Tag: Nursing

  • [Solved] COMMUNITY AGENCY & HEALTHY PEOPLE 2030

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    USE THE UPLOADED FILES. Four(4) different works for each file (10 in total). Turnitin and AI report required. $20 each = $160 in total – [\ \ CommunityAgencyAssignmentguidelineandRubric.docx](https://www.sweetstudy.com/files/communityagencyassignmentguidelineandrubric-docx "CommunityAgencyAssignme…

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    Assignment Prompt & Instructions

    USE THE UPLOADED FILES. Four(4) different works for each file (10 in total).

    Turnitin and AI report required.

    $20 each = $160 in total

    – [\
    \
    CommunityAgencyAssignmentguidelineandRubric.docx](https://www.sweetstudy.com/files/communityagencyassignmentguidelineandrubric-docx "CommunityAgencyAssignmentguidelineandRubric.docx")
    – [\
    \
    HealthyPeople2030Assignmentguidelineandrubric.docx](https://www.sweetstudy.com/files/healthypeople2030assignmentguidelineandrubric-docx "HealthyPeople2030Assignmentguidelineandrubric.docx")

    – 2 years ago

  • [Solved] Cardiovascular/Pulmonary PowerPoint Presentation about Right Heart Failure

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    – 2 years ago **files (1)** – ## CardiovascularPulmonaryPowerPointPresentation.docx **## CardiovascularPulmonaryPowerPointPresentation.docx** **Goal:** Develop a PowerPoint presentation on a cardiovascular/pulmonary disorder/disease discussed in the McCance text. The presentation must provide inform…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## CardiovascularPulmonaryPowerPointPresentation.docx

    **## CardiovascularPulmonaryPowerPointPresentation.docx**

    **Goal:** Develop a PowerPoint presentation on a cardiovascular/pulmonary disorder/disease discussed in the McCance text.

    The presentation must provide information about the incidence, prevalence, and pathophysiology of the disease/disorder to the cellular level. The presentation must educate advanced practice nurses on assessment and care/treatment, including genetics/genomics—specific for this disorder. Patient education for management, cultural, and spiritual considerations for care must also be addressed. The presentation must specifically address how the disease/disorder affects 1 of the following age groups: infant/child, adult, or elderly.

    **Format Requirements:**

    · Presentation is original work and logically organized.

    · Followed APA format including citation of references.

    · Power point presentation with 10-15 slides were clear and easy to read. Speaker notes expanded upon and clarified content on the slides.

    · Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

    **Content Requirements:**

    · Select a cardiovascular or pulmonary disorder. (((( Right Heart Failure ))))

    · Provide information about the incidence, prevalence, and pathophysiology of the disease/disorder to the cellular level.

    · Educate advanced practice nurses on assessment and care/treatment, including genetics/genomics—specific for this disorder.

    · Provide patient education for management, cultural, and spiritual considerations for care must also be addressed.

    · Must specifically address how the disease/disorder affects 1 of the following age groups: infant/child, adult, or elderly.

    **Presentation Rubric**

    **Identification of Main Issues/Problems**

    4 pts

    Distinguished

    Identify and demonstrate a sophisticated understanding of the issues/problems.

    3 pts

    Excellent

    Identifies and demonstrate an accomplished understanding of most of issues/problems.

    2 pts

    Fair

    Identifies and demonstrate an an acceptable understanding of most of issues/problems.

    1 pts

    Poor

    Identifies and demonstrate an unacceptable understanding of most of issues/problems.

    **Analysis and Evaluation of Issues/Probelms**

    4 pts

    Distinguished

    Presents an insightful, thorough analysis and evaluation of issues/problems.

    3 pts

    Excellent

    Presents a thorough analysis and evaluation of most of the issues/problems.

    2 pts

    Fair

    Presents a superficial or incomplete analysis and evaluation of issues/problems.

    1 pts

    Poor

    Presents unacceptable analysis and evaluation of issues/problems.

    **Demonstrates a Conceptual Understanding**

    4 pts

    Distinguished

    Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.

    3 pts

    Excellent

    Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.

    2 pts

    Fair

    Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.

    1 pts

    Poor

    Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.

    **Use of Citations to Course Readings and Additional Research/Literature**

    4 pts

    Distinguished

    Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.

    3 pts

    Excellent

    Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

    2 pts

    Fair

    Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

    1 pts

    Poor

    Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.

    **Writing Mechanics and APA Formatting Guidelines**

    **view longer description**

    4 pts

    Full Marks

    Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.

    3 pts

    Excellent

    Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.

    2 pts

    Fair

    Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.

    1 pts

    Poor

    Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.

    **## CardiovascularPulmonaryPowerPointPresentation.docx**

    **Goal:** Develop a PowerPoint presentation on a cardiovascular/pulmonary disorder/disease discussed in the McCance text.

    The presentation must provide information about the incidence, prevalence, and pathophysiology of the disease/disorder to the cellular level. The presentation must educate advanced practice nurses on assessment and care/treatment, including genetics/genomics—specific for this disorder. Patient education for management, cultural, and spiritual considerations for care must also be addressed. The presentation must specifically address how the disease/disorder affects 1 of the following age groups: infant/child, adult, or elderly.

    **Format Requirements:**

    · Presentation is original work and logically organized.

    · Followed APA format including citation of references.

    · Power point presentation with 10-15 slides were clear and easy to read. Speaker notes expanded upon and clarified content on the slides.

    · Incorporate a minimum of 4 current (published within last five years) scholarly journal articles or primary legal sources (statutes, court opinions) within your work. Journal articles and books should be referenced according to APA style (the library has a copy of the APA Manual).

    **Content Requirements:**

    · Select a cardiovascular or pulmonary disorder. (((( Right Heart Failure ))))

    · Provide information about the incidence, prevalence, and pathophysiology of the disease/disorder to the cellular level.

    · Educate advanced practice nurses on assessment and care/treatment, including genetics/genomics—specific for this disorder.

    · Provide patient education for management, cultural, and spiritual considerations for care must also be addressed.

    · Must specifically address how the disease/disorder affects 1 of the following age groups: infant/child, adult, or elderly.

    **Presentation Rubric**

    **Identification of Main Issues/Problems**

    4 pts

    Distinguished

    Identify and demonstrate a sophisticated understanding of the issues/problems.

    3 pts

    Excellent

    Identifies and demonstrate an accomplished understanding of most of issues/problems.

    2 pts

    Fair

    Identifies and demonstrate an an acceptable understanding of most of issues/problems.

    1 pts

    Poor

    Identifies and demonstrate an unacceptable understanding of most of issues/problems.

    **Analysis and Evaluation of Issues/Probelms**

    4 pts

    Distinguished

    Presents an insightful, thorough analysis and evaluation of issues/problems.

    3 pts

    Excellent

    Presents a thorough analysis and evaluation of most of the issues/problems.

    2 pts

    Fair

    Presents a superficial or incomplete analysis and evaluation of issues/problems.

    1 pts

    Poor

    Presents unacceptable analysis and evaluation of issues/problems.

    **Demonstrates a Conceptual Understanding**

    4 pts

    Distinguished

    Provides a thorough, competent and interpretive responses to all issues/problems, and shows a high level of conceptual understanding.

    3 pts

    Excellent

    Provides a competent and interpretive responses to all issues/problems, and shows a moderate level of conceptual understanding.

    2 pts

    Fair

    Provides a competent responses to all issues/problems, but lacks interpretation and a moderate level of conceptual understanding.

    1 pts

    Poor

    Provides an unacceptable response to all issues/problems, and lacks interpretation and a moderate level of conceptual understanding.

    **Use of Citations to Course Readings and Additional Research/Literature**

    4 pts

    Distinguished

    Effectively uses the literature and other resources to inform their work. Exceptional use of citations and extended referencing.

    3 pts

    Excellent

    Effectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

    2 pts

    Fair

    Ineffectively uses the literature and other resources to inform their work. Moderate use of citations and extended referencing.

    1 pts

    Poor

    Ineffectively uses the literature and other resources to inform their work. An unacceptable use of citations and extended referencing.

    **Writing Mechanics and APA Formatting Guidelines**

    **view longer description**

    4 pts

    Full Marks

    Demonstrate a high level of clarity, precision, and attention to detail. APA style is correct and writing is free of grammar and spelling errors.

