03 Jan Case Study for Care Plan? Assignment: A retired 69-year-old man ‘Mr. Casey’ with a 5-year history of type 2 diabetes. Although he was diagnosed 5 years ago he had symptoms indicating hyperg
Case Study for Care Plan Assignment:
A retired 69-year-old man "Mr. Casey" with a 5-year history of type 2 diabetes. Although he was diagnosed 5 years ago he had symptoms indicating hyperglycemia for 2 years before diagnosis. His fasting blood glucose values of 118–127 mg/dl, which was explained to him as “borderline diabetes.” He also states he has had past episodes of nocturia with large pasta meals and Italian pastries. At the time of diagnosis, he was advised to lose 10 lbs.
Referred by his family physician to the diabetes clinic, Mr. Casey presented with recent weight gain, suboptimal diabetes control, and foot pain. He has been trying to lose weight and increase his exercise for the past 6 months without success. He had been started on glyburide (Diabeta), 2.5 mg every morning, but had stopped taking it because of dizziness, often accompanied by sweating and a feeling of mild agitation, in the late afternoon.
Mr. Casey also takes atorvastatin (Lipitor), 10 mg daily, for hypercholesterolemia. He has tolerated this medication and adheres to the daily schedule. During the past 6 months, he has also taken OTC medications to try to control his diabetes. He stopped these supplements when he did not see any positive results.
He does not test his blood glucose levels at home and expresses doubt that this procedure would help him improve his diabetes control.
Mr. Casey states that he has “never been sick a day in his life.” He is retired and volunteers locally. He lives with his wife of 48 years and has two married children. Although both his mother and father had type 2 diabetes, Mr. Casey has limited knowledge regarding diabetes self-care management and states that he does not understand why he has diabetes since he never eats sugar. In the past, his wife has encouraged him to treat his diabetes with herbal remedies and weight-loss supplements, and she frequently scans the Internet for the latest diabetes remedies.
During the past year, Mr. Casey has gained 22 lb. Since retiring, he has been more physically active, playing golf once a week and gardening, but he has been unable to lose more than 2–3 lb. He has never seen a dietitian and has not been instructed in self-monitoring of blood glucose.
Mr. Casey's diet history reveals excessive carbohydrate intake in the form of bread and pasta. His normal dinners consist of 2 cups of cooked pasta with homemade sauce and three to four slices of Italian bread. During the day, he often has “a slice or two” of bread with butter or olive oil. He also eats eight to ten pieces of fresh fruit per day at meals and as snacks. He prefers chicken and fish, but it is usually served with a tomato or cream sauce accompanied by pasta. His wife has offered to make him plain grilled meats, but he finds them “tasteless.” He drinks 8 oz. of red wine with dinner each evening. He stopped smoking more than 10 years ago.
The medical documents that Mr. Casey brings to his appointment indicate that his hemoglobin A1c(A1C) has never been <8%. His blood pressure has been measured at 150/70, 148/92, and 166/88 mmHg on separate occasions during the past year at the local senior center screening clinic. Although he was told that his blood pressure was “up a little,” he was not aware of the need to keep his blood pressure ≤130/80 mmHg for both cardiovascular and renal health.
Mr. Casey has never had a foot exam as part of his primary care exams, nor has he been instructed in preventive foot care. However, his medical records also indicate that he has had no surgeries or hospitalizations, his immunizations are up to date, and, in general, he has been remarkably healthy for many years.
Physical Exam
A physical examination reveals the following:
- Weight: 178 lb; height: 5′2″; body mass index (BMI): 32.6 kg/m2
- Fasting capillary glucose: 166 mg/dl
- Blood pressure: lying, right arm 154/96 mmHg; sitting, right arm 140/90 mmHg
- Pulse: 88 bpm; respirations 20 per minute
- Eyes: corrective lenses, pupils equal and reactive to light and accommodation, Fundi-clear, no arteriolovenous nicking, no retinopathy
- Thyroid: nonpalpable
- Lungs: clear to auscultation
- Heart: Rate and rhythm regular, no murmurs or gallops
- Vascular assessment: no carotid bruits; femoral, popliteal, and dorsalis pedis pulses 2+ bilaterally
- Neurological assessment: diminished vibratory sense to the forefoot, absent ankle reflexes, monofilament (5.07 Semmes-Weinstein) felt only above the ankle
Lab Results
Results of laboratory tests (drawn 5 days before the office visit) are as follows:
- Glucose (fasting): 178 mg/dl (normal range: 65–109 mg/dl)
- Creatinine: 1.0 mg/dl (normal range: 0.5–1.4 mg/dl)
- Blood urea nitrogen: 18 mg/dl (normal range: 7–30 mg/dl)
- Sodium: 141 mg/dl (normal range: 135–146 mg/dl)
- Potassium: 4.3 mg/dl (normal range: 3.5–5.3 mg/dl)
- Lipid panel
• Total cholesterol: 162 mg/dl (normal: <200 mg/dl)
• HDL cholesterol: 43 mg/dl (normal: ≥40 mg/dl)
• LDL cholesterol (calculated): 84 mg/dl (normal: <100 mg/dl)
• Triglycerides: 177 mg/dl (normal: <150 mg/dl)
• Cholesterol-to-HDL ratio: 3.8 (normal: <5.0) - AST: 14 IU/l (normal: 0–40 IU/l)
- ALT: 19 IU/l (normal: 5–40 IU/l)
- Alkaline phosphotase: 56 IU/l (normal: 35–125 IU/l)
- A1C: 8.1% (normal: 4–6%)
- Urine microalbumin: 45 mg (normal: <30 mg)
Please use the attached Care Plan outline for this assignment and post in the "Drop Box" under "Instructional".
