor

Submit Assignment

  • Due Mar 22 by 11:59pm
  • Points 45
  • Submitting a file upload

Purpose

The purpose of the assignment is to provide an opportunity for students to practice writing prescriptions before they start their practicum rotation. Understanding how to accurately write a prescription helps to minimize medication errors and adverse events.

Activity Learning Outcomes

Through this assignment, the student will demonstrate the ability to:

  1. Identify the components of a prescription. (CO 6)
  2. Identify abbreviations that are approved and acceptable to be used. (CO 6)
  3. Accurately write a prescription based on a given patient scenario. (CO 6)

Due Date: 

Sunday 11:59 p.m. MT at the end of Week 2, 3, & 7 

(Week 2 for practice purposes only)

Total Points Possible:  45 points

Requirements: Directions

Prior to starting this assignment, student should read and familiarize themselves with the following resources:

Directions

  1. In week 2, 3 & 7, faculty will present to you a case scenario and you will accurately write a prescription(s).
  2. Each assignment is worth 45 points and follows the RX writing assignment rubric (week 2 is for practice purposes only).
  3. Prescriptions must be written or typed on the template provided and submitted by Sunday, 11:59 p.m. MT.
  4. Each prescription must be written on the corresponding RX Template (Links to an external site.).
  5. Review the RX Writing presentation below:

 

Transcript

 

Scenario

Louis Brown (DOB 10/12/1975) returns to your office for a 6 month follow-up visit with a stable, well-controlled seizure disorder. He needs a prescription refill on his levetiracetam which he has been taking without issue for several years. He was released by his neurologist last year since he has had no seizure activity on the current dose of medication for more than 2 years. After consulting with the neurologist, you have agreed to take over writing for his maintenance dose as long as he continues to remain seizure free. He takes 1500mg of twice per day. The drug is available in 250mg, 500mg, 750mg, and 1000mg tablets. 

He wants to continue to use a mail-order delivery, so he will need the prescription written for a 90 day supply.  His next follow-up visit is in 6 months and he will need enough medication to last until then.  He has NKDA. His address is 9056 Eagle Park Road, Atlanta, GA 30302. Your NP license number is RN230125. Your NPI number is 1832217629. 

 

 

ASSIGNMENT CONTENT

Category

Points

%

Description

Patient & Provider Information

 

10

22.2%

The following components are completed accurately: 

  • Provider name
  • Patient name
  • Patient address
  • Patient’s DOB
  • Date prescription is written
  • Prescriber license and NPI Number
  • Prescriber signature in the correct location in the “Dispense as written” or “Generic substitution permitted” box

(7 required elements)

Medication Information

 

10

22.2%

The following components are completed accurately:

  • Medication name
  • Medication strength
  • Medication dosage form
  • Abbreviations, symbols and dose designations are compliant with the Institute of Safe Medication Prescribing (ISMP) list of error-prone abbreviations

(4 required elements)

Medication Directions

 

20

44.4%

The following components are completed accurately:

  • Prescribing amount
  • Route
  • Frequency
  • Duration
  • Dispensing quantity
  • Number of refills

(6 required elements)

 

 

 

Total CONTENT Points= 40 pts

ASSIGNMENT FORMAT

Category

Points

%

Description

Prescription Format

 

5

11.1%

  • Written on the RX template
  • Organized in standard RX format
  • Legible

 

 

 

Total FORMAT Points= 5 pts

 

 

 

ASSIGNMENT TOTAL= 45 points

Rubric

NR508_565_566 RX Writing

NR508_565_566 RX Writing

CriteriaRatingsPts

This criterion is linked to a Learning OutcomePatient & Provider Information

The following components are completed accurately:Provider namePatient namePatient addressPatient’s DOBDate prescription is writtenPrescriber license and NPI NumberPrescriber signature in the correct location in the “Dispense as written” or “Generic substitution permitted” box(7 required elements)

10.0 pts

Excellent

All 7 critical elements are present.

9.0 pts

V. Good

1 critical element is missing.

8.0 pts

Satisfactory

2-3 critical elements are missing.

4.0 pts

Needs Improvement

4-5 critical elements are missing.

0.0 pts

Unsatisfactory

6-7 critical elements are missing.

10.0 pts

This criterion is linked to a Learning OutcomeMedication Information

The following components are completed accurately:Medication nameMedication strengthMedication dosage formAbbreviations, symbols and dose designations are compliant with the Institute of Safe Medication Prescribing (ISMP) list of error-prone abbreviations(4 required elements)

10.0 pts

Excellent

All 4 critical elements are present.