    3 pts

    Excellent

    Demonstrate a high level of clarity. APA style and writing mechanics need more precision and attention to detail.

    2 pts

    Fair

    Demonstrate a moderate level of clarity. APA style and writing mechanics need more precision and attention to detail.

    1 pts

    Poor

    Demonstrates issues in writing and communicating clearly. APA style and writing mechanics need serious attention.

  • [Solved] nu553

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    Executive Solution Overview

    homework – 2 years ago **files (1)** – ## NU553UNIT8JOURNALINSTRUCTIONSPLUSRUBRICS.docx **## NU553UNIT8JOURNALINSTRUCTIONSPLUSRUBRICS.docx** **The goal of this journal entry is to analyze current and emerging evidence of pharmacodynamic and pharmacokinetic principles that are basic to the mechanism …

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    Assignment Prompt & Instructions

    homework

    – 2 years ago

    **files (1)**

    – ## NU553UNIT8JOURNALINSTRUCTIONSPLUSRUBRICS.docx

    **## NU553UNIT8JOURNALINSTRUCTIONSPLUSRUBRICS.docx**

    **The goal of this journal entry is to analyze current and emerging evidence of pharmacodynamic and pharmacokinetic principles that are basic to the mechanism of action of antidiabetic drug classes.**

    · Choose four anti-diabetic drug classes providing one medication example each with doses and frequency. Include mechanisms of action, absorption, distribution, metabolism, excretion and contraindication details. At least 7 points of content per drug.

    · Identify and describe newer advancements or research relating to pharmacodynamic or pharmacokinetic principles and t antidiabetic drug Provide 2 examples.

    · Include content on CYP450 chromosomes to better understand drug metabolism among different patient populations. Provides an example.

    · Provide evidence based support for your stance using standard APA format.

    **Submitting Your Work Your Work:**

    When you are ready to submit your assignment, select the unit Dropbox, type in your journal entry, then submit. Make sure to save a copy of the assignment you submit.

    **To view the grading rubric for this assignment, please visit the Grading Rubrics section of Course Resources.**

    **NOTE: You will not be able to access the Dropbox until the Unit 7 Learning Activity is completed.**

    RUBRICS

    1. Antidiabetic Drugs Pharmacokinetic, Pharmacodynamic Identification

    4 antidiabetic drug classes are addressed with 1 drug example and including at least 7 points of content per drug.

    2 Newer advancements in research

    ●    Addresses new advancements in treatment of diabetes related to pharmacodynamics or pharmacokinetics
    ●    2 examples

    3. CYP450

    Includes content on CYP450 chromosomes with example

    4. Academic Writing and APA Formatting

    ●    Uses at least one professional, appropriate reference to support recommendations.
    ●    Correct use of APA formatting for in-text citations and reference list.
    ●    Grammar and mechanics of writing demonstrate graduate-level work.

    5. NU553_2402C_-5: Analyze current and emerging evidence of pharmacodynamic and pharmacokinetic principles that are basic to the mechanism of action of drug classes.

    Student work demonstrates a consistent reflection or understanding of the action classes of drugs to address pathological conditions. Critical analysis of understanding is demonstrated.

    **## NU553UNIT8JOURNALINSTRUCTIONSPLUSRUBRICS.docx**

    **The goal of this journal entry is to analyze current and emerging evidence of pharmacodynamic and pharmacokinetic principles that are basic to the mechanism of action of antidiabetic drug classes.**

    · Choose four anti-diabetic drug classes providing one medication example each with doses and frequency. Include mechanisms of action, absorption, distribution, metabolism, excretion and contraindication details. At least 7 points of content per drug.

    · Identify and describe newer advancements or research relating to pharmacodynamic or pharmacokinetic principles and t antidiabetic drug Provide 2 examples.

    · Include content on CYP450 chromosomes to better understand drug metabolism among different patient populations. Provides an example.

    · Provide evidence based support for your stance using standard APA format.

    **Submitting Your Work Your Work:**

    When you are ready to submit your assignment, select the unit Dropbox, type in your journal entry, then submit. Make sure to save a copy of the assignment you submit.

    **To view the grading rubric for this assignment, please visit the Grading Rubrics section of Course Resources.**

    **NOTE: You will not be able to access the Dropbox until the Unit 7 Learning Activity is completed.**

    RUBRICS

    1. Antidiabetic Drugs Pharmacokinetic, Pharmacodynamic Identification

    4 antidiabetic drug classes are addressed with 1 drug example and including at least 7 points of content per drug.

    2 Newer advancements in research

    ●    Addresses new advancements in treatment of diabetes related to pharmacodynamics or pharmacokinetics
    ●    2 examples

    3. CYP450

    Includes content on CYP450 chromosomes with example

    4. Academic Writing and APA Formatting

    ●    Uses at least one professional, appropriate reference to support recommendations.
    ●    Correct use of APA formatting for in-text citations and reference list.
    ●    Grammar and mechanics of writing demonstrate graduate-level work.

    5. NU553_2402C_-5: Analyze current and emerging evidence of pharmacodynamic and pharmacokinetic principles that are basic to the mechanism of action of drug classes.

    Student work demonstrates a consistent reflection or understanding of the action classes of drugs to address pathological conditions. Critical analysis of understanding is demonstrated.

  • [Solved] NU 553

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    HOMEWORK – 2 years ago **files (2)** – ## 553UNIT8DISCUSSIONINSTRUCTIONS.docx – ## NU553_UNIT8READING.docx **## 553UNIT8DISCUSSIONINSTRUCTIONS.docx** **PLEASE USE EPOCRATES FOR DRUG REFERENCES (DOWNLOAD IT’S FREE)** **Read the required reading and respond:** Create a pharmaceutical treatment regime…

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    Assignment Prompt & Instructions

    HOMEWORK

    – 2 years ago

    **files (2)**

    – ## 553UNIT8DISCUSSIONINSTRUCTIONS.docx

    – ## NU553_UNIT8READING.docx

    **## 553UNIT8DISCUSSIONINSTRUCTIONS.docx**

    **PLEASE USE EPOCRATES FOR DRUG REFERENCES (DOWNLOAD IT’S FREE)**

    **Read the required reading and respond:**

    Create a pharmaceutical treatment regimen for each of the following.

    · 18-year-old female with positive with chlamydia and gonorrhea exposure

    · 52-year-old male with BPH complaint.

    · 68-year-old female with a urinary tract infection.

    · The patient specific details are yours to develop and consider to support your choices.

    · The non-prescription medication if any, AND the prescription details must be present.

    · You may apply more than one prescription:

    · For each the drug name, dose, route, frequency of administration and if prescribed, the quantity to dispense must be present.

    · Include the drug class details

    · Justify your reasoning

    · What labs will you monitor? Why

    · Include related health policy content that may impact care or outcomes.

    Provide evidence based support for your stance using standard APA format.

    In each course you take at Purdue University Global, you are part of a learning community. All members are working to strengthen their professional and communication skills and achieve their academic and career goals. Group discussion allows for new perspectives and personal growth. Discussion Boards are an important part of your learning; they provide an opportunity to asynchronously interact with your classmates and instructor.

    Using the required academic readings and supplemental academic research, you will address the questions in the Discussion Board while adhering to the Discussion Board Rubric.

    You must post your initial response to the discussion topic before reviewing your classmates’ responses.

