synthesize pharmacological knowledge (i.e., core drug
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knowledge, core patient variables, and nursing implications) of pharmacotherapeutic agents into a useful
teaching and learning tool for nurses and patients.
Medication
Teaching Plan Assignment Guidelines
Purpose
The purpose of this assignment is for the student to synthesize pharmacological knowledge (i.e., core drug
knowledge, core patient variables, and nursing implications) of pharmacotherapeutic agents into a useful
teaching and learning tool for nurses and patients.
Course Outcomes This assignment enables the student to meet the following course outcomes.
·
CO1 Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions and in consideration of medication side/adverse effects, nursing implications, and medication teaching. (POs 1, 2, and 3)
· CO2 Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic/genomic, developmental, and gender implications. (POs 3 and 8)
· CO3 Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities. (PO 4)
Due Date
Refer to Course Calendar for details. The Late Assignment Policy applies to this assignment.
Total
Points
Possible
100 Points
Requirements
1. Choose a pharmacological agent that has been on the market less than
5
years.
2. Research the literature and obtain two to three resources for current, evidence-based information related to the pharmacological agent. You must submit your resources with the assignment. Identify the following key/relevant drug information that will be used to develop a medication teaching brochure:
· Drug Class
· Mechanism of Action
· Drug Administration and Dosage
· Drug/food Interactions
· Lab effects/Interference
3. Design a brochure to be used as a patient teaching tool containing the identified relevant/key
information outlined above and the following important information:
· Nursing Management
· Patient Education Considerations
· Patient Assessment
· Potential Side Effects/Adverse Effects/Toxicities
· Special considerations
Preparing the Assignment
1. After selecting your pharmacotherapeutic agent, use the Chamberlain online library or other database to research the key/relevant drug information.
2. Create your teaching brochure using MS Word or PowerPoint. Microsoft Word has built-in and online templates for brochures. You may choose one of these for your format. The brochure should be printed on one page, two-sided.
3. Include appropriate images, graphics, bulleted items, and subtitles in your brochure. Choose images that illustrate your points and do not serve as mere decorations.
4. Use no higher than seventh-grade reading level, except for required medical terminology. Microsoft Word will calculate a Flesch Kincaid Grade Level for you. Go to Review > Spelling and Grammar. When the check is complete, Word will give you the statistics. You may need to save your file with a new name and temporarily delete required medical terms and then run the Flesch Kincaid statistics again to get to the seventh-grade reading level.
5. Complete a separate document that contains the following information:
· Your name, date and class
· A short paragraph describing the intended audience and use for your teaching brochure. For example, is this for teaching a pediatric patient who is newly diagnosed with asthma about the new drug? Is it designed to teach an older adult about a new cholesterol drug?
· A reference page
in APA format
The brochure is not a paper that follows
APA format
so please use your creativity when developing the
brochure. Consider your audience when choosing font, style and graphics.
6. Submit the brochure and the one-page document to the assignment by the due date.
Directions and Assignment Criteria
|
Category
|
Points
|
%
|
Description
|
|
|
Brochure: Key/Relevant Drug Information
|
30
|
30%
|
Brochure contains following key/relevant drug information
· Drug Class
· Mechanism of Action
· Drug Administration and Dosage
· Drug Interactions
· Lab effects/interference
· Special Considerations
· Potential Side Effects/Adverse Effects/Toxicities
|
|
|
Brochure: Patient Education Considerations
|
35
|
3
5%
|
Brochure contains the following patient education information
· Nursing Management
· Patient Education Considerations
· Patient Assessment
· Potential Side Effects/Adverse Effects/Toxicities
· Special considerations
|
|
|
Brochure: Visual Effects/Creativity
|
10
|
10%
|
Brochure meets all of the following
· Developed per the required standard
· Appropriate for the intended audience
· Flesch Kincaid reading level is not higher than seventh grade
· Graphics do not distract from the purpose of the brochure
· Visually appealing
|
|
One Page Paper
|
15
|
15%
|
One page paper
is clearly written and contains the following information:
· Name
· Date
· Class
· A short paragraph describing the intended audience and use for the teaching brochure.