9.0 pts

V. Good

1 critical element is missing.

8.0 pts

Satisfactory

2 critical elements are missing.

5.0 pts

Needs Improvement

3 critical elements are missing.

0.0 pts

Unsatisfactory

All 4 critical elements are missing.

10.0 pts

This criterion is linked to a Learning OutcomeMedication Directions

The following components are completed accurately:Prescribing amountRouteFrequencyDurationDispensing quantityNumber of refills(6 required elements)

20.0 pts

Excellent

All 6 critical elements are present.

18.0 pts

V. Good

1 critical element is missing.

17.0 pts

Satisfactory

2 critical elements are missing.

10.0 pts

Needs Improvement

3-4 critical elements are missing.

0.0 pts

Unsatisfactory

All 5-6 critical elements are missing.

20.0 pts

This criterion is linked to a Learning OutcomePrescription Format

Written on the RX templateOrganized in the standard RX formatLegible

5.0 pts

Excellent

The prescription is written on the RX template, organized in the standard RX format, and legible

4.0 pts

V. Good

The prescription is written on the RX template, is only partially organized in the standard RX format OR partially legible

3.0 pts

Satisfactory

The prescription is written on the RX template and is not organized in the standard RX format BUT is at least partially legible

2.0 pts

Needs Improvement

The prescription is written on the RX template and is not organized in the standard RX format and is not legible

0.0 pts

Unsatisfactory

The prescription is NOT written on the RX template, is not organized in the standard RX format AND is not legible

5.0 pts

This criterion is linked to a Learning OutcomeLate penalty deductions

0.0 pts

Late penalty deductions

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment. Quizzes and discussions are not considered assignments and are not part of the late assignment policy.

0.0 pts

No Marks

0.0 pts

Total Points: 45.0

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pharmacology

Week 3: ANS Case Study Discussion (Original Post due Wednesday, Peer Response due Sunday)

No unread replies.No replies.

Purpose

Problem-based learning is a methodology designed to help students develop the reasoning process used in clinical practice through problem solving actual patient problems in the same manner as they occur in practice.  The purpose of this activity is to develop students’ clinical reasoning skills using a case-based learning exercise. Through participation in an online discussion forum, students identify learning issues in a self-directed manner which facilitates learning for the entire group.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

  1. Synthesize clinical knowledge, didactic learning and research findings to provide appropriate pharmacological care to primary care patients. (CO 1, 2, 3, 4 & 5)

Due Date:

The student must provide an initial response to the discussion topic by Wednesday, 11:59pm MT. Subsequent posts, including substantive responses to peer(s) and faculty questions must occur by Sunday, 11:59pm MT. A total of 3 substantive posts are required on 3 different days.(Week 8 only- Subsequent posts, including substantive responses to peer(s) and faculty must occur by Saturday, 11:59pm MT). 

 

A 10% late penalty will be imposed for initial discussions posted after the deadline on Wednesday 11:59pm MT, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). Week 8 discussion closes on Saturday at 11:59pm MT.

 

A 10% penalty will be imposed for not entering the minimum number of interactive dialogue posts (3) OR not posting on the minimum required number of days (3). NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0)

Total Points Possible:  100

Case Study & Discussion Questions

Margaret is a 59-year-old Caucasian female who presents to the clinic for follow-up of her hypertension.  She reports that she has a worsening of a tremor in her hand over the last few months. She was seen by a neurologist previously and was diagnosed with an essential tremor but opted to not take medication because it wasn’t particularly bothersome.  She reports now that she has difficulty pouring a drink, drinking from a cup, using utensils to eat, and writing or drawing.  Margaret also reports that since you started her on Clonidine last month for her blood pressure, she has been having some difficulties with headaches, dizziness, dry mouth and difficulty urinating. You plan to discontinue the clonidine.

Past Medical History: Hypertension, essential tremor and seasonal allergies.

Surgical History: Tonsillectomy.

Family History: Mother HTN & essential tremor, Father Diabetes, Sister Diabetes all deceased.

Social History: Denies tobacco use, wine one to two glasses a week, denies recreational drugs, exercises twice a week.

Allergies: NKA 

Current medications: Multivitamin with Iron 1 tab PO daily, Allegra 10mg PO prn for allergies, Clonidine 0.1mg PO BID 

All vaccines up to date.

Vitals: Height 57 inches, Weight 145 pounds, BP 156/85, P 70, R 16.  

Physical exam is normal.