    [Access the Unit 8 Discussion Board](https://purdueglobal.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=318323&type=discuss&rcode=kaplan-3914153)

    **## NU553_UNIT8READING.docx**

    ![](https://www.sweetstudy.com/questions/nu-553)

    **NU553 Reading List**

    Textbook: Pharmacotherapeutics for Advanced Practice Edition: 5th (2021) Author: Arcangelo, Peterson, Wilbur, Reinhold Publisher: Wolters Kluwer Book ISBN: 9781975160593

    **Unit 1**

    **Textbook: Unit 1 Principles of Therapeutics**

    Chapter 1 Issues for the Practitioner in Drug Therapy

    Chapter 2 Pharmacokinetic Basis of Therapeutics and Pharmacodynamic Principles

    Chapter 3 Impact of Drug Interactions and Adverse Events on Therapeutics

    Chapter 4 Principles of Pharmacotherapy in Pediatrics, Pregnancy, and Lactation

    Chapter 5 Pharmacotherapy Principles in Older Adults

    Chapter 6 Principles of Antimicrobial Therapy

    Chapter 7 Pharmacogenomics

    Chapter 8 The Economics of Pharmacotherapeutics

    **Pharmacy Regulation Readings**

    ·
    [How to Write a Prescription: 7 Steps for Safety – SDN](https://www.studentdoctor.net/2018/08/15/how-to-write-a-prescription/)

    ·
    [Nurse Practitioner Prescriptive Authority](https://www.aanp.org/advocacy/advocacy-resource/position-statements/nurse-practitioner-prescriptive-privilege)

    ·
    [Prescription Medication Labels: Parts & How To Read](https://my.clevelandclinic.org/health/drugs/15212-prescription-medication-labels-how-to-read)

    ·
    [DEA Controlled Substance Drug Schedules – Pharmacy Law Test Prep Study Guide NAPLEX, PTCB PTCE](https://www.youtube.com/watch?v=rxKzNmnthE0)

    **Web Readings**

    **Any Medscape article is accessible via a free account.**

    · American Geriatrics Society. 2019.
    _Updated AGS Beers Criteria® for potentially inappropriate medication use in older adults._ [PDF file].https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf

    ·
    [Antimicrobial Resistance](https://www.idsociety.org/policy–advocacy/antimicrobial-resistance/)

    ·
    Development & Approval Process | Drugs | FDAhtt

    ·
    [How Drugs are Developed and Approved | FDA](http://www.fda.gov/Drugs/DevelopmentApprovalProcess/HowDrugsareDevelopedandApproved/default.htm) [MedWatch: The FDA Safety Information and Adverse Event Reporting Program](http://www.fda.gov/Safety/MedWatch/default.htm)

    ·
    [Medication Use in Pregnancy](https://www.medscape.com/viewarticle/738087?src=par_cdc_stm_mscpedt&faf=1)

    ·
    [Types of Drug Receptors](https://www.youtube.com/watch?v=WORIhbaRABg) (Video)

    ·
    [Overview of Antibiotics – Merck Manual Consumer Version](https://www.merckmanuals.com/home/infections/antibiotics/overview-of-antibiotics)

    ·
    [Pediatric Medical Product Safety |](https://www.fda.gov/science-research/pediatrics/pediatric-safety)

    ·
    [Overview of Antibiotics – Merck Manual Consumer Version](https://www.merckmanuals.com/home/infections/antibiotics/overview-of-antibiotics)

    **Unit 2**

    **Textbook: Unit 2 Principles of Pain Management**

    Chapter 9: Pharmacotherapy of Pain Management

    Chapter 10: Pain Management in Opioid Use Disorder Patients

    Chapter 11: Cannabis and Pain Management

    **Textbook: Unit 11 Pharmacotherapy for Mental Health Disorders**

    Chapter 39 Major Depressive Disorder and Bipolar Disorders

    Chapter 40 Anxiety Disorders

    Chapter 41 Sleep Disorders

    Chapter 42 Attention Deficit Hyperactivity Disorder

    Chapter 43 Substance Use Disorders

    **Pharmacy Regulation Readings**

    ·
    ASAM eLearning: NP/PA 24-Hour Waiver Training – AAPA

    ·
    [CMS Electronic Prescribing for Controlled Substances (EPCS) Program](https://www.cms.gov/medicare/e-health/eprescribing/cms-eprescribing-for-controlled-substances-program).

    ·
    [NP practice standard – Section 6: Controlled substances](https://www.youtube.com/watch?v=Ij_nUm54Izo)

    ·
    [Nurse Practitioner's Guide to Medical Marijuana | Simmons Online](https://online.simmons.edu/blog/medical-marijuana-map/)

    ·
    [Prescription Drug Monitoring Programs (PDMPs) | Overdose Prevention | CDC](https://www.cdc.gov/overdose-prevention/php/interventions/prescription-drug-monitoring-programs.html)

    **Web Readings**

    ·
    CDC. (20242022 CDC Clinical Practice Guideline at a Glance [https://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.htmlhttps://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.html](https://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.htmlhttps://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.html)

    ·
    [Cannabis | National Institute on Drug Abuse (NIDA)](https://nida.nih.gov/research-topics/cannabis).

    ·
    [Consequences of adolescent drug use | Translational Psychiatry](https://www.nature.com/articles/s41398-023-02590-4)

    ·
    [Opioids and Pain Signaling (from PDB-101)](https://www.youtube.com/watch?v=ZmrDWIeX0Tc)

    ·
    [Think E-Cigs Can’t Harm Teens’ Health? | FDA](https://www.fda.gov/tobacco-products/public-health-education/think-e-cigs-cant-harm-teens-health)

    ·
    [Tobacco Cessation Treatment: What Is Covered? | American Lung Association](https://www.lung.org/policy-advocacy/tobacco/cessation/tobacco-cessation-treatment-what-is-covered)

    ·
    [Vaccine Confidence & Addressing Concerns | Immunize.org](https://www.immunize.org/talking-about-vaccines/)

    **Unit 3**

    **Textbook: Unit 3 Pharmacotherapy for Skin Disorders**

    Chapter 12: Contact Dermatitis

    Chapter 13: Fungal, Viral, and Bacterial Infections of the Skin

    Chapter 14: Psoriasis

    Chapter 15: Acne Vulgaris and Rosacea

    **Textbook: Unit 4 Pharmacotherapy for Eye and Ear Disorders**

    Chapter 16 Ophthalmic Disorders

    Chapter 17 Otitis Media and Otitis Externa

    **Pharmacy Regulation Readings**

    ·
    [_Rx Pad: What Nurse Practitioners Must Include on Prescriptions | ThriveAP_](https://provider.thriveap.com/blog/rx-pad-what-nurse-practitioners-must-include-prescriptions-0)

    ·
    [_Off-Label Prescribing by Nurse Practitioners_](https://www.apea.com/blog/off-label-prescribing-30/) _._

    ·
    [_Beyond the Referral: Principles of Effective, Ongoing Primary and Specialty Care Collaboration (2022)_](https://www.acponline.org/sites/default/files/acp-policy-library/policies/beyond_the_referral_playbook_2022.pdf) [_Search keyword “medication”. Focus on the collaborative process in medication management with speciality. Illustrated cases._](https://www.acponline.org/sites/default/files/acp-policy-library/policies/beyond_the_referral_playbook_2022.pdf)

    **Web Readings**

    ·
    [Clinical guidelines](https://www.aad.org/member/clinical-quality/guidelines) Dermatology

    ·
    [Bacterial Conjunctivitis (Pink Eye) Treatment & Management: Approach Considerations, Topical Antibiotic Therapy, Neonatal Chlamydial and Gonococcal Infection](https://emedicine.medscape.com/article/1191730-treatment)

    ·
    [Mindfulness and self-compassion in dermatological conditions: a systematic narrative review](https://pubmed.ncbi.nlm.nih.gov/35522563/)

    ·
    [Otitis Media Medication: Antimicrobial agents, Vaccines, Inactivated, Bacterial](https://emedicine.medscape.com/article/994656-medication)

    **Unit 4**

    **Textbook: Unit 13 Pharmacotherapy for Immunology**

    Chapter 46 Allergies and Allergic Reactions

    Chapter 47 Human Immunodeficiency Virus

    Chapter 48 Organ Transplantation

    **Textbook: Unit 14 Pharmacotherapy for Thromboembolic Disorders**

    Chapter 49 Thromboembolic Disorders

    Chapter 50 Anemias

    **Pharmacy Regulation Readings**

    ·
    Electronic Prescriptions for Controlled Substances (EPCS)

    ·
    [E-prescribing and medication safety in community settings: A rapid scoping review – PMC](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10679534/)

    **Web Readings**

    ·
    [_Introduction to telehealth and remote patient monitoring_](https://telehealth.hhs.gov/providers/best-practice-guides/telehealth-and-remote-patient-monitoring)

    ·
    ["DEI in Pharmacy: Three Leader Perspectives" by Aigner George, Keith Teelucksingh et al.](https://doi.org/10.36518/2689-0216.1561)

    ·
    [FDA-Approved HIV Medicines | NIH](https://hivinfo.nih.gov/understanding-hiv/fact-sheets/fda-approved-hiv-medicines)

