NURS 6512 Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders
Walden University Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders-Step-By-Step Guide
This guide will demonstrate how to complete the Walden University Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders
Whether one passes or fails an academic assignment such as the Walden University Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders
The introduction for the Walden University Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders
After the introduction, move into the main part of the Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders
Many patients who present for medical treatment of acute illness have multiple comorbidities that require consideration. The focus of this post is a 68-year-old male patient who presents with acute community-acquired pneumonia (CAP). Medical history includes Type II diabetes, hypertension (HTN), hyperlipidemia, and chronic obstructive pulmonary disease (COPD).
Current Drug Therapy
The patient’s current drug therapy includes Metformin 500 mg twice a day, glipizide 10 mg once daily, lisinopril 10 mg once a day, hydrochlorothiazide 20mg once a day, simvastatin 40mg once a day, albuterol inhaler two puffs every four to six hours as needed for wheezing or shortness of breath, tiotropium inhaler two puffs (18 mcg) once daily. He is receiving ceftriaxone 1 Gm IV daily and azithromycin 500mg IV daily for the treatment of community-acquired pneumonia and is improving after three days of this therapy.
Metformin is an antihyperglycemic medication used in conjunction with diet and exercise to control blood glucose levels in diabetic patients. This drug should be held for 48 hours when radioactive dye is used for diagnostic testing to prevent damage to the kidneys. Mechanisms of action include increased insulin sensitivity, decreased glucose secretion and decreased glucose absorption. Metformin does not cause hypoglycemia. Glipizide is a blood glucose lowering drug classified as a sulfonylurea drug used to control blood glucose levels in diabetic patients who do not achieve adequate control with diet, exercise, and metformin. Glipizide works by stimulating insulin production and secretion in pancreatic beta cells and its action is dependent on functioning pancreatic beta cells. Patients taking glipizide are at risk of hypoglycemia and should be educated on signs and symptoms of hypoglycemia.
The patient is taking lisinopril and hydrochlorothiazide for blood pressure control. Lisinopril is an angiotensin converting enzyme
(ACE) inhibitor that works to lower blood pressure and protect diabetic patients from renal disease and is also cardio protective. Hydrochlorothiazide is a diuretic and antihypertensive medication whose mechanism of action is not fully understood. It works in the distal tubule to enhance the secretion of sodium and chloride. It is not metabolized but is excreted by the kidneys and requires dosage adjustments in cases of renal impairment. Patients taking hydrochlorothiazide should be monitored for fluid and electrolyte imbalances.
Simvastatin is a statin drug that acts to lower the risk of coronary heart disease by lowering cholesterol and triglyceride levels in high-risk patients. Patient should avoid grapefruit while taking this medication. Dosing adjustments should be considered in patients with decreased renal function. Simvastatin interacts with several medications and prescribing providers must check drug-drug interactions when prescribing to avoid risk of rhabdomyolysis (Food and Drug Administration [FDA] & Merck Sharp & Dohme Corp [Merck & Co, Inc.], 2012).
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The patient is taking tiotropium inhaled powder which is a long-acting muscarinic antagonist (LAMA) that works to prevent bronchospasm in patients diagnosed with COPD. This anticholinergic drug should not be used for rescue when the patient is experiencing shortness of breath. This patient uses an albuterol inhaler as needed for rescue when he is experiencing shortness of breath or wheezing. Albuterol is a short-acting beta agonist (SABA) that works immediately to relieve bronchospasm and is used only as needed.
Anti-infective Therapy for CAP
Ceftriaxone and azithromycin are being given intravenously to treat community acquired pneumonia (CAP). Ceftriaxone is a broad spectrum, third generation cephalosporin antibiotic used to treat bacterial infections in the lower respiratory tract. It works by inhibiting bacterial cell wall synthesis which results in a weak cell wall, bacterial cell lysis, and death. Ceftriaxone is mixed in 50 ml of D5W and should be administered over 30 minutes for four to fourteen days. Compatibility with other IV solutions is a concern, and this drug should be checked for compatibility if other IV solutions are being used particularly calcium which is not compatible with ceftriaxone. Onset is immediate when ceftriaxone is administered IV and peak is within two hours. The half-life of the drug is six to nine hours, and it is excreted primarily by the kidneys. Altered dosing is required in patients with moderate to severe renal impairment. Adverse reactions include life threatening anaphylaxis in patients with allergies to cephtriaxone. Less severe reactions include rash, fever, nausea, pain at injection site. Ceftriaxone is generally well tolerated. Patients taking broad spectrum antibiotics may develop diarrhea related to clostridium difficile (Roche Pharmaceuticals, 1997).
Azithromycin is a broad-spectrum macrolide antibiotic and is indicated for treatment of CAP and prolonged, severe, exacerbation of COPD not responsive to LAMA, or LABA medications (Rosenthal & Burchum, 2019, p. 579). It works by inhibiting bacterial protein synthesis and should be used for at least two to five days of therapy in treatment of CAP. Absorption is primarily from the small intestine and azithromycin distributes readily into most body tissues and fluid. It is primarily eliminated in bile. The peak plasma concentration is within one hour of IV administration and the half life of the drug is approximately eight hours. Adverse reactions include gastrointestinal (GI) upset, prolonged QT interval and risk of torsades de pointes, sudden cardiac death, anaphylaxis, hepatotoxicity, and clostridium difficile associated diarrhea. Azithromycin should not be taken by patients taking class IA or class III antidysrhythmic drugs or CYP3A4 inhibitors. Taking this medication with food has been shown to decrease GI upset (Rosenthal & Burchum, 2019, p. 679).
