Waldorf University Hydrochlorothiazide Discussion

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Waldorf University Hydrochlorothiazide Discussion

Nursing homework help

Examples of Duffy Caring in Action Note how they are written in the first person and how you can actually visualize the caring. According to Duffy (2013), “patients who trust others are best able to learn from practice” (p. 143). After knowing this, I feel I did exactly what I needed to do, to show caring through my actions. I was very communicative with the patient and I felt we created a great rapport. He then trusted me more and was better at learning when we practiced. According to Duffy (2013), I am to remain caring always. I cannot let the things she says deter me from taking care of her like I am trained to do. Every day it is a battle. Yet every day, I sit with her in hopes that one day she will see that I am only trying to help her. I will not give up. Nurses do not give up. For this client I used human respect as the main component (Duffy, 2013). Unfortunately, the majority of these patients are overlooked when they come into the emergency room. They are often shoved to the side and medicated just long enough to send them to a psychiatric facility. Providing respect and mutual problem solving allowed this patient to participate in their healthcare and understand why we were giving the medications we were giving. Once he calmed down and understood I was there to help he was very cooperative and willingly took medications to help regulate his mental state. According to Duffy’s Caring Model when a client feels they then the healing can commence (Duffy, 2013). I would apply Duff’s Caring Model by first explaining to the patient and the family member that this mental health issue does not have to be a stumbling block in life. Examples of Duffy Caring in Action I would tell them that this medication designed to control the mania and depressive episodes of Bipolar Disorder. Empowering the patient in this way will allow them take an interest in medication adherence as well as properly monitor the signs and symptoms for acute, chronic, and toxic effects of Lithium. Second, I would ensure that I am attentive to the patient’s educational needs as the discharge plan is being set-up and established. There is a large amount of information to learn related to the pathophysiology of Bipolar Disorder and the pharmacokinetics of Lithium. For this reason, I would ensure that I provide community resources, telephone numbers, and outpatient treatment help to ensure the patient has the best possible outcome with the mental disorder and the prescribed treatment plan. Generic/Brand Name Briefly describe in paragraph form the generic name of the medication, with indications and off label use if applicable Indications Describe in paragraph form, the indications for this medication, as it relates to your client. Off Label Use Many medications have off label uses. Research off label use for the selected medication and include them in the paragraph. Does this apply to your patient? Explain your answer. Nursing Implications Apply your knowledge of the chosen medication, to a client in a clinical setting. In paragraph form, discuss specific nursing implications to incorporate into the care of this client Health Teaching Apply your knowledge of the chosen medication, to a client in a clinical setting. In paragraph form, discuss specific adjustments made to ensure that the health teaching was learned by the client Duffy’s Caring Model In a paragraph, explain how Duffy’s Caring Model (Chap 3) was applied to create a healing environment for the client that will lead to maximal effects of this medication. Do not include basic nursing care such as introducing self, lowering the bed, giving the call light, ect. References Aschenbrenner, D. & Veneable, S. (2012). Drug Therapy in Nursing (4th ed.). Philadelphia, PA: Wolters Kluwer Health. Duffy, J. R. (2013). Quality caring: In nursing and health systems (2nd ed.). New York, NY: Springer Publishing Co. Lippincott, W. (2017). Nursing 2018 drug handbook (38th ed.). Philadelphia: Wolters Kluwer or davis’s drug guide Pharmacology Medication Analysis Objective: This assignment is to analyze the role of the nurse as provider and manager of care related to the pharmacological management of the client’s health; to adjust the education of the medication to the individual needs of a client, taking into consideration their age, culture, learning abilities, and learning style. Guidelines: Each unit will have a medication list. Choose a medication(s) that you want to know/understand more about. Some units will require you to do two medications. You are required to do 20 medications this semester. Include the following information: 1. Generic name of the medication, with indications and off label use if applicable 2. Apply your knowledge of the chosen medication, to a client in a clinical setting. a. Discuss specific nursing implications incorporated in your care for this client b. Discuss specific adjustments you provided to ensure that the health teaching you provided was learned by the client 3. Explain how you applied Duffy’s Caring Model (Chap 3) to create a healing environment for the client that will lead to maximal effects of this medication 4. Provide a minimum of two references 5. Follows APA requirements APA Required: 1. Typed Times New Roman or Arial, 12 font, one inches margins, and double-spaced. 2. In the header, put the chosen medication on the left and your name on the right. 3. Follow APA format for in text citing, p 177 of APA manual. 4. This assignment should be 2 pages in length. 5. You do not need to include a cover page. 6. For these papers, you may write in the first person. 1/2020

  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 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.

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