Credit of care study to: Geralyn Spollett, MSN, C-ANP, CDE
Reference:
American Diabetes Association. (2003, January 1). Case Study: A Patient With Uncontrolled Type 2 Diabetes and Complex Comorbidities Whose Diabetes Care Is Managed by an Advanced Practice Nurse. Retrieved from http://spectrum.diabetesjournals.org/content/16/1/32
NURSING PROCESS CAREPLAN
MEDICAL PREP INSTITUTE OF TAMPA BAY COURSE NAME:
INSTRUCTOR:
STUDENT NAME:
ASSIGNMENT DATE:
MEDICAL PREP INSTITUTE OF TAMPA BAY Nursing Process Care Plan
Client Initials: Culture/Ethnicity: Support System:
Unit: Room/Bed: Religion: Occupation:
Age: Sex: Language: Current Work Status:
Weight: Height: Marital Status: Highest Grade Completed:
Primary Patient Complaint: Patient Medical History:
Diagnostic Procedures (Not to include labs):
Surgical Procedures:
Pathophysiology/Etiology (Theory): Define patient primary problem and cause(s).
Supporting Symptomatology: What patient data supports your selection of Pathophysiology?
Developmental Stage (Theory): Utilize Erikson. Identify what stage is applicable to your patient based on their age.
Developmental Stage (Actual): Identify what developmental stage your patient is ACTUALLY in. Describe behaviors/concerns that support your selection of this Developmental Stage.
Vital Signs/Frequency:
LAB RESULTS INTERPRETATION
PATIENT’S LAB RESULTS NORMAL RANGE NURSING INTERVENTIONS AND ACTIONS
DIAGNOSTIC RESULTS INTERPRETATION
PATIENT’S DIAGNOSTIC RESULTS NORMAL RANGE NURSING INTERVENTIONS AND ACTIONS
ASSESSMENT Subjective/ Objective
NURSING DIAGNOSIS
#1 (Physical)
PLANNING/ OUTCOME
(Client Centered) 1 Short Term 1 Long Term
INTERVENTIONS (Nurse Centered)
1 Monitoring, 1 Action & 1 Teaching per Goal
RATIONALE FOR INTERVENTIONS
1 per Intervention
EVALUATION (Evaluate each
Goal)
ASSESSMENT Subjective/ Objective
NURSING DIAGNOSIS
#2 (Physical)
PLANNING/ OUTCOME
(Client Centered) 1 Short Term 1 Long Term
INTERVENTIONS (Nurse Centered)
1 Monitoring, 1 Action & 1 Teaching per Goal
RATIONALE FOR INTERVENTIONS
1 per Intervention
EVALUATION (Evaluate each
Goal)
ASSESSMENT Subjective/ Objective
NURSING DIAGNOSIS
#3 (Psychosocial)
PLANNING/ OUTCOME
(Client Centered) 1 Short Term 1 Long Term
INTERVENTIONS (Nurse Centered)
1 Monitoring, 1 Action & 1 Teaching per Goal
RATIONALE FOR INTERVENTIONS
1 per Intervention
EVALUATION (Evaluate each
Goal)
STUDENT NAME:
Medication #1:
Classification of Medication:
Trade Name:
Generic Name:
Dosage:
Dosage Forms: Routes:
Why is THIS patient SPECIFICALLY receiving this medication?