· A reference page
|
|
APA format
|
|
5
|
5%
|
Reference page is present and follows APA format. At least two sources are used and submitted with work
|
|
|
Writing Mechanics
|
5
5%
|
Writing follows rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual
|
|
Total
|
100
|
100%
|
Grading Rubric
Category
Brochure: Key/Relevant Drug Information
|
30 Points
|
|
25 Points
|
20 Points
|
15 points
|
|
|
|
0 Points
|
|
Presentation of information on brochure is accurate and includes all of the following elements:
· Drug Class
· Mechanism of Action
· Drug Administration and Dosage
· Drug Interactions
· Lab effects/interference
· Special Considerations
· Potential Side Effects/Adverse Effects/Toxicities
|
Presentation of information on brochure is accurate and includes six (6) of the following elements:
· Drug Class
· Mechanism of Action
· Drug Administration and Dosage
· Drug Interactions
· Lab effects/interference
· Special Considerations
· Potential Side Effects/Adverse Effects/Toxicities
|
Presentation of information on brochure is accurate and includes five (5) of the following elements:
· Drug Class
· Mechanism of Action
· Drug Administration and Dosage
· Drug Interactions
· Lab effects/interference
· Special Considerations
· Potential Side Effects/Adverse Effects/Toxicities
|
Presentation of information on brochure is accurate and includes four (4) of the following elements:
· Drug Class
· Mechanism of Action
· Drug Administration and Dosage
· Drug Interactions
· Lab effects/interference
· Special Considerations
· Potential Side Effects/Adverse Effects/Toxicities
|
Presentation of information on brochure includes less than four (4) of the following elements:
· Drug Class
· Mechanism of Action
· Drug Administration and Dosage
· Drug Interactions
· Lab effects/interference
· Special Considerations
· Potential Side Effects/Adverse Effects/Toxicities
|
Brochure: Patient Education Considerations
|
35 points
|
25 Points
|
15 Points
|
|
10 Points
|
0 Points
Presentation of information on brochure is accurate and includes all of the following elements:
· Nursing Management
· Patient Education Considerations
· Patient Assessment
· Potential Side Effects/Adverse Effects/Toxicities
· Special considerations
|
Presentation of information on brochure is accurate and includes four(4) of the following elements:
· Nursing Management
· Patient Education Considerations
· Patient Assessment
· Potential Side Effects/Adverse Effects/Toxicities
· Special considerations
|
Presentation of information on brochure is accurate and includes three (3) of the following elements:
· Nursing Management
· Patient Education Considerations
· Patient Assessment
· Potential Side Effects/Adverse Effects/Toxicities
· Special considerations
|
Presentation of information on brochure is accurate and includes two (2) of the following elements:
· Nursing Management
· Patient Education Considerations
· Patient Assessment
· Potential Side Effects/Adverse Effects/Toxicities
· Special considerations
|
Presentation of information on brochure includes less than two (2) of the following elements:
· Nursing Management
· Patient Education Considerations
· Patient Assessment
· Potential Side Effects/Adverse Effects/Toxicities
· Special Considerations
·
|
Brochure: Visual Effects/Creativity
10 Points
8 Points
|
|
6 Points
|
|
|
4 Points
|
0 Points
|
Presentation of information on brochure includes all of the following elements:
· Developed per the required standard
· Appropriate for the intended audience
· Flesch Kincaid reading level is not higher than seventh grade
· Graphics do not distract from the purpose of the brochure
· Visually appealing
|
Presentation of information on brochure includes four (4) of the following elements:
· Developed per the required standard
· Appropriate for the intended audience
· Flesch Kincaid reading level is not higher than seventh grade
· Graphics do not distract from the purpose of the brochure
· Visually appealing
|
Presentation of information on brochure includes three (3) of the following elements:
· Developed per the required standard
· Appropriate for the intended audience
· Flesch Kincaid reading level is not higher than seventh grade
· Graphics do not distract from the purpose of the brochure
· Visually appealing
|
Presentation of information on brochure includes two (2) of the following elements:
· Developed per the required standard
· Appropriate for the intended audience
· Flesch Kincaid reading level is not higher than seventh grade
· Graphics do not distract from the purpose of the brochure
· Visually appealing
|
Presentation of information on brochure includes less than two(2) of the following elements:
· Developed per the required standard
· Appropriate for the intended audience
· Flesch Kincaid reading level is not higher than seventh grade
· Graphics do not distract from the purpose of the brochure
· Visually appealing
|
|
One page paper
|
15 Points
12 Points
|
9 Points
|
6 Points
0 Points
|
Presentation of information in the paper is clearly written and includes all of the following elements:
· Name
· Date
· Class
· A short paragraph describing the intended audience and use for the teaching brochure.