  • What are your treatment goals for Margaret today?
  • What is your pharmacological plan and rationale? (cite with appropriate clinical practice guidelines or scholarly peer-reviewed articles and always include medication name, strength, dosage form, route, frequency and duration when making recommendations)
  • Pick one medication from your response above and list five patient-centered teaching points for the medication.

Discussion Guiding Principles

The ideas and beliefs underpinning the discussions 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 discussions 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 ebb and flow of a discussion is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the discussion 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. Discussions 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.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in 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.

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.  

DISCUSSION CONTENT

Category

Points

%

Description

Application of Course Knowledge

35

35%

  1. Decisions are well supported with EBM arguments that are in-line with the scenario; AND
  2. Proper rationale and reasoning skills are demonstrated; AND
  3. Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive analysis or synthesis of the topic at hand;AND
  4. Applies concepts to personal experience in the professional setting and/or information has relevant application to real life; AND
  5. All of the post makes direct reference to concepts discussed in the lesson; AND
  6. Posts are on topic and answer all presented questions which demonstrates a solid understanding of the topic.

(6 critical elements)

Support from Evidence-Based Practice (EBP)

35

35%

  1. Discussion post is supported with appropriate, scholarly sources; uses valid, relevant, and reliable outside sources to contribute to the threaded discussion; AND
  2. Sources are published within the last 5 years (unless it is the most current CPG); AND
  3. Reference list is provided and in-text citations match; AND
  4. Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions

(4 critical elements)

Interactive Dialogue

15

15%

  1. Student provides a substantive* response to at least one topic-related post of a peer; AND
  2. Evidence from appropriate scholarly sources are included; AND
  3. Reference list is provided and in-text citations match; AND
  4. Student responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student

(*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response

(4 critical elements)

 

 

 

Total CONTENT Points= 85 pts

DISCUSSION FORMAT

Category

Points

%

Description

Grammar, Syntax, Spelling & Punctuation

15

15%

Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

 

 

 

 

Total FORMAT Points= 15 pts

 

 

 

DISCUSSION TOTAL= 100 pts

 

 

 

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pharmacology

Week 1: Pharmacogenomics (Original Post due Wednesday, Peer Response due Sunday)

4343 unread replies.4343 replies.

Purpose

The purpose of this assignment is for students to discuss how human genetic variations impact pharmacokinetics and pharmacodynamics of drugs and the application for use in the clinical setting.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

  1. Explain how pharmacogenomics is currently applied to clinical practice (CO 3).
  2. Discuss the limitations of pharmacogenomics testing (CO 3).
  3. Discuss ethical concerns related to pharmacogenomics testing and treatment (CO 3).

 

Due Date: Wed. 11:59pm MT of Week 1

The student must provide an initial response to the discussion topic by Wednesday, 11:59pm MT. Subsequent posts, including substantive responses to peer(s) and faculty questions must occur by Sunday, 11:59pm MT. A total of 3 substantive posts are required on 3 different days.

A 10% late penalty will be imposed for initial discussions posted after the deadline on Wednesday 11:59pm MT, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). 

A 10% penalty will be imposed for not entering the minimum number of interactive dialogue posts (3) OR not posting on the minimum required number of days (3). NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0).

Total Points Possible: 100

Requirements:

In your initial post, respond to the following scenario (Hint: use the pharmgkb website to guide your responses):

  1. Before initiating abacavir, an anti-retroviral, for a newly diagnosed HIV positive patient the nurse practitioner orders HLA-B*5701 allele genetic testing. The test confirms that the patient carries the HLA-B*5701 allele.
    1. Describe what these results mean.
    2. Should the nurse practitioner prescribe abacavir in this case? If not, state why.
  2. A patient is prescribed antiplatelet therapy (clopidogrel) following an acute myocardial infarction (MI). Six months later, the patient suffers another acute MI. The patient has been adherent to therapy and the nurse practitioner suspects that clopidrogel may have been ineffective.How might genetic testing have been beneficial in this case?
  3. Identify 2 limitations of pharmacogenomics testing. Explain.
  4. Identify 2 ethical concerns of using pharmacogenomics testing. Explain.

 

* Textbooks, non-US journals, nursing journals not intended for advanced practice providers or websites intended for the general public are not considered scholarly.

 

DISCUSSION CONTENT

Category

Points

%

Description

Application of Course Knowledge

35

35%

  1. Proper rationale and reasoning skills are demonstrated; AND
  2. Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive analysis or synthesis of the topic at hand;AND
  3. All of the posts make direct reference to concepts discussed in the lesson; AND
  4. Posts are on topic and answer all presented questions which demonstrate a solid understanding of the topic.

