You have been assigned 4 patients on an Intermediate Medical Care Unit. Two of the patients post-myocardial infarctions at various stages of their infarctions with multiple types of arrhythmias, the third patient is having drastic blood sugar fluctuations 218 down to 50 within minutes and its rebounds back up with changes in mentation and the fourth is reported to be having frequent TIA’s. One of the MI patients is having some dizziness and your TIA patient is presenting signs of impending stroke.

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You have been assigned 4 patients on an Intermediate Medical Care Unit. Two of the patients post-myocardial infarctions at various stages of their infarctions with multiple types of arrhythmias, the third patient is having drastic blood sugar fluctuations 218 down to 50 within minutes and its rebounds back up with changes in mentation and the fourth is reported to be having frequent TIA’s. One of the MI patients is having some dizziness and your TIA patient is presenting signs of impending stroke.

How would you prioritize your assessments and activities? How would you describe your critical thinking process, and how do you organize and prioritize the implementation of care?

Your initial response to the post should be 400 words in length and include proper APA formatting when referencing your resources.

The post You have been assigned 4 patients on an Intermediate Medical Care Unit. Two of the patients post-myocardial infarctions at various stages of their infarctions with multiple types of arrhythmias, the third patient is having drastic blood sugar fluctuations 218 down to 50 within minutes and its rebounds back up with changes in mentation and the fourth is reported to be having frequent TIA’s. One of the MI patients is having some dizziness and your TIA patient is presenting signs of impending stroke. appeared first on Infinite Essays.

What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed?

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What type of drug should you prescribe based on your patient’s diagnosis? How much of the drug should the patient receive? How often should the drug be administered? When should the drug not be prescribed? Are there individual patient factors that could create complications when taking the drug? Should you be prescribing drugs to this patient? How might different state regulations affect the prescribing of this drug to this patient?

These are some of the questions you might consider when selecting a treatment plan for a patient.

As an advanced practice nurse prescribing drugs, you are held accountable for people’s lives every day. Patients and their families will often place trust in you because of your position. With this trust comes power and responsibility, as well as an ethical and legal obligation to “do no harm.” It is important that you are aware of current professional, legal, and ethical standards for advanced practice nurses with prescriptive authority. Additionally, it is important to ensure that the treatment plans and administration/prescribing of drugs is in accordance with the regulations of the state in which you practice. Understanding how these regulations may affect the prescribing of certain drugs in different states may have a significant impact on your patient’s treatment plan. In this Assignment, you explore ethical and legal implications of scenarios and consider how to appropriately respond.

The assignment (case) is:

A friend calls and asks you to prescribe a medication for her. You have this autonomy, but you don’t have your friend’s medical history. You write the prescription anyway.

Write a 2- to 3-page paper that addresses the following:

  • Explain the ethical and legal implications of the scenario you selected on all stakeholders involved, such as the prescriber, pharmacist, patient, and patient’s family.
  • Describe strategies to address disclosure and nondisclosure as identified in the scenario you selected. Be sure to reference laws specific to your state.
  • Explain two strategies that you, as an advanced practice nurse, would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.
  • Explain the process of writing prescriptions, including strategies to minimize medication errors.

References:

When completing coursework, please use primary or secondary sources published within the last five years to support your writing. The syllabus addresses the types of references that students should use. References like Up-to-Date and WebMD are not preferred sources.

Rubric:

Explain the ethical and legal implications of the scenario you selected on all stakeholders involved such as the prescriber, pharmacist, patient, and the patient’s family.

Describe strategies to address disclosure and nondisclosure as identified in the scenario selected. Be sure to reference laws specific to your state.

Explain two strategies that you, as an advanced practice nurse would use to guide your decision making in this scenario, including whether you would disclose your error. Be sure to justify your explanation.

Explain the process of writing prescriptions including strategies to minimize medication errors.

Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance.

Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation

Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and 

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Explain the role of the community health nurse in partnership with community stakeholders for population health promotion

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Explain the role of the community health nurse in partnership with community stakeholders for population health promotion. Explain why it is important to appraise community resources (nonprofit, spiritual/religious, etc.) as part of a community assessment and why these resources are important in population health promotion.

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Functional Health Pattern (FHP) Template Directions:

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Functional Health Patterns Community Assessment Guide

Functional Health Pattern (FHP) Template Directions:

This FHP template is to be used for organizing community assessment data in preparation for completion of the topic assignment. Address every bulleted statement in each section with data or rationale for deferral. You may also add additional bullet points if applicable to your community.

Value/Belief Pattern

· Predominant ethnic and cultural groups along with beliefs related to health.

· Predominant spiritual beliefs in the community that may influence health.

· Availability of spiritual resources within or near the community (churches/chapels, synagogues, chaplains, Bible studies, sacraments, self-help groups, support groups, etc.).

· Do the community members value health promotion measures? What is the evidence that they do or do not (e.g., involvement in education, fundraising events, etc.)?