Side effects/Adverse reactions: Lab Values:
CONTRAINDICATIONS:
Nursing Implications/Responsibilities:
STUDENT NAME:
Medication #2:
Classification of Medication:
Trade Name:
Generic Name:
Dosage:
Dosage Forms: Routes:
Why is THIS patient SPECIFICALLY receiving this medication? (Include the action of medication)
Side effects/Adverse reactions: Lab Values:
CONTRAINDICATIONS:
Nursing Implications/Responsibilities:
STUDENT NAME:
Medication #3:
Classification of Medication:
Trade Name:
Generic Name:
Dosage:
Dosage Forms: Routes:
Why is THIS patient SPECIFICALLY receiving this medication?
Side effects/Adverse reactions: Lab Values:
CONTRAINDICATIONS:
Nursing Implications/Responsibilities:
STUDENT NAME:
Medication #4:
Classification of Medication:
Trade Name:
Generic Name:
Dosage:
Dosage Forms: Routes:
Why is THIS patient SPECIFICALLY receiving this medication? (Include the action of medication)
Side effects/Adverse reactions: Lab Values:
CONTRAINDICATIONS:
Nursing Implications/Responsibilities:
STUDENT NAME:
Medication #5:
Classification of Medication:
Trade Name:
Generic Name:
Dosage:
Dosage Forms: Routes:
Why is THIS patient SPECIFICALLY receiving this medication?
Side effects/Adverse reactions: Lab Values:
CONTRAINDICATIONS:
Nursing Implications/Responsibilities:
MEDICAL PREP INSTITUTE OF TAMPA BAY
Nursing Process Care Plan
References Page
1.
2.
3.
MEDICAL PREP INSTITUTE OF TAMPA BAY Nursing Process Care Plan
GRADING RUBRIC GRADE: /9
Student Name: _____________________________________________ Course Name: ______________________________________________
Category
Excellent
1 Point
Good
0.75 Points
Fair
0.50 Points
Poor /
Incomplete
0.25 Pts –
0 Pts
PATIENT DEMOGRAPHIC PAGE
Accurate and thorough Patient Demographic Pg: Pt. Primary Complaint, Medical Hx, Dx Proc, Surgical Proc.,
Pathophys., Devel Stage, etc.
Patient Demographic Page is included, but missing one
element.
Patient Demographic Page is included, but missing several
elements.
Pt. demographic is incomplete,
missing or inappropriate to
patient.
LABS & DIAGNOSTICS Includes labs and diagnostics appropriate to
patient & patient’s disease process
Includes complete labs and diagnostics sheet related to & appropriate to patient’s
disease process: specific, & correctly labeled.
Contains adequate number of Labs/Diagnostics related
to & appropriate to patient’s disease process,
but labs & diagnostics may not be specific or correctly
labeled.
Does not contain adequate number of Labs/ Diagnostics related to & appropriate to
patient’s disease process, and may not be specific, labeled
or listed with rationales.
Labs & Diagnostics portion is
incomplete, missing or
inappropriate to patient.
ASSESSMENT Includes subjective, objective and historical data that support actual or risk for nursing
diagnosis.
Includes all pertinent data related to nursing diagnosis
and does not include data that is not related to
nursing diagnosis.
Includes all pertinent data related to nursing
diagnosis, but also includes data not related to nursing
diagnosis.
Does not include all pertinent data related to nursing
diagnosis. May also include data that does not relate to
nursing diagnosis.
Assessment portion is
incomplete, missing or
inappropriate to patient.
DIAGNOSIS Includes the most appropriate diagnosis for patient and ordinal number that includes all appropriate parts (stem, related to or R/T,
and as evidenced by AEB for actual diagnosis) and is NANDA approved.
(2 Physical & 1 Psychosocial)
Diagnosis is appropriate for patient and ordinal level, and diagnosis is NANDA approved. Diagnosis also
includes all parts and information is listed in
correct part of diagnosis.
Diagnosis is appropriate for patient and ordinal level, and diagnosis is NANDA approved, but does not
include all parts or information is listed in
wrong part of diagnosis.
Diagnosis is not appropriate for patient and ordinal level
(first diagnosis, second diagnosis, etc.). May also not
be NANDA and may not include all parts.
Diagnosis portion is
incomplete, missing or
inappropriate to patient.
PLANNING (Goal Setting) Includes a patient or family goal that is most appropriate for the patient/family and the nursing diagnosis. Goal should be realistic and measurable by at least two criteria
and have a target date or time.
Goal statement is patient or
family oriented, and
contains two measurable
and realistic criteria and a
target date or time.
Goal statement is patient or family oriented, and contains at least one
measurable and realistic criteria or a target
date/time.
Goal statement is not patient or family oriented and may
not have measurable and/ or realistic criteria or a target
date or time.
Goal portion is incomplete, missing or
inappropriate to patient.