    ·
    [Folic acid in diet: MedlinePlus Medical Encyclopedia](https://medlineplus.gov/ency/article/002408.htm)

    ·
    [Iron Deficiency Anemia Medication](https://emedicine.medscape.com/article/202333-medication)

    ·
    [New Anti-Rejection Medications: The Low Down | National Kidney Foundation](https://www.kidney.org/new-anti-rejection-medications-low-down)

    ·
    [Prevention TaskForce Search](https://www.uspreventiveservicestaskforce.org/webview/) (PrEP)

    ·
    [Prothrombin Time (INR) Monitor for Home Anticoagulation Management (CAG-00087R) – Decision Memo](https://www.cms.gov/medicare-coverage-database/view/ncacal-decision-memo.aspx?proposed=N&NCAId=209)

    ·
    [_Video: Insert a table – Microsoft Support_](https://support.microsoft.com/en-us/office/video-insert-a-table-9bc4b562-4f88-4ba0-9a59-4b29cfa0bb29)

    **Unit 5**

    **Textbook: Unit 6 Pharmacotherapy for Respiratory Disorders**

    Chapter 23: Respiratory Infections

    Chapter 24: Asthma and Chronic Obstructive Pulmonary Disease

    **Web Readings**

    ·
    [2024 GOLD Report – Global Initiative for Chronic Obstructive Lung Disease](https://goldcopd.org/2024-gold-report/) (Download 2024 pocket guide.)

    ·
    [Community-Acquired Pneumonia (CAP)](https://emedicine.medscape.com/article/234240-overview)

    ·
    [Determinants of health](https://www.who.int/news-room/questions-and-answers/item/determinants-of-health)

    ·
    [2024 GINA Main Report – Global Initiative for Asthma](https://ginasthma.org/2024-report/)

    ·
    [Respiratory Inhalers at a Glance and Other Posters in Our Online Store | Allergy & Asthma Network](https://allergyasthmanetwork.org/news/inhalers-at-a-glance-posters-resources/)

    ·
    [Section 4, Stepwise Approach for Managing Asthma in Youths ≥12 Years of Age and Adults](https://www.ncbi.nlm.nih.gov/books/NBK7222/)

    **Unit 6**

    **Textbook: Unit 5 Pharmacotherapy for Cardiovascular Disorders**

    Chapter 18 Hypertension

    Chapter 19 Hyperlipidemia

    Chapter 20 Chronic Stable Angina and Myocardial Infarction

    Chapter 21 Heart Failure

    Chapter 22 Arrhythmias

    **Web Readings**

    ·
    [ATP III Guidelines At-a-Glance](https://prc.hmsa.com/s/article/ATP-III-Guidelines-At-a-Glance)

    ·
    [Cholesterol Management: ACC/AHA Updates Guideline | AAFP](https://www.aafp.org/pubs/afp/issues/2019/0501/p589.html)

    ·
    [Determinants of health](https://www.who.int/news-room/questions-and-answers/item/determinants-of-health)

    ·
    [High Blood Pressure: ACC/AHA Releases Updated Guideline | AAFP](https://www.aafp.org/pubs/afp/issues/2018/0315/p413.html)

    **Assignment Format Support**

    ·
    [APA Style Formatting in PowerPoint](https://purdueglobalwriting.center/apa-style-formatting-in-powerpoint/)

    ·
    [Create a presentation in PowerPoint – Microsoft Support](https://support.microsoft.com/en-us/office/create-a-presentation-in-powerpoint-422250f8-5721-4cea-92cc-202fa7b89617)

    ·
    [Create a SmartArt graphic from a list in PowerPoint – Microsoft Support](https://support.microsoft.com/en-us/office/create-a-smartart-graphic-from-a-list-in-powerpoint-ed299a87-43e2-4a18-a3ba-cc90c2149e33)

    **Unit 7**

    **Textbook: Unit 7 Pharmacotherapy for Gastrointestinal Disorders**

    Chapter 25: Gastric, Functional, and Inflammatory Bowel Disorders

    Chapter 26: Gastroesophageal Reflux Disease and Peptic Ulcer Disease

    Chapter 27: Liver Diseases”

    **Textbook: Unit 12 Pharmacotherapy for Endocrine** Disorders

    Chapter 44 Diabetes Mellitus

    Chapter 45 Thyroid and Parathyroid Disorders

    **Web Readings**

    ·
    [Gastroesophageal Reflux Disease Treatment & Management: Approach Considerations, Lifestyle Modifications, Pharmacologic Therapy](https://emedicine.medscape.com/article/176595-treatment)

    ·
    [Oral and Injectable (Non-Insulin) Pharmacological Agents for the Treatment of Type 2 Diabetes – Endotext – NCBI Bookshelf](https://www.ncbi.nlm.nih.gov/books/NBK279141/)

    **Unit 8**

    **Textbook: Unit 8 Pharmacotherapy for Genitourinary Tract Disorders**

    Chapter 28: Urinary Tract Infection

    Chapter 29: Prostatic Disorders and Erectile Dysfunction

    Chapter 30: Overactive Bladder

    Chapter 31: Sexually Transmitted Infections

    **Textbook: Unit 16 Pharmacotherapy for Women's Health**

    Chapter 54 Contraception

    Chapter 55 Menopause

    Chapter 56 Vaginitis

    **Web Readings**

    American Geriatrics Society. (2019).
    _Updated AGS Beers Criteria® for potentially inappropriate medication use in older adults._ [PDF file].
    [https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf](https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf)

    CDC. (2021) STD Wall chart.
    [www.cdc.gov/std/treatment-guidelines/wall-chart.pdf](http://www.cdc.gov/std/treatment-guidelines/wall-chart.pdf)

    **Unit 9**

    **Textbook: Unit 9 Pharmacotherapy for Musculoskeletal Disorders**

    Chapter 32 Osteoarthritis and Gout

    Chapter 33 Osteoporosis

    Chapter 34 Rheumatoid Arthritis

    **Textbook: Unit 10 Pharmacotherapy for Neurological Disorders**

    Chapter 35 Headaches

    Chapter 36 Seizure Disorders

    Chapter 37 Alzheimer’s Disease

    Chapter 38 Parkinson’s Disease

    **Unit 10**

    **Textbook: Unit 15 Principles of Health Promotion**

    Chapter 51 Immunizations

    Chapter 52 Smoking Cessation

    Chapter 53 Weight Loss

    **Web Readings**

    ·
    [Immunization Schedules | Vaccines & Immunizations | CDC](https://www.cdc.gov/vaccines/hcp/imz-schedules/index.html)

    ·
    [Nicotine Replacement Therapy – StatPearls – NCBI Bookshelf](https://www.ncbi.nlm.nih.gov/books/NBK493148/)

    ·
    [Nicotine and Cardiovascular Health: When Poison is Addictive – a WHF Policy Brief | Global Heart](https://doi.org/10.5334/gh.1292)

    ## image1.jpg

    **## NU553_UNIT8READING.docx**

    ![](https://www.sweetstudy.com/questions/nu-553)

    **NU553 Reading List**

    Textbook: Pharmacotherapeutics for Advanced Practice Edition: 5th (2021) Author: Arcangelo, Peterson, Wilbur, Reinhold Publisher: Wolters Kluwer Book ISBN: 9781975160593

    **Unit 1**

    **Textbook: Unit 1 Principles of Therapeutics**

    Chapter 1 Issues for the Practitioner in Drug Therapy

    Chapter 2 Pharmacokinetic Basis of Therapeutics and Pharmacodynamic Principles

    Chapter 3 Impact of Drug Interactions and Adverse Events on Therapeutics

    Chapter 4 Principles of Pharmacotherapy in Pediatrics, Pregnancy, and Lactation

    Chapter 5 Pharmacotherapy Principles in Older Adults

    Chapter 6 Principles of Antimicrobial Therapy

    Chapter 7 Pharmacogenomics

    Chapter 8 The Economics of Pharmacotherapeutics

    **Pharmacy Regulation Readings**

    ·
    [How to Write a Prescription: 7 Steps for Safety – SDN](https://www.studentdoctor.net/2018/08/15/how-to-write-a-prescription/)

