Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders NURS 6521
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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In this case study, a 60-year-old male is admitted to the hospital with community-acquired pneumonia. The patient’s medical history includes COPD, hypertension, hyperlipidemia, and diabetes. In this case study, the patient was given 500 mg of azithromycin. This is a type of macrolide medication. This antibiotic has a broad spectrum and can combat many gram-positive bacteria. This medication has also been linked to liver toxicity. Some of this medication’s side effects include nausea and vomiting. The patient was also given 1 g of ceftriaxone. This is a subclass of beta-lactams. These antibiotics inhibit bacteria by covalently binding to PB P in the cytoplasmic membrane. This medication’s side effects can include diarrhea, nausea, rashes, and super infections. By combining both antibiotics, the patient will receive a broad spectrum of coverage to prevent further bacterial growth. We have no idea what type of bacteria is causing the pneumonia. Until the laboratory results for bacterial cultures and sensitivities come back, it is worth waiting to see what type of bacteria and antibiotics will work for this specific patient. The patient is allergic to penicillin, but the antibiotic is working well for him. He has not been hypersensitive. If the patient develops hypersensitivity, he or she can be given doxycycline or cephalosporins, which can also provide excellent broad-spectrum coverage for pneumonia.
Osteoporosis is a condition in which an individual’s bone is brittle. This is due to the bon
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e unable to keep up with the process of new bone formation in balance with bone mineral removal. There are many risks involved with having this disease process such as easy fractures, and severe back issues like compression of vertebras. Risk factors for osteoporosis include family history, female, excessive alcohol, diet deficient in calcium and vitamin D, and many more. The nurse may educate patient on the disease process as well as screen the patient for complications. The nurse can educate the patient on a diet low in caffeine, alcohol, provide resources for exercises for bone strength as well as a diet that supports healthy bone.
Patients has a history of COPD, patient’s oxygen saturations must be monitored on a continuous basis. And if needed, patient must be given supplemental oxygen. Patient also has high blood pressure so blood pressure must be monitored .The type of medication that I would prescribe would be angiotensin receptor blocker for example Losartan, and irbesartan. ARB are the first line of anti-hypertension medication to be prescribed to treat hypertension. This medication works by blocking receptors that act on hormone especially a T-1 receptors by blocking the action of angiotensin two and helps lower blood pressure. Some side effects may be vomiting, diarrhea, and dizziness. Patient also has hyperlipidemia.I would prescribe a statin medication to help lower cholesterol levels. Patient has diabetes. Patient requires monitoring of blood glucose levels even with pneumonia. I would prescribe Metformin and insulin since patient is not able to tolerate PO, I would prescribe insulin.
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Also, since patient is not able to tolerate regular diet or anything PO. I would start IV fluids administer dextrose and an oral parenteral nutrition as needed for patient’s nutritional needs.
Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders NURS 6521
Week 9 Discussion Post
I would conclude that the patient is entering menopause based on her symptoms. According to Rosenthal and Burchum, menopause affects 95 percent of women between the ages of 45 and 55. Under normal circumstances, hormone therapy would be used to treat hot flashes, nocturnal sweating, and genitourinary complaints (HT). The patient’s family history of breast cancer, on the other hand, makes treating menopausal symptoms significantly riskier.
Before discussing treatment options with the patient, I would ask if the symptoms are manageable or intolerable. First, I’d find out if she wants treatment for the symptoms. If this is the case, we must weigh the risks and benefits of using HT or an SNRI like Effexor. According to Roberts and Hickey (2021), SNRIs reduce vasomotor function.References
The website Breastcancer.org (2021). Using HRT (Hormonal Replacement Therapy).
https://www.breastcancer.org/risk/factors/hrt
Roberts, H., and M. Hickey (2016). An update on menopausal management. Maturitas, 86, 5-58.
Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for nurse practitioners and physician assistants (2 nd ed). Elsevier, Inc. .