· What does the community value? How is this evident?

· On what do the community members spend their money? Are funds adequate?

Health Perception/Management

· Predominant health problems: Compare at least one health problem to a credible statistic (CDC, county, or state).

· Immunization rates (age appropriate).

· Appropriate death rates and causes, if applicable.

· Prevention programs (dental, fire, fitness, safety, etc.): Does the community think these are sufficient?

· Available health professionals, health resources within the community, and usage.

· Common referrals to outside agencies.

Nutrition/Metabolic

· Indicators of nutrient deficiencies.

· Obesity rates or percentages: Compare to CDC statistics.

· Affordability of food/available discounts or food programs and usage (e.g., WIC, food boxes, soup kitchens, meals-on-wheels, food stamps, senior discounts, employee discounts, etc.).

· Availability of water (e.g., number and quality of drinking fountains).

· Fast food and junk food accessibility (vending machines).

· Evidence of healthy food consumption or unhealthy food consumption (trash, long lines, observations, etc.).

· Provisions for special diets, if applicable.

· For schools (in addition to above):

· Nutritional content of food in cafeteria and vending machines: Compare to ARS 15-242/The Arizona Nutrition Standards (or other state standards based on residence)

· Amount of free or reduced lunch

Elimination (Environmental Health Concerns)

· Common air contaminants’ impact on the community.

· Noise.

· Waste disposal.

· Pest control: Is the community notified of pesticides usage?

· Hygiene practices (laundry services, hand washing, etc.).

· Bathrooms: Number of bathrooms; inspect for cleanliness, supplies, if possible.

· Universal precaution practices of health providers, teachers, members (if applicable).

· Temperature controls (e.g., within buildings, outside shade structures).

· Safety (committee, security guards, crossing guards, badges, locked campuses).

Activity/Exercise

· Community fitness programs (gym discounts, P.E., recess, sports, access to YMCA, etc.).

· Recreational facilities and usage (gym, playgrounds, bike paths, hiking trails, courts, pools, etc.).

· Safety programs (rules and regulations, safety training, incentives, athletic trainers, etc.).

· Injury statistics or most common injuries.

· Evidence of sedentary leisure activities (amount of time watching TV, videos, and computer).

· Means of transportation.

Sleep/Rest

· Sleep routines/hours of your community: Compare with sleep hour standards (from National Institutes of Health [NIH]).

· Indicators of general “restedness” and energy levels.

· Factors affecting sleep:

· Shift work prevalence of community members

· Environment (noise, lights, crowding, etc.)

· Consumption of caffeine, nicotine, alcohol, and drugs

· Homework/Extracurricular activities

· Health issues

Cognitive/Perceptual

· Primary language: Is this a communication barrier?

· Educational levels: For geopolitical communities, use http://www.census.gov and compare the city in which your community belongs with the national statistics.

· Opportunities/Programs:

· Educational offerings (in-services, continuing education, GED, etc.)

· Educational mandates (yearly in-services, continuing education, English learners, etc.)

· Special education programs (e.g., learning disabled, emotionally disabled, physically disabled, and gifted)

· Library or computer/Internet resources and usage.

· Funding resources (tuition reimbursement, scholarships, etc.).

Self-Perception/Self-Concept

· Age levels.

· Programs and activities related to community building (strengthening the community).

· Community history.

· Pride indicators: Self-esteem or caring behaviors.

· Published description (pamphlets, Web sites, etc.).

Role/Relationship

· Interaction of community members (e.g., friendliness, openness, bullying, prejudices, etc.).

· Vulnerable populations:

· Why are they vulnerable?

· How does this impact health?

· Power groups (church council, student council, administration, PTA, and gangs):

· How do they hold power?

· Positive or negative influence on community?

· Harassment policies/discrimination policies.

· Relationship with broader community:

· Police

· Fire/EMS (response time)

· Other (food drives, blood drives, missions, etc.)

Sexuality/Reproductive

· Relationships and behavior among community members.

· Educational offerings/programs (e.g., growth and development, STD/AIDS education, contraception, abstinence, etc.).

· Access to birth control.

· Birth rates, abortions, and miscarriages (if applicable).

· Access to maternal child health programs and services (crisis pregnancy center, support groups, prenatal care, maternity leave, etc.).

Coping/Stress

· Delinquency/violence issues.

· Crime issues/indicators.

· Poverty issues/indicators.

· CPS or APS abuse referrals: Compare with previous years.

· Drug abuse rates, alcohol use, and abuse: Compare with previous years.

· Stressors.

· Stress management resources (e.g., hotlines, support groups, etc.).

· Prevalent mental health issues/concerns:

· How does the community deal with mental health issues

· Mental health professionals within community and usage

· Disaster planning:

· Past disasters

· Drills (what, how often)

· Planning committee (members, roles)

· Policies

· Crisis intervention plan

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