Create a one-page patient education tool that explains usage of a medication and factors that can affect outcomes.

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Create a one-page patient education tool that explains usage of a  medication and factors that can affect outcomes. Then, write 2–3 pages  in which you explain how the tool promotes patient safety and quality  outcomes, and adheres to the principles and practices of cultural  competence.

Do any of these sound familiar?

  • “I felt better right away, so I did not think I had to take the rest of the medicine.”
  • “Every time I took it, I threw up, so I just did not take it anymore.”
  • “I lost my health insurance a couple of months ago and cannot  afford my medication all the time. I take it when I can afford to buy  it. This is better than nothing, right?”

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In addition to administering medications, nurses are assigned the  responsibility of educating patients about the proper use of the  medications that have been prescribed for them. Not an easy task! With  all the demands on a nurse’s time, it is easy to fall into the habit of  reciting instructions without taking the time to make sure those  instructions have been understood. When considering patient education,  you have to understand the differences between drug reactions,  interactions, allergies, and individual variations in drug responses.

In order to promote better patient safety and quality outcomes,  the instruction that nurses provide must be patient-centered and clearly  understood. Proper education helps patients learn about their  medications, how to take them correctly, avoid potentially harmful  errors or drug interactions, and have the desired quality outcome.

Medication errors can occur at any point in the drug  administration process. As the last person who touches a medication  before the patient actually takes it, it is vital that nurses are  familiar with the process of administration and be able to evaluate any  discrepancies.

Imagine your supervisor has asked you to develop a patient education  tool for new medication starts in your current area of practice. This  tool needs to provide important information to the patient, yet be  concise enough to require no more than one page.

Preparation

Review the suggested list of possible topics in Part 1 of the  Requirements and then search the Capella library and the Internet for  supporting resources. You will need to provide support for the  information you choose to include in the patient education tool.

Requirements

Complete both Part 1 and Part 2 of this assessment. You may submit  both parts in one document or submit them as separate documents. Be sure  you complete both parts!

Submit a total of 4–5 pages. Write no more than one page for Part  1. Write 2–3 pages, plus a separate reference page, for Part 2.

Part 1: Patient Education Tool

Complete the following:

  1. Choose one of the following topics as the basis for your patient education tool:      
    • Antibiotics (Amoxil/Amoxicillin) for pediatric ear infections.
    • Statin therapy (Zocor/Simvastatin) for a newly diagnosed patient with hypercholesterolemia.
    • Antihypertensive (ACE inhibitors/Lisinopril/Zestril) for a  patient who was discovered to have hypertension at a health screening at  work.
    • Drugs for treating gastric acidity (Proton pump  inhibitors/antacids/H2 blockers) for a patient complaining of chronic  indigestion and heartburn.
    • Ear drops or eye drops (or both) for an elderly patient.
    • Any newly released medication for a patient in your area of  practice. This might be a new drug for diabetes, hypertension, or  arthritis or a new antibiotic.
  2. Include the following in your patient education tool:      
    • Explain appropriate use of the medication.
    • Identify specific factors (age, access, culture, and so on) that may affect the efficacy of the medication.
    • Describe possible chemical interactions, side effects, or other negative reactions patients need to be aware of.
    • Explain correct handling, storage, and disposal of the medication.
    • Include any other information you feel would be beneficial and promote patient safety and quality outcomes.

You may format Part 1, the patient education tool, any way you  wish, but be sure it is logical and understandable by the typical  patient who would use it. Feel free to include pictures or diagrams to  reinforce the information.

Part 2: Evidence-Based Practice

Provide evidence for the information you included in the patient education tool:

  • Explain how the information in the patient education tool promotes patient safety and quality outcomes.
  • Explain how the patient education tool adheres to the principles  and practices of cultural competence. In other words, is the tool  appropriate for all cultures, genders, ages, et cetera; or could it be  easily adapted for specific needs?

Format Part 2 according to APA guidelines. This is not a document  you would provide to a patient but, for this assessment, it will provide  faculty with the academic and professional principles necessary to  evaluate your work.

Additional Requirements

  • At least 2 current scholarly or professional resources.
  • For Part 2 only:      
    • Use Times New Roman font, 12 point, double-spaced font.

Live chat with career expert

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Live Chat with Career Expert

This week, you will have the opportunity to participate in a live chat with a career counseling expert.  This will give you a chance to learn and ask about current trends in the field of counseling, along with more specific information about helping clients who may present with career issues. If you are unable to participate in the call due to scheduling conflicts, you will have the opportunity to listen to a recording of the call.