    ·
    [Nurse Practitioner Prescriptive Authority](https://www.aanp.org/advocacy/advocacy-resource/position-statements/nurse-practitioner-prescriptive-privilege)

    ·
    [Prescription Medication Labels: Parts & How To Read](https://my.clevelandclinic.org/health/drugs/15212-prescription-medication-labels-how-to-read)

    ·
    [DEA Controlled Substance Drug Schedules – Pharmacy Law Test Prep Study Guide NAPLEX, PTCB PTCE](https://www.youtube.com/watch?v=rxKzNmnthE0)

    **Web Readings**

    **Any Medscape article is accessible via a free account.**

    · American Geriatrics Society. 2019.
    _Updated AGS Beers Criteria® for potentially inappropriate medication use in older adults._ [PDF file].https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf

    ·
    [Antimicrobial Resistance](https://www.idsociety.org/policy–advocacy/antimicrobial-resistance/)

    ·
    Development & Approval Process | Drugs | FDAhtt

    ·
    [How Drugs are Developed and Approved | FDA](http://www.fda.gov/Drugs/DevelopmentApprovalProcess/HowDrugsareDevelopedandApproved/default.htm) [MedWatch: The FDA Safety Information and Adverse Event Reporting Program](http://www.fda.gov/Safety/MedWatch/default.htm)

    ·
    [Medication Use in Pregnancy](https://www.medscape.com/viewarticle/738087?src=par_cdc_stm_mscpedt&faf=1)

    ·
    [Types of Drug Receptors](https://www.youtube.com/watch?v=WORIhbaRABg) (Video)

    ·
    [Overview of Antibiotics – Merck Manual Consumer Version](https://www.merckmanuals.com/home/infections/antibiotics/overview-of-antibiotics)

    ·
    [Pediatric Medical Product Safety |](https://www.fda.gov/science-research/pediatrics/pediatric-safety)

    ·
    [Overview of Antibiotics – Merck Manual Consumer Version](https://www.merckmanuals.com/home/infections/antibiotics/overview-of-antibiotics)

    **Unit 2**

    **Textbook: Unit 2 Principles of Pain Management**

    Chapter 9: Pharmacotherapy of Pain Management

    Chapter 10: Pain Management in Opioid Use Disorder Patients

    Chapter 11: Cannabis and Pain Management

    **Textbook: Unit 11 Pharmacotherapy for Mental Health Disorders**

    Chapter 39 Major Depressive Disorder and Bipolar Disorders

    Chapter 40 Anxiety Disorders

    Chapter 41 Sleep Disorders

    Chapter 42 Attention Deficit Hyperactivity Disorder

    Chapter 43 Substance Use Disorders

    **Pharmacy Regulation Readings**

    ·
    ASAM eLearning: NP/PA 24-Hour Waiver Training – AAPA

    ·
    [CMS Electronic Prescribing for Controlled Substances (EPCS) Program](https://www.cms.gov/medicare/e-health/eprescribing/cms-eprescribing-for-controlled-substances-program).

    ·
    [NP practice standard – Section 6: Controlled substances](https://www.youtube.com/watch?v=Ij_nUm54Izo)

    ·
    [Nurse Practitioner's Guide to Medical Marijuana | Simmons Online](https://online.simmons.edu/blog/medical-marijuana-map/)

    ·
    [Prescription Drug Monitoring Programs (PDMPs) | Overdose Prevention | CDC](https://www.cdc.gov/overdose-prevention/php/interventions/prescription-drug-monitoring-programs.html)

    **Web Readings**

    ·
    CDC. (20242022 CDC Clinical Practice Guideline at a Glance [https://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.htmlhttps://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.html](https://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.htmlhttps://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.html)

    ·
    [Cannabis | National Institute on Drug Abuse (NIDA)](https://nida.nih.gov/research-topics/cannabis).

    ·
    [Consequences of adolescent drug use | Translational Psychiatry](https://www.nature.com/articles/s41398-023-02590-4)

    ·
    [Opioids and Pain Signaling (from PDB-101)](https://www.youtube.com/watch?v=ZmrDWIeX0Tc)

    ·
    [Think E-Cigs Can’t Harm Teens’ Health? | FDA](https://www.fda.gov/tobacco-products/public-health-education/think-e-cigs-cant-harm-teens-health)

    ·
    [Tobacco Cessation Treatment: What Is Covered? | American Lung Association](https://www.lung.org/policy-advocacy/tobacco/cessation/tobacco-cessation-treatment-what-is-covered)

    ·
    [Vaccine Confidence & Addressing Concerns | Immunize.org](https://www.immunize.org/talking-about-vaccines/)

    **Unit 3**

    **Textbook: Unit 3 Pharmacotherapy for Skin Disorders**

    Chapter 12: Contact Dermatitis

    Chapter 13: Fungal, Viral, and Bacterial Infections of the Skin

    Chapter 14: Psoriasis

    Chapter 15: Acne Vulgaris and Rosacea

    **Textbook: Unit 4 Pharmacotherapy for Eye and Ear Disorders**

    Chapter 16 Ophthalmic Disorders

    Chapter 17 Otitis Media and Otitis Externa

    **Pharmacy Regulation Readings**

    ·
    [_Rx Pad: What Nurse Practitioners Must Include on Prescriptions | ThriveAP_](https://provider.thriveap.com/blog/rx-pad-what-nurse-practitioners-must-include-prescriptions-0)

    ·
    [_Off-Label Prescribing by Nurse Practitioners_](https://www.apea.com/blog/off-label-prescribing-30/) _._

    ·
    [_Beyond the Referral: Principles of Effective, Ongoing Primary and Specialty Care Collaboration (2022)_](https://www.acponline.org/sites/default/files/acp-policy-library/policies/beyond_the_referral_playbook_2022.pdf) [_Search keyword “medication”. Focus on the collaborative process in medication management with speciality. Illustrated cases._](https://www.acponline.org/sites/default/files/acp-policy-library/policies/beyond_the_referral_playbook_2022.pdf)

    **Web Readings**

    ·
    [Clinical guidelines](https://www.aad.org/member/clinical-quality/guidelines) Dermatology

    ·
    [Bacterial Conjunctivitis (Pink Eye) Treatment & Management: Approach Considerations, Topical Antibiotic Therapy, Neonatal Chlamydial and Gonococcal Infection](https://emedicine.medscape.com/article/1191730-treatment)

    ·
    [Mindfulness and self-compassion in dermatological conditions: a systematic narrative review](https://pubmed.ncbi.nlm.nih.gov/35522563/)

    ·
    [Otitis Media Medication: Antimicrobial agents, Vaccines, Inactivated, Bacterial](https://emedicine.medscape.com/article/994656-medication)

    **Unit 4**

    **Textbook: Unit 13 Pharmacotherapy for Immunology**

    Chapter 46 Allergies and Allergic Reactions

    Chapter 47 Human Immunodeficiency Virus

    Chapter 48 Organ Transplantation

    **Textbook: Unit 14 Pharmacotherapy for Thromboembolic Disorders**

    Chapter 49 Thromboembolic Disorders

    Chapter 50 Anemias

    **Pharmacy Regulation Readings**

    ·
    Electronic Prescriptions for Controlled Substances (EPCS)

    ·
    [E-prescribing and medication safety in community settings: A rapid scoping review – PMC](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10679534/)

    **Web Readings**

    ·
    [_Introduction to telehealth and remote patient monitoring_](https://telehealth.hhs.gov/providers/best-practice-guides/telehealth-and-remote-patient-monitoring)

    ·
    ["DEI in Pharmacy: Three Leader Perspectives" by Aigner George, Keith Teelucksingh et al.](https://doi.org/10.36518/2689-0216.1561)

    ·
    [FDA-Approved HIV Medicines | NIH](https://hivinfo.nih.gov/understanding-hiv/fact-sheets/fda-approved-hiv-medicines)

    ·
    [Folic acid in diet: MedlinePlus Medical Encyclopedia](https://medlineplus.gov/ency/article/002408.htm)

    ·
    [Iron Deficiency Anemia Medication](https://emedicine.medscape.com/article/202333-medication)

    ·
    [New Anti-Rejection Medications: The Low Down | National Kidney Foundation](https://www.kidney.org/new-anti-rejection-medications-low-down)

    ·
    [Prevention TaskForce Search](https://www.uspreventiveservicestaskforce.org/webview/) (PrEP)

    ·
    [Prothrombin Time (INR) Monitor for Home Anticoagulation Management (CAG-00087R) – Decision Memo](https://www.cms.gov/medicare-coverage-database/view/ncacal-decision-memo.aspx?proposed=N&NCAId=209)

    ·
    [_Video: Insert a table – Microsoft Support_](https://support.microsoft.com/en-us/office/video-insert-a-table-9bc4b562-4f88-4ba0-9a59-4b29cfa0bb29)

    **Unit 5**

    **Textbook: Unit 6 Pharmacotherapy for Respiratory Disorders**

    Chapter 23: Respiratory Infections

    Chapter 24: Asthma and Chronic Obstructive Pulmonary Disease

    **Web Readings**

    ·
    [2024 GOLD Report – Global Initiative for Chronic Obstructive Lung Disease](https://goldcopd.org/2024-gold-report/) (Download 2024 pocket guide.)

