NURS6521 Week 10 Part II

NURS6521 Week 10 Part II Women’s and Men’s Health/Infections and Hematologic Systems NURS6521 Week 10 Part II Bacterial and viral infections may spread through the direct contact of bodily fluids such as blood or through vectors, who help to spread infections via the blood. When you think of infections and the hematologic system, what comes to mind? Infectious diseases, such as malaria, dengue, or other hemorrhagic fevers are some examples of infections that impact the hematologic system. However, disorders of the hematologic system, such as anemia or blood clotting factor disorders, can also have a deleterious effect on a patient’s health and well-being. As an advanced practice nurse, you will need to understand the different types of pharmacotherapeutics used to treat infections and disorders of the hematologic system as you work to enhance patient-centered approaches for safe, quality, and effective care. This week, you will examine infections and hematologic disorders, as well as the types of drugs used to treat aspects of these disorders or health systems. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Learning Objectives Students will: Evaluate patients for treatment of complex health issues Evaluate patients for treatment of infections Evaluate patients for treatment of hematologic disorders Analyze patient education strategies for the management and treatment of complex comorbidities NURS6521 Week 10 Part II Learning Resources Required Readings (click to expand/reduce) Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advacned practice providers . St. Louis, MO: Elsevier. Chapter 44, “Anticoagulant and Antiplatelet Drugs” (pp. 451–472) Chapter 45, “Drugs for Deficiency Anemias” (pp. 473–483) Chapter 48, “Estrogens and Progestins: Basic Pharmacology and Noncontraceptive Applications” (pp. 521–533) Chapter 49, “Birth Control” (pp. 535–547) Chapter 50, “Androgens” (pp. 549–556) Chapter 51, “Drugs for Erectile Dysfunction and Benign Prostatic Hyperplasia” (pp. 557–569) Chapter 68, “Basic Principles of Antimicrobial Therapy” (pp. 769–781) Chapter 69, “Drugs That Weaken the Bacterial Cell Wall I: Penicillins” (pp. 783–790) Chapter 73, “Sulfonamides and Trimethoprim” (pp. 619–826) Chapter 74, “Drug Therapy of Urinary Tract Infections” (pp. 827–831) Chapter 75, “Antimycobacterial Agents” (pp. 833–847) Chapter 76, “Miscellaneous Antibacterial Drugs” (pp. 849–853) Chapter 77, “Antifungal Agents” (pp. 855–866) Chapter 78, “Antiviral Agents I: Drugs for Non-HIV Viral Infections” (pp. 867–886) Chapter 80, “Drug Therapy of Sexually Transmitted Diseases” (pp. 905–911) Lunenfeld, B., Mskhalaya, G., Zitzmann, M., Arver, S., Kalinchenko, S., Tishova, Y., & Morgentaler, A. (2015). Recommendations on the diagnosis, treatment and monitoring of hypogonadism in men. Aging Male, 18 (1), 5–15. doi:10.3109/13685538.2015.1004049 This article presents recommendations on the diagnosis, treatment, and monitoring of hypogonadism in men. Reflect on the concepts presented and consider how this might impact your role as an advanced practice nurse in treating men’s health disorders. Montaner, J. S. G., Lima, V. D., Harrigan, P. R., Lourenço, L., Yip, B., Nosyk, B., … Kendall, P. (2014). Expansion of HAART coverage is associated with sustained decreases in HIV/AIDS morbidity, mortality and HIV transmission: The “HIV Treatment as Prevention” experience in a Canadian setting . PLoS ONE, 9 (2) , e87872. Retrieved from https://doi.org/10.1371/journal.pone.0087872 This study examines HAART therapy and its sustainability and profound population-level decrease in morbidity, mortality, and HIV transmission. Roberts, H., & Hickey, M. (2016). Managing the menopause: An update. Maturitas, 86 (2016), 53–58. .https://doi.org/10.1016/j.maturitas.2016.01.007 This article provides an update on treatments on Vasomotor symptoms (VMS), genito-urinary syndrome of menopause (GSM), sleep disturbance, sexual dysfunction, and mood disturbance that are common during the menopause transition. Agency for Healthcare Research and Quality. (2014). Guide to clinical preventive services, 2014: Section 2. Recommendations for adults. Retrieved from http://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide/section2.html This website lists various preventive services available for men and women and provides information about available screenings, tests, preventive medication, and counseling. Document: Final Exam Study Guide (PDF) Required Media (click to expand/reduce) Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders To Prepare Review the resources for this module and reflect on the different health needs and body systems presented. Review your peers case studies from Week 9. Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected. Photo Credit: Getty Images By Day 6 of Week 10 Read a selection of your colleagues’ responses from Week 9 and respond to at least two of your colleagues on two different days who were assigned a different patient case study, and provide recommendations for alternative drug treatments to address the patient’s pathophysiology. Be specific and provide examples. Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit! Submission and Grading Information NURS6521 Week 10 Part II Grading Criteria To access your rubric: Week 9 Discussion Rubric Post by Day 3 of Week 9 and Respond by Day 6 of Week 10 To Participate in this Discussion: Week 9 Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6521_Week9_Discussion_Rubric. NURS6521 Week 10 Part II Grid View List View Excellent Good Fair Poor Main Posting 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by day 3 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not post by day 3 First Response 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 15 (15%) – 16 (16%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. . Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Participation 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days Total Points: 100 Name: NURS_6521_Week9_Discussion_Rubric Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10

NURS6521 Week 10 Part II Women’s and Men’s Health/Infections and Hematologic Systems NURS6521 Week 10 Part II Bacterial and viral infections may spread through the direct contact of bodily fluids such as blood or through vectors, who help to spread infections via the blood. When you think of infections and the hematologic system, what comes to mind? Infectious diseases, such as malaria, dengue, or other hemorrhagic fevers are some examples of infections that impact the hematologic system. However, disorders of the hematologic system, such as anemia or blood clotting factor disorders, can also have a deleterious effect on a patient’s health and well-being. As an advanced practice nurse, you will need to understand the different types of pharmacotherapeutics used to treat infections and disorders of the hematologic system as you work to enhance patient-centered approaches for safe, quality, and effective care. This week, you will examine infections and hematologic disorders, as well as the types of drugs used to treat aspects of these disorders or health systems. ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Learning Objectives Students will: Evaluate patients for treatment of complex health issues Evaluate patients for treatment of infections Evaluate patients for treatment of hematologic disorders Analyze patient education strategies for the management and treatment of complex comorbidities NURS6521 Week 10 Part II Learning Resources Required Readings (click to expand/reduce) Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advacned practice providers . St. Louis, MO: Elsevier. Chapter 44, “Anticoagulant and Antiplatelet Drugs” (pp. 451–472) Chapter 45, “Drugs for Deficiency Anemias” (pp. 473–483) Chapter 48, “Estrogens and Progestins: Basic Pharmacology and Noncontraceptive Applications” (pp. 521–533) Chapter 49, “Birth Control” (pp. 535–547) Chapter 50, “Androgens” (pp. 549–556) Chapter 51, “Drugs for Erectile Dysfunction and Benign Prostatic Hyperplasia” (pp. 557–569) Chapter 68, “Basic Principles of Antimicrobial Therapy” (pp. 769–781) Chapter 69, “Drugs That Weaken the Bacterial Cell Wall I: Penicillins” (pp. 783–790) Chapter 73, “Sulfonamides and Trimethoprim” (pp. 619–826) Chapter 74, “Drug Therapy of Urinary Tract Infections” (pp. 827–831) Chapter 75, “Antimycobacterial Agents” (pp. 833–847) Chapter 76, “Miscellaneous Antibacterial Drugs” (pp. 849–853) Chapter 77, “Antifungal Agents” (pp. 855–866) Chapter 78, “Antiviral Agents I: Drugs for Non-HIV Viral Infections” (pp. 867–886) Chapter 80, “Drug Therapy of Sexually Transmitted Diseases” (pp. 905–911) Lunenfeld, B., Mskhalaya, G., Zitzmann, M., Arver, S., Kalinchenko, S., Tishova, Y., & Morgentaler, A. (2015). Recommendations on the diagnosis, treatment and monitoring of hypogonadism in men. Aging Male, 18 (1), 5–15. doi:10.3109/13685538.2015.1004049 This article presents recommendations on the diagnosis, treatment, and monitoring of hypogonadism in men. Reflect on the concepts presented and consider how this might impact your role as