IMPLEMENTATION (Interventions) Includes 3 interventions or nursing actions that directly relate to the patient's goal, that are specific in action and frequency, consist of 1 monitoring, 1 action and 1 teaching
intervention. Interventions should be appropriate to help patient or family meet
their goal.
Interventions portion contains adequate number
of interventions to help patient/family meet goal,
and interventions are specific in action and
frequency, consist of 1 monitoring, 1 action and 1 teaching intervention and
are listed with appropriate rationales.
Interventions portion contains adequate number
of interventions to help patient/family meet goal, but interventions may not
be specific, labeled or listed with appropriate rationales.
Interventions portion does not include adequate number
of interventions to help patient/family meet goal.
Interventions may also not be specific, labeled or listed with appropriate rationales.
Interventions portion is
incomplete, missing or
inappropriate to patient.
EVALUATION Includes data that is listed as criteria in goal
statement. Based on this data, goal is determined to be met, partially met, or not
met. If goal was not met or partially met, plan of care is revised or continued and a
new evaluation date/time is set.
Evaluation portion does contain data that is listed as
criteria in goal statement. Does describe goal as met, partially met, or not met. If goal was partially met or
not met, includes revision and/or new evaluation
date/time.
Evaluation portion does contain data that is listed as
criteria in goal statement, but does not describe goal
as met, partially met, or not met. May also not include
revision or new evaluation date/time.
Evaluation portion does not contain data that is listed as
criteria in goal statement. May also not describe goal as
met, partially met, or not met. May also not include
revision or new evaluation date/time.
Evaluations portion is
incomplete, missing or
inappropriate to patient.
DRUG CARDS Includes at least 5 drug cards appropriate
to patient, complete and accurately selected.
Includes 5 or more drug cards related to and
appropriate to patient’s disease process.
Includes at least 4 drug cards related to patient’s
disease process.
Includes at least 3 drug cards related to patient’s disease
process.
Drug Cards are incomplete or
missing.
Additional Criteria: (Total 1 point) ⃝ Paper is Typed. ⃝ Spelling Correct. ⃝ Neat. ⃝ At least 3 References in proper APA Format.
- STUDENT NAME:
- COURSE NAME:
- INSTRUCTOR:
- ASSIGNMENT DATE:
- Client Initials:
- CultureEthnicity:
- Support System:
- Unit:
- RoomBed:
- Religion:
- Occupation:
- Age:
- Sex:
- Language:
- Current Work Status:
- Weight:
- Height:
- Marital Status:
- Primary Patient Complaint:
- Patient Medical History:
- Diagnostic Procedures Not to include labs:
- Surgical Procedures:
- PathophysiologyEtiology Theory Define patient primary problem and causes:
- Supporting Symptomatology What patient data supports your selection of Pathophysiology:
- Developmental Stage Theory Utilize Erikson Identify what stage is applicable to your patient based on their age:
- Developmental Stage Actual Identify what developmental stage your patient is ACTUALLY in Describe behaviorsconcerns that support your selection of this Developmental Stage:
- Vital SignsFrequency:
- PATIENTS LAB RESULTSRow1:
- NORMAL RANGERow1:
- NURSING INTERVENTIONS AND ACTIONSRow1:
- PATIENTS LAB RESULTSRow2:
- NORMAL RANGERow2:
- NURSING INTERVENTIONS AND ACTIONSRow2:
- PATIENTS LAB RESULTSRow3:
- NORMAL RANGERow3:
- NURSING INTERVENTIONS AND ACTIONSRow3:
- PATIENTS LAB RESULTSRow4:
- NORMAL RANGERow4:
- NURSING INTERVENTIONS AND ACTIONSRow4:
- PATIENTS LAB RESULTSRow5:
- NORMAL RANGERow5:
- NURSING INTERVENTIONS AND ACTIONSRow5:
- PATIENTS DIAGNOSTIC RESULTSRow1:
- NORMAL RANGERow1_2:
- NURSING INTERVENTIONS AND ACTIONSRow1_2:
- PATIENTS DIAGNOSTIC RESULTSRow2:
- NORMAL RANGERow2_2:
- NURSING INTERVENTIONS AND ACTIONSRow2_2:
- PATIENTS DIAGNOSTIC RESULTSRow3:
- NORMAL RANGERow3_2:
- NURSING INTERVENTIONS AND ACTIONSRow3_2:
- PATIENTS DIAGNOSTIC RESULTSRow4:
- NORMAL RANGERow4_2:
- NURSING INTERVENTIONS AND ACTIONSRow4_2:
- PATIENTS DIAGNOSTIC RESULTSRow5:
- NORMAL RANGERow5_2:
- NURSING INTERVENTIONS AND ACTIONSRow5_2:
- ASSESSMENT Subjective ObjectiveRow1:
- ASSESSMENT Subjective ObjectiveRow2:
- NURSING DIAGNOSIS 1 PhysicalRow1:
- PLANNING OUTCOME Client Centered 1 Short Term 1 Long TermRow1:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow1:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow1:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow2:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow2:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow3:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow3:
- EVALUATION Evaluate each GoalRow1:
- PLANNING OUTCOME Client Centered 1 Short Term 1 Long TermRow2:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow4:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow4:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow5:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow5:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow6:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow6:
- EVALUATION Evaluate each GoalRow2:
- ASSESSMENT Subjective ObjectiveRow1_2:
- ASSESSMENT Subjective ObjectiveRow2_2:
- NURSING DIAGNOSIS 2 PhysicalRow1:
- PLANNING OUTCOME Client Centered 1 Short Term 1 Long TermRow1_2:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow1_2:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow1_2:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow2_2:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow2_2:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow3_2:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow3_2:
- EVALUATION Evaluate each GoalRow1_2:
- PLANNING OUTCOME Client Centered 1 Short Term 1 Long TermRow2_2:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow4_2:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow4_2:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow5_2:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow5_2:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow6_2:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow6_2:
- EVALUATION Evaluate each GoalRow2_2:
- ASSESSMENT Subjective ObjectiveRow1_3:
- ASSESSMENT Subjective ObjectiveRow2_3:
- NURSING DIAGNOSIS 3 PsychosocialRow1:
- PLANNING OUTCOME Client Centered 1 Short Term 1 Long TermRow1_3:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow1_3:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow1_3:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow2_3:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow2_3:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow3_3:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow3_3:
- EVALUATION Evaluate each GoalRow1_3:
- PLANNING OUTCOME Client Centered 1 Short Term 1 Long TermRow2_3:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow4_3:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow4_3:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow5_3:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow5_3:
- INTERVENTIONS Nurse Centered 1 Monitoring 1 Action 1 Teaching per GoalRow6_3:
- RATIONALE FOR INTERVENTIONS 1 per InterventionRow6_3:
- EVALUATION Evaluate each GoalRow2_3:
- STUDENT NAME_2:
- Medication 1:
- Classification of Medication:
- Trade Name:
- Generic Name:
- Dosage:
- Dosage Forms:
- Routes:
- Why is THIS patient SPECIFICALLY receiving this medication:
- Side effectsAdverse reactions:
- Lab Values:
- CONTRAINDICATIONS:
- Nursing ImplicationsResponsibilitiesRow1:
- STUDENT NAME_3:
- Medication 2:
- Classification of Medication_2:
- Trade Name_2:
- Generic Name_2:
- Dosage_2:
- Dosage Forms_2:
- Routes_2:
- Why is THIS patient SPECIFICALLY receiving this medication Include the action of medication:
- Side effectsAdverse reactions_2:
- Lab Values_2:
- CONTRAINDICATIONS_2:
- Nursing ImplicationsResponsibilities:
- STUDENT NAME_4:
- Medication 3:
- Classification of Medication_3:
- Trade Name_3:
- Generic Name_3:
- Dosage_3:
- Dosage Forms_3:
- Routes_3:
- Why is THIS patient SPECIFICALLY receiving this medication_2:
- Side effectsAdverse reactions_3:
- Lab Values_3:
- CONTRAINDICATIONS_3:
- Nursing ImplicationsResponsibilitiesRow1_2:
- STUDENT NAME_5:
- Medication 4:
- Classification of Medication_4:
- Trade Name_4:
- Generic Name_4:
- Dosage_4:
- Dosage Forms_4:
- Routes_4:
- Why is THIS patient SPECIFICALLY receiving this medication Include the action of medication_2:
- Side effectsAdverse reactions_4:
- Lab Values_4:
- CONTRAINDICATIONS_4:
- Nursing ImplicationsResponsibilities_2:
- STUDENT NAME_6:
- Medication 5:
- Classification of Medication_5:
- Trade Name_5:
- Generic Name_5:
- Dosage_5:
- Dosage Forms_5:
- Routes_5:
- Why is THIS patient SPECIFICALLY receiving this medication_3:
- Side effectsAdverse reactions_5:
- Lab Values_5:
- CONTRAINDICATIONS_5:
- Nursing ImplicationsResponsibilitiesRow1_3:
- 1:
- 2:
- 3:
- Student Name:
- Course Name:
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