    ·
    [Community-Acquired Pneumonia (CAP)](https://emedicine.medscape.com/article/234240-overview)

    ·
    [Determinants of health](https://www.who.int/news-room/questions-and-answers/item/determinants-of-health)

    ·
    [2024 GINA Main Report – Global Initiative for Asthma](https://ginasthma.org/2024-report/)

    ·
    [Respiratory Inhalers at a Glance and Other Posters in Our Online Store | Allergy & Asthma Network](https://allergyasthmanetwork.org/news/inhalers-at-a-glance-posters-resources/)

    ·
    [Section 4, Stepwise Approach for Managing Asthma in Youths ≥12 Years of Age and Adults](https://www.ncbi.nlm.nih.gov/books/NBK7222/)

    **Unit 6**

    **Textbook: Unit 5 Pharmacotherapy for Cardiovascular Disorders**

    Chapter 18 Hypertension

    Chapter 19 Hyperlipidemia

    Chapter 20 Chronic Stable Angina and Myocardial Infarction

    Chapter 21 Heart Failure

    Chapter 22 Arrhythmias

    **Web Readings**

    ·
    [ATP III Guidelines At-a-Glance](https://prc.hmsa.com/s/article/ATP-III-Guidelines-At-a-Glance)

    ·
    [Cholesterol Management: ACC/AHA Updates Guideline | AAFP](https://www.aafp.org/pubs/afp/issues/2019/0501/p589.html)

    ·
    [Determinants of health](https://www.who.int/news-room/questions-and-answers/item/determinants-of-health)

    ·
    [High Blood Pressure: ACC/AHA Releases Updated Guideline | AAFP](https://www.aafp.org/pubs/afp/issues/2018/0315/p413.html)

    **Assignment Format Support**

    ·
    [APA Style Formatting in PowerPoint](https://purdueglobalwriting.center/apa-style-formatting-in-powerpoint/)

    ·
    [Create a presentation in PowerPoint – Microsoft Support](https://support.microsoft.com/en-us/office/create-a-presentation-in-powerpoint-422250f8-5721-4cea-92cc-202fa7b89617)

    ·
    [Create a SmartArt graphic from a list in PowerPoint – Microsoft Support](https://support.microsoft.com/en-us/office/create-a-smartart-graphic-from-a-list-in-powerpoint-ed299a87-43e2-4a18-a3ba-cc90c2149e33)

    **Unit 7**

    **Textbook: Unit 7 Pharmacotherapy for Gastrointestinal Disorders**

    Chapter 25: Gastric, Functional, and Inflammatory Bowel Disorders

    Chapter 26: Gastroesophageal Reflux Disease and Peptic Ulcer Disease

    Chapter 27: Liver Diseases”

    **Textbook: Unit 12 Pharmacotherapy for Endocrine** Disorders

    Chapter 44 Diabetes Mellitus

    Chapter 45 Thyroid and Parathyroid Disorders

    **Web Readings**

    ·
    [Gastroesophageal Reflux Disease Treatment & Management: Approach Considerations, Lifestyle Modifications, Pharmacologic Therapy](https://emedicine.medscape.com/article/176595-treatment)

    ·
    [Oral and Injectable (Non-Insulin) Pharmacological Agents for the Treatment of Type 2 Diabetes – Endotext – NCBI Bookshelf](https://www.ncbi.nlm.nih.gov/books/NBK279141/)

    **Unit 8**

    **Textbook: Unit 8 Pharmacotherapy for Genitourinary Tract Disorders**

    Chapter 28: Urinary Tract Infection

    Chapter 29: Prostatic Disorders and Erectile Dysfunction

    Chapter 30: Overactive Bladder

    Chapter 31: Sexually Transmitted Infections

    **Textbook: Unit 16 Pharmacotherapy for Women's Health**

    Chapter 54 Contraception

    Chapter 55 Menopause

    Chapter 56 Vaginitis

    **Web Readings**

    American Geriatrics Society. (2019).
    _Updated AGS Beers Criteria® for potentially inappropriate medication use in older adults._ [PDF file].
    [https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf](https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf)

    CDC. (2021) STD Wall chart.
    [www.cdc.gov/std/treatment-guidelines/wall-chart.pdf](http://www.cdc.gov/std/treatment-guidelines/wall-chart.pdf)

    **Unit 9**

    **Textbook: Unit 9 Pharmacotherapy for Musculoskeletal Disorders**

    Chapter 32 Osteoarthritis and Gout

    Chapter 33 Osteoporosis

    Chapter 34 Rheumatoid Arthritis

    **Textbook: Unit 10 Pharmacotherapy for Neurological Disorders**

    Chapter 35 Headaches

    Chapter 36 Seizure Disorders

    Chapter 37 Alzheimer’s Disease

    Chapter 38 Parkinson’s Disease

    **Unit 10**

    **Textbook: Unit 15 Principles of Health Promotion**

    Chapter 51 Immunizations

    Chapter 52 Smoking Cessation

    Chapter 53 Weight Loss

    **Web Readings**

    ·
    [Immunization Schedules | Vaccines & Immunizations | CDC](https://www.cdc.gov/vaccines/hcp/imz-schedules/index.html)

    ·
    [Nicotine Replacement Therapy – StatPearls – NCBI Bookshelf](https://www.ncbi.nlm.nih.gov/books/NBK493148/)

    ·
    [Nicotine and Cardiovascular Health: When Poison is Addictive – a WHF Policy Brief | Global Heart](https://doi.org/10.5334/gh.1292)

    ## image1.jpg

    **## 553UNIT8DISCUSSIONINSTRUCTIONS.docx**

    **PLEASE USE EPOCRATES FOR DRUG REFERENCES (DOWNLOAD IT’S FREE)**

    **Read the required reading and respond:**

    Create a pharmaceutical treatment regimen for each of the following.

    · 18-year-old female with positive with chlamydia and gonorrhea exposure

    · 52-year-old male with BPH complaint.

    · 68-year-old female with a urinary tract infection.

    · The patient specific details are yours to develop and consider to support your choices.

    · The non-prescription medication if any, AND the prescription details must be present.

    · You may apply more than one prescription:

    · For each the drug name, dose, route, frequency of administration and if prescribed, the quantity to dispense must be present.

    · Include the drug class details

    · Justify your reasoning

    · What labs will you monitor? Why

    · Include related health policy content that may impact care or outcomes.

    Provide evidence based support for your stance using standard APA format.

    In each course you take at Purdue University Global, you are part of a learning community. All members are working to strengthen their professional and communication skills and achieve their academic and career goals. Group discussion allows for new perspectives and personal growth. Discussion Boards are an important part of your learning; they provide an opportunity to asynchronously interact with your classmates and instructor.

    Using the required academic readings and supplemental academic research, you will address the questions in the Discussion Board while adhering to the Discussion Board Rubric.

    You must post your initial response to the discussion topic before reviewing your classmates’ responses.