an advanced practice nurse in treating men’s health disorders. Montaner, J. S. G., Lima, V. D., Harrigan, P. R., Lourenço, L., Yip, B., Nosyk, B., … Kendall, P. (2014). Expansion of HAART coverage is associated with sustained decreases in HIV/AIDS morbidity, mortality and HIV transmission: The “HIV Treatment as Prevention” experience in a Canadian setting . PLoS ONE, 9 (2) , e87872. Retrieved from https://doi.org/10.1371/journal.pone.0087872 This study examines HAART therapy and its sustainability and profound population-level decrease in morbidity, mortality, and HIV transmission. Roberts, H., & Hickey, M. (2016). Managing the menopause: An update. Maturitas, 86 (2016), 53–58. .https://doi.org/10.1016/j.maturitas.2016.01.007 This article provides an update on treatments on Vasomotor symptoms (VMS), genito-urinary syndrome of menopause (GSM), sleep disturbance, sexual dysfunction, and mood disturbance that are common during the menopause transition. Agency for Healthcare Research and Quality. (2014). Guide to clinical preventive services, 2014: Section 2. Recommendations for adults. Retrieved from http://www.ahrq.gov/professionals/clinicians-providers/guidelines-recommendations/guide/section2.html This website lists various preventive services available for men and women and provides information about available screenings, tests, preventive medication, and counseling. Document: Final Exam Study Guide (PDF) Required Media (click to expand/reduce) Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders To Prepare Review the resources for this module and reflect on the different health needs and body systems presented. Review your peers case studies from Week 9. Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected. Photo Credit: Getty Images By Day 6 of Week 10 Read a selection of your colleagues’ responses from Week 9 and respond to at least two of your colleagues on two different days who were assigned a different patient case study, and provide recommendations for alternative drug treatments to address the patient’s pathophysiology. Be specific and provide examples. Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit! Submission and Grading Information NURS6521 Week 10 Part II Grading Criteria To access your rubric: Week 9 Discussion Rubric Post by Day 3 of Week 9 and Respond by Day 6 of Week 10 To Participate in this Discussion: Week 9 Discussion ORDER NOW FOR CUSTOMIZED AND ORIGINAL ESSAY PAPERS Rubric Detail Select Grid View or List View to change the rubric’s layout. Name: NURS_6521_Week9_Discussion_Rubric. NURS6521 Week 10 Part II Grid View List View Excellent Good Fair Poor Main Posting 45 (45%) – 50 (50%) Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 40 (40%) – 44 (44%) Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. 35 (35%) – 39 (39%) Responds to some of the discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. 0 (0%) – 34 (34%) Does not respond to the discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. Main Post: Timeliness 10 (10%) – 10 (10%) Posts main post by day 3 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not post by day 3 First Response 17 (17%) – 18 (18%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 15 (15%) – 16 (16%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 13 (13%) – 14 (14%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 12 (12%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Second Response 16 (16%) – 17 (17%) Response exhibits synthesis, critical thinking, and application to practice settings. Responds fully to questions posed by faculty. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of learning objectives. Communication is professional and respectful to colleagues. . Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. 14 (14%) – 15 (15%) Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. 12 (12%) – 13 (13%) Response is on topic and may have some depth. Responses posted in the discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. . Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. 0 (0%) – 11 (11%) Response may not be on topic and lacks depth. Responses posted in the discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. Participation 5 (5%) – 5 (5%) Meets requirements for participation by posting on three different days. 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%) Does not meet requirements for participation by posting on 3 different days Total Points: 100 Name: NURS_6521_Week9_Discussion_Rubric Get a 10 % discount on an order above $ 100 Use the following coupon code : NURSING10