(4 critical elements)

Support from Evidence-Based Practice (EBP)

35

35%

  1. Discussion posts are supported with appropriate, scholarly sources; uses valid, relevant, and reliable outside sources to contribute to the threaded discussion; AND
  2. Sources are published within the last 5 years (unless it is the most current CPG); AND
  3. Reference lists are provided and in-text citations match; AND
  4. Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions.

(4 critical elements)

Interactive Dialogue

15

15%

  1. Student provides a substantive* response to at least one topic-related post of a peer; AND
  2. Evidence from appropriate scholarly sources are included; AND
  3. Reference lists are provided and in-text citations match; AND
  4. Student responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student.

 

(*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response.

(4 critical elements)

 

 

 

Total CONTENT Points= 85 pts

DISCUSSION FORMAT

Category

Points

%

Description

Grammar, Syntax, Spelling & Punctuation

15

15%

Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

 

 

 

 

Total FORMAT Points= 15 pts

 

 

 

DISCUSSION TOTAL= 100 pts

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Week 1: Pharmacogenomics (Original Post due Wednesday, Peer Response due Sunday)

4343 unread replies.4343 replies.

Purpose

The purpose of this assignment is for students to discuss how human genetic variations impact pharmacokinetics and pharmacodynamics of drugs and the application for use in the clinical setting.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

  1. Explain how pharmacogenomics is currently applied to clinical practice (CO 3).
  2. Discuss the limitations of pharmacogenomics testing (CO 3).
  3. Discuss ethical concerns related to pharmacogenomics testing and treatment (CO 3).

 

Due Date: Wed. 11:59pm MT of Week 1

The student must provide an initial response to the discussion topic by Wednesday, 11:59pm MT. Subsequent posts, including substantive responses to peer(s) and faculty questions must occur by Sunday, 11:59pm MT. A total of 3 substantive posts are required on 3 different days.

A 10% late penalty will be imposed for initial discussions posted after the deadline on Wednesday 11:59pm MT, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0). 

A 10% penalty will be imposed for not entering the minimum number of interactive dialogue posts (3) OR not posting on the minimum required number of days (3). NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0).

Total Points Possible: 100

Requirements:

In your initial post, respond to the following scenario (Hint: use the pharmgkb website to guide your responses):

  1. Before initiating abacavir, an anti-retroviral, for a newly diagnosed HIV positive patient the nurse practitioner orders HLA-B*5701 allele genetic testing. The test confirms that the patient carries the HLA-B*5701 allele.
    1. Describe what these results mean.
    2. Should the nurse practitioner prescribe abacavir in this case? If not, state why.
  2. A patient is prescribed antiplatelet therapy (clopidogrel) following an acute myocardial infarction (MI). Six months later, the patient suffers another acute MI. The patient has been adherent to therapy and the nurse practitioner suspects that clopidrogel may have been ineffective.How might genetic testing have been beneficial in this case?
  3. Identify 2 limitations of pharmacogenomics testing. Explain.
  4. Identify 2 ethical concerns of using pharmacogenomics testing. Explain.

 

* Textbooks, non-US journals, nursing journals not intended for advanced practice providers or websites intended for the general public are not considered scholarly.

 

DISCUSSION CONTENT

Category

Points

%

Description

Application of Course Knowledge

35

35%

  1. Proper rationale and reasoning skills are demonstrated; AND
  2. Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive analysis or synthesis of the topic at hand;AND
  3. All of the posts make direct reference to concepts discussed in the lesson; AND
  4. Posts are on topic and answer all presented questions which demonstrate a solid understanding of the topic.

(4 critical elements)

Support from Evidence-Based Practice (EBP)

35

35%

  1. Discussion posts are supported with appropriate, scholarly sources; uses valid, relevant, and reliable outside sources to contribute to the threaded discussion; AND
  2. Sources are published within the last 5 years (unless it is the most current CPG); AND
  3. Reference lists are provided and in-text citations match; AND
  4. Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions.

(4 critical elements)

Interactive Dialogue

15

15%

  1. Student provides a substantive* response to at least one topic-related post of a peer; AND
  2. Evidence from appropriate scholarly sources are included; AND
  3. Reference lists are provided and in-text citations match; AND
  4. Student responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student.

 

(*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response.

(4 critical elements)

 

 

 

Total CONTENT Points= 85 pts

DISCUSSION FORMAT

Category

Points

%

Description

Grammar, Syntax, Spelling & Punctuation

15

15%

Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*

(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

 

 

 

 

Total FORMAT Points= 15 pts

 

 

 

DISCUSSION TOTAL= 100 pts

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