This week I chose ADHD Attention-Deficit/Hyperactivity Disorder since both of my children suffer from it, and I do not fully comprehend it. I do not believe they have ever received proper therapy for it, and I have witnessed them struggle throughout infancy and adolescence due to this poorly known sickness.
5 to 11 percent of school-aged children have ADHD, making it the most prevalent neuropsychiatric disorder in childhood (Rosenthal & Burchum, 2021, p. 251). This condition affects boys by two-thirds more than girls (Rosenthal & Burchum, 2021). This disease is poorly understood, although it is believed that a mutation of the dopamine D4 receptor gene (DRD4) or a variant of the catechol-O-methyltransferase gene (COMT) contribute to it (Block et al., 2021). Manifestations clinically include inattention, hyperactivity, and impulsivity (Rosenthal & Burchum, 2021). These people are regularly late, forgetful in their everyday activities, easily distracted, hyperactive, and forgetful (Block et al., 2021). Not everyone in this group will be hyperactive. To be diagnosed, symptoms must be present before the age of twelve (Block et al., 2021). These children are unable to distinguish between significant and unimportant stimuli, resulting in trouble staying on task and maintaining concentration (Block et al., 2021). This condition may be associated with brain development, including anomalies in the “dopaminergic and noradrenergic neurotransmission system” (Block et al., 2021). Several additional factors have been mentioned as probable associations with this disease, but I will not list them here.
Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders NURS 6521
Pharmaceutical therapies I elected to initiate this patient’s pathophysiology with 10 mg of chewable Ritalin (methylphenidate) in the morning. Eight-year-old female with a new diagnosis of ADHD who had never taken medication before. At her first follow-up session four weeks after starting medication, her parents noted that her symptoms had improved in the morning, but that the medication appeared to be losing its effectiveness by the afternoon. In the clinic, the patient’s heart rate was measured to be 130 beats per minute, which alarmed the patient’s parents. The patient remarked that her heart felt “weird,” and her parents noted that her heart rate was 130 beats per During this visit, the medication was altered to 20 mg of Ritalin LA to be taken orally each morning. This modification will allow medication to be administered over a period of four to seven hours with a maximum length of twelve hours (Davis’s Drug Guide, 2018). After four weeks, the patient returns for a follow-up appointment, and the parents report that their child’s schooling has improved and the medication is lasting throughout the day. The patient reports that the chest discomfort has subsided. This dosage would be continued for an additional four weeks, accompanied by a clinic checkup.
Ritalin is the medicine of choice for the initial treatment of ADHD, and its efficacy has been demonstrated (Rosenthal & Burchum, 2021). No studies recommend one treatment above another; consequently, if the initial drug is unsuccessful, the practitioner should examine second-line drugs (Rosenthal & Burchum, 2021). Possible stimulant adverse effects include sleeplessness and growth suppression (Rosenthal & Burchum, 2021). As extended-release drugs can last up to twelve hours, they should be administered as near to the child’s waking time as possible to minimize insomnia. If the child has a diminished appetite, administer medicine after or during meals (Rosenthal & Burchum, 2021). Some providers advocate “drug holidays” in which the child does not take medication on the weekends; however, this is not advised for all children (Rosenthal & Burchum, 2021).
References
Block, R., Macdonald, N. P., & Piotrowski, N. A. (2021). Attention deficit hyperactivity disorder (ADHD). Magill’s Medical Guide (Online Edition).
Davis’s Drug Guide. (2018). Davis’s drug guide for nurses (16th ed. ed.). F.A. Davis Company. Retrieved from Www.drugguide.com.: https://www.drugguide.com/ddo/mobile
Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s Pharmacotherapeutics for Advanced Practice Nurses and Physician Assistants (2nd Edition ed.). St. Louis, MO: Elsevier. Retrieved from vbk://9780323554954
Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders NURS 6521
As an advanced practice nurse, you will most certainly encounter patients with complex comorbidities. Consider a female patient who is pregnant and also has hypertension, diabetes, and a recent tuberculosis infection. What effect might the underlying pathophysiology of these illnesses have on the pharmacotherapeutics you might propose to aid your patient’s health needs? What educational strategies would you suggest to ensure positive patient health outcomes?