Current Therapy
The patient is experiencing nausea, vomiting, and is not tolerating his diet. Glipizide should be discontinued, and capillary blood glucose testing ordered before meals and at bedtime. Low dose sliding scale Humalog insulin will be used to control blood glucose levels until patient is eating well. This will help protect the patient from hypoglycemic occurrences. In making decisions about which antibiotic should be used to treat bacterial infections, Choosing Wisely guidelines provide expert recommendations (Choosing Wisely, 2021). CAP is commonly caused by staphylococcus aureus, Mycoplasma, H. influenza and S. pneumoniae. Recommended treatments include penicillin G, penicillin V and amoxicillin. If the strain is determined to be resistant, cephalosporin or ampicillin is recommended. Since this patient has an allergy to penicillin the recommended drug is azithromycin. Cephalosporin drugs are safe to use in patients with penicillin allergies if the reaction is mild. Ceftriaxone is used to treat gram negative bacteria. This combination of antibiotics may have been chosen by the clinician because of the severity of the infection and the need to treat before the pathogen is identified in culture. Once the culture and sensitivity results are back from the lab, decisions will need to be made as how therapy should be continued to produce the best patient outcome (Rosenthal & Burchum, 2019). Since our patient is on day three of treatment, culture results should be available.
Conclusion
Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders
Clinical knowledge and guidance are imperative in preventing poor patient outcomes and bacterial resistance to drugs when treating infections. Renal function, hepatic function, allergies and their severity, and patient comorbidities must be considered. When selecting antibiotics, one must consider the infecting organism and host factors to ensure the best patient outcomes.
References
Choosing Wisely. (2021). Learning Resources. Retrieved April 29, 2022, from https://www.choosingwisely.org/choosing-wisely-learning-network/cwln-resources/
Food and Drug Administration & Bristol-Myers Squibb Co. (2011). Glucophage (metformin hydrochloride). Food and Drug Administration. https://www.accessdata.fda.gov/drugsatfda_docs/label/2017/020357s037s039,021202s021s023lbl.pdf
Food and Drug Administration & Merck Sharp & Dohme Corp. (2012). Zocor (Simvastatin). Food and Drug Administration.
https://www.accessdata.fda.gov/drugsatfda_docs/label/2012/019766s085lbl.pdf
Food and Drug Administration & Mylan Pharmaceuticals Inc. (2011). Hydrochlorothiazide. Food and Drug Administration. https://www.accessdata.fda.gov/drugsatfda_docs/label/2011/040735s004,040770s003lbl.pdf
Food and Drug Administration & Roerig Division of Pfizer. (2011). Glipizide. FDA. https://www.accessdata.fda.gov/drugsatfda_docs/label/2011/017783s021lbl.pdf
Roche Pharmaceuticals. (1997). Cephtriaxone. Food and Drug Administration. https://www.accessdata.fda.gov/drugsatfda_docs/label/2009/0550585s063lbl.pdf
Rosenthal, L. D., & Burchum, J. R. (2019). Lehneś Pharmacotherapeutics for advanced practice nurses and physician assistants (2nd ed.). Elsevier.
Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders
As an advanced practice nurse, you will likely experience patient encounters with complex comorbidities. For example, consider a female patient who is pregnant who also presents with hypertension, diabetes, and has a recent tuberculosis infection. How might the underlying pathophysiology of these conditions affect the pharmacotherapeutics you might recommend to help address your patient’s health needs? What education strategies might you recommend for ensuring positive patient health outcomes?
For this Discussion, you will be assigned a patient case study and will consider how to address the patient’s current drug therapy plans. You will then suggest recommendations on how to revise these drug therapy plans to ensure effective, safe, and quality patient care for positive patient health outcomes.
Resources
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
To Prepare:
- Review the Resources for this module and reflect on the different health needs and body systems presented.
- Your Instructor will assign you a complex case study to focus on for this Discussion.
- Consider how you will practice critical decision making for prescribing appropriate drugs and treatment to address the complex patient health needs in the patient case study you selected.
By Day 3 of Week 9
Post a brief description of your patient’s health needs from the patient case study you assigned. Be specific. Then, explain the type of treatment regimen you would recommend for treating your patient, including the choice or pharmacotherapeutics you would recommend and explain why. Be sure to justify your response. Explain a patient education strategy you might recommend for assisting your patient with the management of their health needs. Be specific and provide examples.
You will respond to your colleagues’ posts in Week 10.
Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the Reply button to complete your initial post. Remember, once you click on Post Reply, you cannot delete or edit your own posts and you cannot post anonymously. Please check your post carefully before clicking on Post Reply!
By Day 6 of Week 10
Read a selection of your colleagues’ responses from Week 9 and respond to at least two of your colleagues on two different days who were assigned a different patient case study, and provide recommendations for alternative drug treatments to address the patient’s pathophysiology. Be specific and provide examples.