To Prepare for this discussion:

  • Participate in the call with a      career expert (instructions for participation in the call will be provided      in Course Announcements) or listen to the recording of the call.
  • Consider the topics that the      speaker addressed, and choose one topic that resonated with you as you      consider the services you might provide in the future.
  • From a broader perspective,      consider several “takeaways” that are important for new counselors to      consider as they prepare to offer career counseling services to clients.

With these thoughts in mind:
 

Post by Day 4 a description of the one topic that was especially meaningful to you, along with why it was meaningful and how you will incorporate the information into your future practice.  Additionally, describe what you think are the 3 main “takeaway” points from the session with the career expert.

Here are some things that Dr. Capuzzi talked about:

1. While listening to this week’s call with a career expert I found out about how the cost of getting a degree has changed and how technology has affected the counseling profession. Larkin (2019) asked Dr. Capuzzi about how to choose the assessment that is appropriate for use with clients. Capuzzi responded that he doesn’t depend too much on assessments, but he uses them to talk with clients about what they think the assessment will reveal and discuss other topics that give him better insight into his client’s thoughts and feelings. Additionally, information gleaned from the client’s background, interests, culture and views helps career counselors develop a sense of the job clients may be interested in pursuing. Capuzzi also stated that some agencies have assessments they prefer counselors use with their clients and states Larkin may not have to select an assessment as he will be using those that the agency prefers. I’ve found through my studies that Walden’s Library provides students an excellent resource of information about assessments, target populations and specific issues researched and especially like researching testing instruments through the Mental Measurements Yearbook with Tests in Print and PsycTESTS links that give a wealth of information regarding assessments, tests and research studies including their validity, reliability and accuracy. Assessments are a tool that I believe can be vital to career counselors assisting clients in identifying careers that fit their personalities, skills, interests and abilities. This is a topic that I found interesting, as I have taken career interest assessments before and found it interesting, that some of the jobs I was directed towards were not jobs I had previously considered. Raczynski, Waldo, Schwartz, and Horne (2013) explain that two major questions you should ask about the quality of research evidence is (1) whether the findings are true, and (2) are they useful? Furthermore, Raczynski et al. (2013) state that the first question addresses the internal validity, while the second question addresses the external validity of research studies. Being able to evaluate the “quality of research evidence is essential to conducting evidence-based prevention”. (Raczynski et al., 2013, p. 26) I think that as I gain more experience working with clients and learning how to choose and utilize assessments with clients I will gain confidence in my ability to choose the appropriate assessment to use, and how assessments can be used as a means of gaining additional insight about my clients. I believe that being able to do as Dr. Capuzzi suggests and utilizing assessments as a means of gathering additional information from clients is a good way to avoid putting too much faith in assessments and their results. 

2. For this week’s discussion, we were asked to attend an online career expert session or listen to the recording of the session. I was unable to attend the session with Dr. Capuzzi, but I listened to the recording. I very much wish I could have attended the live session, but I had to chauffeur my children to their baseball/softball games that evening (Laureate Education, 2019).

Meaningful Topic

The most meaningful topic for me was what I could take out of this class. I hope to primarily work with children and occasionally adolescents that have been abused, so I often ponder how this class will be beneficial to me. Capuzzi stressed that this textbook covers many different theories throughout the session. I know that, regardless of my future clients, having a better understanding of the counseling theories for the NCE will be extremely beneficial for me (Laureate Education, 2019).

3 Main Take-Away Points

I believe that the three main take-away points were: technological advances, changes in requirements for counselors, and why this class is important for all counselors to take. There have been outstanding advances in technology over Capuzzi’s counseling career. These advances have helped people in not only the job search, but also obtaining the education needed for many jobs (Capuzzi & Stauffer, 2012). Capuzzi stressed that the education requirements for counselors have changed over the years, so this makes me wonder if the education requirements for other careers have changed as well. The debt that comes along with required education is something to consider for many during career counseling, as well as the ability to pay back the debt with the average rate of pay of the potential job outlooks. Capuzzi stressed that this class is beneficial for all counselors to have knowledge in. I believe that the case for this is because a counselor will never know when career changes or upgrades will be needed for their clients. It is always important to be prepared for any issue that may arise within a counseling session (Laureate Education, 2019).

3. In the live chat with Dr. Capuzzi this week, the takeaway points for me were:

Technology:

For professional counselors technological changes means there may not be a need to relocate. Teleconferencing is now available and this provides an ability to reach clients in remote areas or clients can set up an appointment through your online private practices. In addition to easier access to clients, by accessing the Internet, counselors have a plethora of resources, research, updated code of ethics and continuing education. 