You will be allocated a patient case study for this Discussion and will consider how to address the patient’s current pharmacological therapy regimens. You will next make recommendations on how to amend these medication therapy plans in order to provide effective, safe, and high-quality patient care and achieve excellent patient health outcomes.
Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders NURS 6521
Photographer: Getty Images
To Get Ready
Examine the Resources for this topic and consider the many health demands and body systems given.
For this Discussion, your Instructor will provide you a complex case study to focus on.
Consider how you will use critical thinking to prescribe appropriate medications and treatments to address the complex patient health needs in the patient case study you choose.
Week 9’s third day
Post a brief explanation of your patient’s health needs from the given patient case study. Make your point. Then, explain the type of treatment plan you would prescribe for your patient, including the pharmacotherapeutics you would suggest and why. Make certain to substantiate your response. Explain a patient education method you may offer to help your patient manage their health requirements. Provide specifics and instances.
In Week 10, you will respond to the posts of your coworkers.
Please keep in mind that you must complete your initial post before you may access and comment to your colleagues’ postings in this Discussion. Begin by clicking on the “Post to Discussion Question” option, then “Create Thread” to finish your first post. Remember that once you press the Submit button, you cannot delete or change your own posts, and you cannot publish anonymously. Please double-check your post before clicking the Submit button!
Submission and Grading Information
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
What’s Coming Up in Week 10?
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
Next week, you will continue working on your Discussion assigned in Week 9, as you examine the types of drugs used to treat infections and disorders of the hematologic system.
Next Week
To go to the next week:
Week 10
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Week 10: Women’s and Men’s Health/Infections and Hematologic Systems, 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.
Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders NURS 6521
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.
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
Learning Resources
Required Readings (click to expand/reduce)
Rosenthal, L. D., & Burchum, J. R. (2021). Lehne’s pharmacotherapeutics for advanced practice nurses and physician assistants (2nd ed.) St. Louis, MO: Elsevier.
Chapter 46, “Anticoagulant and Antiplatelet Drugs” (pp. 372–388)
Chapter 47, “Drugs for Deficiency Anemias” (pp. 389–396)
Chapter 50, “Estrogens and Progestins: Basic Pharmacology and Noncontraceptive Applications” (pp. 425–436)
Chapter 51, “Birth Control” (pp. 437–446)
Chapter 52, “Androgens” (pp. 447–453)
Chapter 53, “Male Sexual Dysfunction and Benign Prostatic Hyperplasia” (pp. 454–466)
Chapter 70, “Basic Principles of Antimicrobial Therapy” (pp. 651–661)
Chapter 71, “Drugs That Weaken the Bacterial Cell Wall I: Penicillins” (pp. 662–668)
Chapter 75, “Sulfonamides Antibiotics and Trimethoprim” (pp. 688–694)
Chapter 76, “Drug Therapy of Urinary Tract Infections” (pp. 695–699)
Chapter 78, “Miscellaneous Antibacterial Drugs” (pp. 711–714)
Chapter 79, “Antifungal Agents” (pp. 715–722)
Chapter 80, “Antiviral Agents I: Drugs for Non-HIV Viral Infections” (pp. 723–743)
Chapter 82, “Drug Therapy of Sexually Transmitted Diseases” (pp. 763–770)
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)
Discussion: Women’s and Men’s Health, Infectious Disease, and Hematologic Disorders NURS 6521
Required Media (click to expand/reduce)
Laureate Education (Producer). (2019h). Pathopharmacology: Pharmacology and immunological disorders: Improvements in medications and drug administration [Video file]. Baltimore, MD: Author.
Note: The approximate length of this media piece is 8 minutes.
Nurse Manager, Bette Nunn discusses how technology has improved the practice of administering drugs and created new and improved drug therapies. The importance of using technology as well as a patient’s knowledge of their own drug history is also discussed.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6521_Week9_Discussion_Rubric
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