28 Jan · Pharmacological interventions

NR526 Advanced Pathophysiology, Health Assessment, and Pharmacology for NurseEducators

Week 1 Discussion

Encouraging Clinical Thinking

Applying Tanner’s Model of Clinical Judgment as well as current articles on clinical teaching, what evidence-based techniques can you use to foster critical thinking and skill acquisition in students and staff nurses? Please provide at least two techniques that you could use at the bedside.

NR526 Advanced Pathophysiology, Health Assessment, and Pharmacology for NurseEducators

Week 2 Discussion

Comparing Classes of Medication

In this first discussion, we will be taking a very close look at two different classes of medications and how we can explore the three Ps through this very in-depth exploration.

Compare and contrast an antiplatelet drug to an anticoagulant drug. Be sure to contrast them based on the pharmacokinetics of their action. Integrate their pharmacokinetics with the related pathophysiology. Also, include the related physical assessments that will apply. Be sure to include which patients would be a candidate to receive each of these therapies independently include classic examples of each.

NR526 Advanced Pathophysiology, Health Assessment, and Pharmacology for NurseEducators

Week 3 Discussion

Polypharmacy and the Effects of Age

Examining the case of Charles Gibson, construct and explain a concept map that describes how you would expect polypharmacy and his age to affect the pharmacokinetics of his medications. Include a discussion of pathophysiology and health assessment in your discussion.

To assist you with this discussion, please refer to the following Brainshark tutorial:

http://www.brainshark.com/devry/vu?pi=zHdzHuCUOzSZRmz0 (Links to an external site.)Links to an external site.

Note: there are several sites that provide free concept mapping software or allow you to use their software for free for 30 days. Your faculty member may also be able to discuss potential sources. If you prefer, you can draw out a concept map on pencil and paper, take a picture of it, and copy it into the discussion textbox.

NR526 Advanced Pathophysiology, Health Assessment, and Pharmacology for NurseEducators

Week 4 Discussion

Teaching Medications

Examining the case of Alicia Lujan, provide two questions about one of Alicia’s medications that you will ask your students doing their clinical experiences in Urgent Care. Relate your questions to the 3Ps.

Would you prefer they use (1) medication cards or (2) concept maps or (3) another method of your choice to demonstrate that they are ready to pass medications and why?

NR526 Advanced Pathophysiology, Health Assessment, and Pharmacology for NurseEducators

Week 5 Discussion

Delirium or Dementia

You and your students have been assigned to the rehabilitation center in Seneca and you have assigned Mr. Gibson to your student, June. This is your opportunity to help your student with a complex topic related to the 3 Ps. Based on the potential for either delirium or dementia in Mr. Gibson, devise and share a table that illustrates the difference between delirium and dementia. Then describe (1) why Mr. Gibson might be vulnerable to both delirium or dementia and (2) what assessments or factors you would use to determine which condition is occurring.

Hint: develop your table first in MS Word and then copy it into the discussion. This will be easier than trying to construct a table in the textbox.

NR526 Advanced Pathophysiology, Health Assessment, and Pharmacology for NurseEducators

Week 6 Discussion

Asthma and ADHD

During your visit to Alicia in Urgent Care, Alicia tells you that she is worried about her nephew, Timmy, who lives nearby and has asthma. She also says that “he just can’t sit still” and she is worried about him getting along in school. Timmy is already on your student’s case load and you tell Alicia that you and the student will visit him tomorrow. You ask your student to develop a brief tentative care plan for Timmy and his family. What comprehensive health assessments would you expect your student to include and why?

NR526 Advanced Pathophysiology, Health Assessment, and Pharmacology for NurseEducators

Week 7 Discussion

Shock

We will move away from our patients in Second Life now and focus on an acute problem that is challenging your students.

Chose two types of shock from the following: cardiogenic, neurogenic, anaphylactic, and septic, hypovolemic.

Compare and contrast two of them for your students, including:

· Etiology

· Pathophysiology

· Important physical assessments

· Non-pharmacological interventions.

· Pharmacological interventions

Feel free to use a table, concept map, or other device to compare and contrast.

NR526 Advanced Pathophysiology, Health Assessment, and Pharmacology for NurseEducators

Week 8 Discussion

The 3 Ps and the Nurse Educator Reflection

This reflection provides the opportunity for you to reflect on what you have learned during NR526 and to consider how you have met the course outcomes, which are outlined in the syllabus. (1) Identify two of the outcomes you believe you have achieved and reflect upon how you achieved them. (2) Then, describe how you will apply concepts from this course to identify, guide, and evaluate your future and final MSN practicum project?