Technology obviously provides many amenities for clients, as well. With mental health awareness has come easier opportunities for clients to reach out for help. There have been 24/7 crises lines have been around for quite some time for persons feeling depressed or have other mental health needs and need to talk to someone. Now there is a 24/7 text connecting option in the United States. If overwhelmed, suffering anxiety, depression, all a person needs to do is text 741741 and someone will text back immediately. Texts will continue or can change to a telephone call if requested, and the person will ‘stay with’ the person until s/he feels they are going to be okay or referred.

Rapport Building:

Dr. Capuzzi talked about the necessity of getting to know the total person and not be swayed by preset ideals, bias, or other based on culture, looks, etc. Digging into from a holistic mindset, considering all areas of the person’s world to better understand them and for the client to understand him/herself and come to the best options.

Assessment:

There were questions about the best career assessment instruments to be used for different populations. Dr. Capuzzi surprised me when he said he doesn’t put a lot of weight on assessments. He explained that he liked to discuss with clients what the assessment was all about, what it was described to reveal and how it was to aide in his/her career search. He then asks the client what they think the assessment will report and afterward review with client any differences. I think this is a great idea because it will provide the client with a baseline of what they think they know about one self.

Be sure to support your postings and responses with specific references to the Learning Resources.

Required Resources

· Capuzzi, D., & Stauffer, M. D. (2012). Career counseling: Foundations, perspectives, and applications. (2nd ed.). Boston, MA: Pearson Education.

o Chapter 7 “Using Information and Technology” pp. 197-198 and 207-222”

· The Code of Fair Testing Practices in Education
http://www.apa.org/science/programs/testing/fair-code.aspx

Website

· National Career Development Association. (2015). Internet sites for career planning. Retrieved from www.ncda.org/aws/NCDA/pt/sp/resources

National Counselor Exam Preparation

Becoming a National Certified Counselor (NCC) is an important step for students in graduate counseling programs. It is the premier counseling certification in the field of counseling. According to the National Board of Certified Counselors, “Becoming a board-certified counselor demonstrates to your colleagues and the public that you have voluntarily met high national standards for the practice of counseling.” The study materials below address some of the core content for you to review in preparation for the National Counselor Exam. It is important to integrate many resources into your study plan; we hope that these materials will supplement your study preparation.

Laureate Education (Executive Producer). (2019). Career Counseling NCE Module [Video file]. Baltimore, MD: Author.

Note: The approximate length of this media piece is 66 minutes.

· with Dr. Elizabeth Ventura

Accessible player  –Downloads– Download Video w/CC Download Audio Download Transcript 

Click for more options

· Document: Career Counseling: NCE Module (PowerPoint)

identify medications associated with a chosen disease or health condition, explain the actions and side effects of the medications, and discuss any controversies related to the medications.

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Create a 10–12-slide PowerPoint presentation to identify medications  associated with a chosen disease or health condition, explain the  actions and side effects of the medications, and discuss any  controversies related to the medications. Explain a treatment regime,  including pharmacology, for the disease or health condition you  selected, along with how the treatment regime may affect a client’s  lifestyle.

By having a thorough understanding of pharmacology, nurses can  eliminate possible medication errors in their nursing practices. The  basic principles of pharmacology include pharmacokinetics (what the body  does to a drug) and pharmacodynamics (what a drug does to the body).  Pharmacology plays a significant role in the nursing profession, so it  is extremely important for nurses to understand the actions of the  pharmacological agents they will administer to patients in order to  intervene appropriately if necessary. 

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Another critical skill for a nurse is the ability to apply and  evaluate evidence-based practices, principles, models, and  pharmacological guidelines and protocols commonly used in nursing  practice. Understanding how specific protocols and guidelines are  developed will aid nurses in treating patients with a multitude of  physiological and psychological conditions.

Nurses must be able to measure outcomes of pharmacological  interventions when caring for patients. The effective use of  evidence-based practice guidelines, models, and principles is one way  that nurses can analyze quality outcomes for the pharmacological  treatments used for patients.

Pharmacology includes different categories of major drugs used in  the treatment of primary diseases. The same drug may be used to treat  more than one disease or condition, while two patients with the same  disease may require different drug treatments. In addition, the  professional nurse must be aware of what types of things can influence a  patient’s response to a drug. Some things are obvious—other  medications, for example—while some are less so. Things like age,  weight, herbs—even foods people eat every day—can influence how a person  responds to a particular drug. At times, even a strong cultural belief  can influence how a drug will react. Nurses who administer drugs have a  responsibility to assess patients for both the desired response, as well  as for any unwanted and potentially harmful reactions that may occur.