    [Access the Unit 8 Discussion Board](https://purdueglobal.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=318323&type=discuss&rcode=kaplan-3914153)

    **## NU553_UNIT8READING.docx**

    ![](https://www.sweetstudy.com/questions/nu-553)

    **NU553 Reading List**

    Textbook: Pharmacotherapeutics for Advanced Practice Edition: 5th (2021) Author: Arcangelo, Peterson, Wilbur, Reinhold Publisher: Wolters Kluwer Book ISBN: 9781975160593

    **Unit 1**

    **Textbook: Unit 1 Principles of Therapeutics**

    Chapter 1 Issues for the Practitioner in Drug Therapy

    Chapter 2 Pharmacokinetic Basis of Therapeutics and Pharmacodynamic Principles

    Chapter 3 Impact of Drug Interactions and Adverse Events on Therapeutics

    Chapter 4 Principles of Pharmacotherapy in Pediatrics, Pregnancy, and Lactation

    Chapter 5 Pharmacotherapy Principles in Older Adults

    Chapter 6 Principles of Antimicrobial Therapy

    Chapter 7 Pharmacogenomics

    Chapter 8 The Economics of Pharmacotherapeutics

    **Pharmacy Regulation Readings**

    ·
    [How to Write a Prescription: 7 Steps for Safety – SDN](https://www.studentdoctor.net/2018/08/15/how-to-write-a-prescription/)

    ·
    [Nurse Practitioner Prescriptive Authority](https://www.aanp.org/advocacy/advocacy-resource/position-statements/nurse-practitioner-prescriptive-privilege)

    ·
    [Prescription Medication Labels: Parts & How To Read](https://my.clevelandclinic.org/health/drugs/15212-prescription-medication-labels-how-to-read)

    ·
    [DEA Controlled Substance Drug Schedules – Pharmacy Law Test Prep Study Guide NAPLEX, PTCB PTCE](https://www.youtube.com/watch?v=rxKzNmnthE0)

    **Web Readings**

    **Any Medscape article is accessible via a free account.**

    · American Geriatrics Society. 2019.
    _Updated AGS Beers Criteria® for potentially inappropriate medication use in older adults._ [PDF file].https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf

    ·
    [Antimicrobial Resistance](https://www.idsociety.org/policy–advocacy/antimicrobial-resistance/)

    ·
    Development & Approval Process | Drugs | FDAhtt

    ·
    [How Drugs are Developed and Approved | FDA](http://www.fda.gov/Drugs/DevelopmentApprovalProcess/HowDrugsareDevelopedandApproved/default.htm) [MedWatch: The FDA Safety Information and Adverse Event Reporting Program](http://www.fda.gov/Safety/MedWatch/default.htm)

    ·
    [Medication Use in Pregnancy](https://www.medscape.com/viewarticle/738087?src=par_cdc_stm_mscpedt&faf=1)

    ·
    [Types of Drug Receptors](https://www.youtube.com/watch?v=WORIhbaRABg) (Video)

    ·
    [Overview of Antibiotics – Merck Manual Consumer Version](https://www.merckmanuals.com/home/infections/antibiotics/overview-of-antibiotics)

    ·
    [Pediatric Medical Product Safety |](https://www.fda.gov/science-research/pediatrics/pediatric-safety)

    ·
    [Overview of Antibiotics – Merck Manual Consumer Version](https://www.merckmanuals.com/home/infections/antibiotics/overview-of-antibiotics)

    **Unit 2**

    **Textbook: Unit 2 Principles of Pain Management**

    Chapter 9: Pharmacotherapy of Pain Management

    Chapter 10: Pain Management in Opioid Use Disorder Patients

    Chapter 11: Cannabis and Pain Management

    **Textbook: Unit 11 Pharmacotherapy for Mental Health Disorders**

    Chapter 39 Major Depressive Disorder and Bipolar Disorders

    Chapter 40 Anxiety Disorders

    Chapter 41 Sleep Disorders

    Chapter 42 Attention Deficit Hyperactivity Disorder

    Chapter 43 Substance Use Disorders

    **Pharmacy Regulation Readings**

    ·
    ASAM eLearning: NP/PA 24-Hour Waiver Training – AAPA

    ·
    [CMS Electronic Prescribing for Controlled Substances (EPCS) Program](https://www.cms.gov/medicare/e-health/eprescribing/cms-eprescribing-for-controlled-substances-program).

    ·
    [NP practice standard – Section 6: Controlled substances](https://www.youtube.com/watch?v=Ij_nUm54Izo)

    ·
    [Nurse Practitioner's Guide to Medical Marijuana | Simmons Online](https://online.simmons.edu/blog/medical-marijuana-map/)

    ·
    [Prescription Drug Monitoring Programs (PDMPs) | Overdose Prevention | CDC](https://www.cdc.gov/overdose-prevention/php/interventions/prescription-drug-monitoring-programs.html)

    **Web Readings**

    ·
    CDC. (20242022 CDC Clinical Practice Guideline at a Glance [https://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.htmlhttps://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.html](https://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.htmlhttps://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.html)

    ·
    [Cannabis | National Institute on Drug Abuse (NIDA)](https://nida.nih.gov/research-topics/cannabis).

    ·
    [Consequences of adolescent drug use | Translational Psychiatry](https://www.nature.com/articles/s41398-023-02590-4)

    ·
    [Opioids and Pain Signaling (from PDB-101)](https://www.youtube.com/watch?v=ZmrDWIeX0Tc)

    ·
    [Think E-Cigs Can’t Harm Teens’ Health? | FDA](https://www.fda.gov/tobacco-products/public-health-education/think-e-cigs-cant-harm-teens-health)

    ·
    [Tobacco Cessation Treatment: What Is Covered? | American Lung Association](https://www.lung.org/policy-advocacy/tobacco/cessation/tobacco-cessation-treatment-what-is-covered)

    ·
    [Vaccine Confidence & Addressing Concerns | Immunize.org](https://www.immunize.org/talking-about-vaccines/)

    **Unit 3**

    **Textbook: Unit 3 Pharmacotherapy for Skin Disorders**

    Chapter 12: Contact Dermatitis

    Chapter 13: Fungal, Viral, and Bacterial Infections of the Skin

    Chapter 14: Psoriasis

    Chapter 15: Acne Vulgaris and Rosacea

    **Textbook: Unit 4 Pharmacotherapy for Eye and Ear Disorders**

    Chapter 16 Ophthalmic Disorders

    Chapter 17 Otitis Media and Otitis Externa

    **Pharmacy Regulation Readings**

    ·
    [_Rx Pad: What Nurse Practitioners Must Include on Prescriptions | ThriveAP_](https://provider.thriveap.com/blog/rx-pad-what-nurse-practitioners-must-include-prescriptions-0)

    ·
    [_Off-Label Prescribing by Nurse Practitioners_](https://www.apea.com/blog/off-label-prescribing-30/) _._

    ·
    [_Beyond the Referral: Principles of Effective, Ongoing Primary and Specialty Care Collaboration (2022)_](https://www.acponline.org/sites/default/files/acp-policy-library/policies/beyond_the_referral_playbook_2022.pdf) [_Search keyword “medication”. Focus on the collaborative process in medication management with speciality. Illustrated cases._](https://www.acponline.org/sites/default/files/acp-policy-library/policies/beyond_the_referral_playbook_2022.pdf)

    **Web Readings**

    ·
    [Clinical guidelines](https://www.aad.org/member/clinical-quality/guidelines) Dermatology

    ·
    [Bacterial Conjunctivitis (Pink Eye) Treatment & Management: Approach Considerations, Topical Antibiotic Therapy, Neonatal Chlamydial and Gonococcal Infection](https://emedicine.medscape.com/article/1191730-treatment)

    ·
    [Mindfulness and self-compassion in dermatological conditions: a systematic narrative review](https://pubmed.ncbi.nlm.nih.gov/35522563/)

    ·
    [Otitis Media Medication: Antimicrobial agents, Vaccines, Inactivated, Bacterial](https://emedicine.medscape.com/article/994656-medication)

    **Unit 4**

    **Textbook: Unit 13 Pharmacotherapy for Immunology**

    Chapter 46 Allergies and Allergic Reactions

    Chapter 47 Human Immunodeficiency Virus

    Chapter 48 Organ Transplantation

    **Textbook: Unit 14 Pharmacotherapy for Thromboembolic Disorders**

    Chapter 49 Thromboembolic Disorders

    Chapter 50 Anemias

    **Pharmacy Regulation Readings**

    ·
    Electronic Prescriptions for Controlled Substances (EPCS)