· A reference page
|
Presentation of information in the paper is clearly written and includes four (4) of the following elements:
· Name
· Date
· Class
· A short paragraph describing the intended audience and use for the teaching brochure.
· A reference page
|
Presentation of information in the paper is clearly written and includes three (3) of the following elements:
· Name
· Date
· Class
· A short paragraph describing the intended audience and use for the teaching brochure.
· A reference page
|
Presentation of information in the paper is clearly written and includes two (2) of the following elements:
· Name
· Date
· Class
· A short paragraph describing the intended audience and use for the teaching brochure.
· A reference page
|
Presentation of information in the paper includes less than two (2) of the following elements:
· Name
· Date
· Class
· A short paragraph describing the intended audience and use for the teaching brochure.
· A reference page
|
|
APA Format
|
5 Points
|
4 Points
|
0 Point
|
|
APA guidelines, as per the 6th edition of the manual, are demonstrated for all the following:
· Reference page is present and follows APA format
· At least two sources are used and submitted with work
|
APA guidelines, as per the 6th edition of the manual, are demonstrated for one (1) of the following:
· Reference page is present and follows APA format
· At least two sources are used and submitted with work
|
APA guidelines, as per the 6th edition of the manual, are demonstrated for none of the following:
· Reference page is present and follows APA format
· At least two sources are used and submitted with work
|
Writing Mechanics
|
5 Points
|
4 Points
3 Points
|
1 Point
|
0 Point
|
0–2 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual
|
3–4 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual
|
5–6 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual
|
7–8 errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual
|
9 or greater errors or exceptions to the rules of grammar, spelling, word usage, punctuation, and other aspects of formal written work as found in the 6th edition of the APA manual
|
|
Total Points Possible = 100 points Student’s Score ______/100 Points
|
|
Comments:
|
`
Epidermiology
The WHO regions of South-East Asia and Africa accounted for nearly 70% of overall global TB. Africa has the highest prevalence of TB. In the United States, three cases out of 100,000 populations were recorded in 2015 (CDC).
Risk Factors
· Young Children
· Immuno-deficient individuals (HIV patients)
· People living below poverty level
· Under-nutrition
· People working or living in facilities that have patients with Tuberculosis
|
Tuberculosis
Tuberculosis (TB) is the leading cause of death from a single infectious disease agent and the leading cause of death among persons living with human immunodeficiency virus (HIV) infection.
|
Common Cause
It is caused by a bacteria called Mycobacterium tuberculosis. It’s spread from person to person by microscopic droplets that are released into the air.
Diagnostic
There different tests used to identify the presence of M. tuberculosis, some of which include:
· AFB (Acid-Fast Bacilli) microscopy
· Mycobacterial culture
· Drug susceptibility testing
· Radiography Procedures
· Additional Diagnostic Procedure (tuberculin skin testing)
Nursing Management
· To prevent morbidity and death by curing TB while preventing the emergence of drug resistance
· Interrupting mode of transmission by rendering patients noninfectious to others.
· Prevent relapse of the disease
|
|
Clinical Manifestations
· Chronic cough often with hemoptysis
· Unresolved Pneumonia
· Weight Loss
· Fatigue
· Loss of Appetite
· Fever
· Night Sweats
|
|
Health Promotion
· Create awareness amongst homeless people
· Healthcare workers should wear protective gears when dealing with infected person
· Proper tuberculosis screening for people migrating from the endemic area
Health Education
· Patient should get the facts on tuberculosis disease (be informed!)
· Protect your family and friends from contracting it (get tested)
· Make sure to control tuberculosis if you have it (medication compliance)
|
|
Cl Manifestations
|
Source: American Lung Association.
https://www.lung.org/lung-health-and-diseases/lung-disease-lookup/tuberculosis/tuberculosis-symptoms.html
.
Centers for Disease Control and Prevention. Global Epidemiology of Tuberculosis and Progress Toward Achieving Global Targets. (2017).
https://www.cdc.gov/mmwr/volumes/68/wr/mm6811a3.htm#F2_up