Imagine your supervisor has asked you to conduct a lunch and learn  session to educate your fellow nursing staff on pharmacological  interventions.

Preparation

Select a disease or health condition that requires pharmacological  intervention. You may choose any disease or health condition you wish,  but the disease or health condition must be relevant to nurses from a  variety of settings (for example: ER, pediatrics, public health, et  cetera).

Requirements

Once you have selected a disease or health condition, create a  PowerPoint presentation you could use in your lunch and learn session,  including the following:

  • Identify the disease or health condition you have chosen, along  with the areas where nurses are likely to see it. (Do this in the agenda  slide or next slide after the agenda.)
  • Identify the three drugs used most often in the treatment of the disease or health condition.
  • Explain the types of actions, side effects, indications, and  contraindications that could be expected from the pharmacological  treatment.
  • Describe the treatment regime most often prescribed for the  disease or health condition. This should include pharmacology but not be  limited to pharmacology.
  • Explain how the treatment regime (including pharmacology) may  impact a client’s lifestyle. Consider things such as finances, ease or  complexity of administration, instructions (frequency, duration), et  cetera.
  • Describe how a nurse should monitor a client being treated for  the disease or health condition in order to obtain a quality patient  outcome.
  • Explain any controversies associated with the drugs used in the  treatment. For example, is there a black box warning with any of the  drugs?

Use the notes section of each slide to expand your points or draft  your mock oral presentation (or both) and reference your resources. Use  at least 3 peer-reviewed or professional resources to support your work  in this assessment. Be sure your PowerPoint includes a title slide, a  slide with your agenda or list of topics to be covered, and a reference  slide. Follow current APA style and formatting guidelines for your  citations and references.

Additional Requirements

  • Number of slides: 10–12, not including the title and reference slides.
  • Be creative. Consider your intended audience.

Write a 1,500- 1,700-word research paper on a literary topic of your choice.

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In preparation for our Final Research Paper, the next part of our Research Project is to put together an Annotated Bibliography. 
For the Annotated Bibliography, you will need: 
A Minimum of one source should be the primary source for interpretation in your research paper.
The other 4 sources should be secondary academic sources about your primary source.  No more than two sources can be from the internet (outside of the HCC Library). Remember that there is a list of sources you CANNOT use. 
 
All the information about what an Annotated Bibliography is, how to put the Annotated Bibliography together, and what should be included in each annotation is provided over the next two pages followed by a sample of a correctly formatted Annotated Bibliography for you to view.  
The specifics of the Annotated Bibliography assignment are: 
MLA 8 Format
Locate, summarize and evaluate 5 sources for possible use in your Research Paper, using the six points of guidance provided in the Cornell University Library’s “Critical Analyzing Information Sources” webpage (Links to an external site.) provided. Each annotation should be between a minimum of 75 to 150 words. 
A Minimum of one source should be the primary source for interpretation in your research paper.
The other 4 sources should be secondary academic sources about your primary source.  No more than two sources can be from the internet (outside of the HCC Library). Remember that there is a list of sources that are not allowed for this project. 
Due May 3
Research Modules 3
What’s next in our Research plan?  The final paper, which is due in a couple of weeks.  
Using the sources from your Annotated Bibliography, write a 1,500- 1700-word research paper on the topic you have already been working on. A literary research paper is an essay that uses a critical approach to argue a view or interpretation of a work of literature and supports that interpretation with research. A minimum of 4 secondary academic sources, along with a primary source, is required.  
 
This part of the Research Module has information on how to write the final paper.  Please review and use the time between now and the due date to start drafting your final paper.  
The next page in Canvas is a Discussion Board that we can use to chat about questions, possible ways of wording things, and anything that comes up about the Final Research paper.  While ungraded, it will be open through the end of the semester. 

Purpose Statement: Articulate a clear research question or problem. Develop a written research paper in standard scholarly style (MLA) and using Standard English grammar, organized around a clear thesis, presenting evidence from literary texts and secondary sources in a cogent fashion to formulate and defend an original argument (Course Outcomes 1, 2, 3, 5, 6, & 7)
 
Directions: Write a 1,500- 1,700-word research paper on a literary topic of your choice. A literary research paper is an essay that uses a critical approach to argue a view or interpretation of a work of literature and supports that interpretation with research. A minimum of 4 secondary academic sources from your Annotated