    ·
    [E-prescribing and medication safety in community settings: A rapid scoping review – PMC](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10679534/)

    **Web Readings**

    ·
    [_Introduction to telehealth and remote patient monitoring_](https://telehealth.hhs.gov/providers/best-practice-guides/telehealth-and-remote-patient-monitoring)

    ·
    ["DEI in Pharmacy: Three Leader Perspectives" by Aigner George, Keith Teelucksingh et al.](https://doi.org/10.36518/2689-0216.1561)

    ·
    [FDA-Approved HIV Medicines | NIH](https://hivinfo.nih.gov/understanding-hiv/fact-sheets/fda-approved-hiv-medicines)

    ·
    [Folic acid in diet: MedlinePlus Medical Encyclopedia](https://medlineplus.gov/ency/article/002408.htm)

    ·
    [Iron Deficiency Anemia Medication](https://emedicine.medscape.com/article/202333-medication)

    ·
    [New Anti-Rejection Medications: The Low Down | National Kidney Foundation](https://www.kidney.org/new-anti-rejection-medications-low-down)

    ·
    [Prevention TaskForce Search](https://www.uspreventiveservicestaskforce.org/webview/) (PrEP)

    ·
    [Prothrombin Time (INR) Monitor for Home Anticoagulation Management (CAG-00087R) – Decision Memo](https://www.cms.gov/medicare-coverage-database/view/ncacal-decision-memo.aspx?proposed=N&NCAId=209)

    ·
    [_Video: Insert a table – Microsoft Support_](https://support.microsoft.com/en-us/office/video-insert-a-table-9bc4b562-4f88-4ba0-9a59-4b29cfa0bb29)

    **Unit 5**

    **Textbook: Unit 6 Pharmacotherapy for Respiratory Disorders**

    Chapter 23: Respiratory Infections

    Chapter 24: Asthma and Chronic Obstructive Pulmonary Disease

    **Web Readings**

    ·
    [2024 GOLD Report – Global Initiative for Chronic Obstructive Lung Disease](https://goldcopd.org/2024-gold-report/) (Download 2024 pocket guide.)

    ·
    [Community-Acquired Pneumonia (CAP)](https://emedicine.medscape.com/article/234240-overview)

    ·
    [Determinants of health](https://www.who.int/news-room/questions-and-answers/item/determinants-of-health)

    ·
    [2024 GINA Main Report – Global Initiative for Asthma](https://ginasthma.org/2024-report/)

    ·
    [Respiratory Inhalers at a Glance and Other Posters in Our Online Store | Allergy & Asthma Network](https://allergyasthmanetwork.org/news/inhalers-at-a-glance-posters-resources/)

    ·
    [Section 4, Stepwise Approach for Managing Asthma in Youths ≥12 Years of Age and Adults](https://www.ncbi.nlm.nih.gov/books/NBK7222/)

    **Unit 6**

    **Textbook: Unit 5 Pharmacotherapy for Cardiovascular Disorders**

    Chapter 18 Hypertension

    Chapter 19 Hyperlipidemia

    Chapter 20 Chronic Stable Angina and Myocardial Infarction

    Chapter 21 Heart Failure

    Chapter 22 Arrhythmias

    **Web Readings**

    ·
    [ATP III Guidelines At-a-Glance](https://prc.hmsa.com/s/article/ATP-III-Guidelines-At-a-Glance)

    ·
    [Cholesterol Management: ACC/AHA Updates Guideline | AAFP](https://www.aafp.org/pubs/afp/issues/2019/0501/p589.html)

    ·
    [Determinants of health](https://www.who.int/news-room/questions-and-answers/item/determinants-of-health)

    ·
    [High Blood Pressure: ACC/AHA Releases Updated Guideline | AAFP](https://www.aafp.org/pubs/afp/issues/2018/0315/p413.html)

    **Assignment Format Support**

    ·
    [APA Style Formatting in PowerPoint](https://purdueglobalwriting.center/apa-style-formatting-in-powerpoint/)

    ·
    [Create a presentation in PowerPoint – Microsoft Support](https://support.microsoft.com/en-us/office/create-a-presentation-in-powerpoint-422250f8-5721-4cea-92cc-202fa7b89617)

    ·
    [Create a SmartArt graphic from a list in PowerPoint – Microsoft Support](https://support.microsoft.com/en-us/office/create-a-smartart-graphic-from-a-list-in-powerpoint-ed299a87-43e2-4a18-a3ba-cc90c2149e33)

    **Unit 7**

    **Textbook: Unit 7 Pharmacotherapy for Gastrointestinal Disorders**

    Chapter 25: Gastric, Functional, and Inflammatory Bowel Disorders

    Chapter 26: Gastroesophageal Reflux Disease and Peptic Ulcer Disease

    Chapter 27: Liver Diseases”

    **Textbook: Unit 12 Pharmacotherapy for Endocrine** Disorders

    Chapter 44 Diabetes Mellitus

    Chapter 45 Thyroid and Parathyroid Disorders

    **Web Readings**

    ·
    [Gastroesophageal Reflux Disease Treatment & Management: Approach Considerations, Lifestyle Modifications, Pharmacologic Therapy](https://emedicine.medscape.com/article/176595-treatment)

    ·
    [Oral and Injectable (Non-Insulin) Pharmacological Agents for the Treatment of Type 2 Diabetes – Endotext – NCBI Bookshelf](https://www.ncbi.nlm.nih.gov/books/NBK279141/)

    **Unit 8**

    **Textbook: Unit 8 Pharmacotherapy for Genitourinary Tract Disorders**

    Chapter 28: Urinary Tract Infection

    Chapter 29: Prostatic Disorders and Erectile Dysfunction

    Chapter 30: Overactive Bladder

    Chapter 31: Sexually Transmitted Infections

    **Textbook: Unit 16 Pharmacotherapy for Women's Health**

    Chapter 54 Contraception

    Chapter 55 Menopause

    Chapter 56 Vaginitis

    **Web Readings**

    American Geriatrics Society. (2019).
    _Updated AGS Beers Criteria® for potentially inappropriate medication use in older adults._ [PDF file].
    [https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf](https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf)

    CDC. (2021) STD Wall chart.
    [www.cdc.gov/std/treatment-guidelines/wall-chart.pdf](http://www.cdc.gov/std/treatment-guidelines/wall-chart.pdf)

    **Unit 9**

    **Textbook: Unit 9 Pharmacotherapy for Musculoskeletal Disorders**

    Chapter 32 Osteoarthritis and Gout

    Chapter 33 Osteoporosis

    Chapter 34 Rheumatoid Arthritis

    **Textbook: Unit 10 Pharmacotherapy for Neurological Disorders**

    Chapter 35 Headaches

    Chapter 36 Seizure Disorders

    Chapter 37 Alzheimer’s Disease

    Chapter 38 Parkinson’s Disease

    **Unit 10**

    **Textbook: Unit 15 Principles of Health Promotion**

    Chapter 51 Immunizations

    Chapter 52 Smoking Cessation

    Chapter 53 Weight Loss

    **Web Readings**

    ·
    [Immunization Schedules | Vaccines & Immunizations | CDC](https://www.cdc.gov/vaccines/hcp/imz-schedules/index.html)

    ·
    [Nicotine Replacement Therapy – StatPearls – NCBI Bookshelf](https://www.ncbi.nlm.nih.gov/books/NBK493148/)

    ·
    [Nicotine and Cardiovascular Health: When Poison is Addictive – a WHF Policy Brief | Global Heart](https://doi.org/10.5334/gh.1292)

    ## image1.jpg

    **## 553UNIT8DISCUSSIONINSTRUCTIONS.docx**

    **PLEASE USE EPOCRATES FOR DRUG REFERENCES (DOWNLOAD IT’S FREE)**

    **Read the required reading and respond:**

    Create a pharmaceutical treatment regimen for each of the following.

    · 18-year-old female with positive with chlamydia and gonorrhea exposure

    · 52-year-old male with BPH complaint.

    · 68-year-old female with a urinary tract infection.

    · The patient specific details are yours to develop and consider to support your choices.

    · The non-prescription medication if any, AND the prescription details must be present.

    · You may apply more than one prescription:

    · For each the drug name, dose, route, frequency of administration and if prescribed, the quantity to dispense must be present.

    · Include the drug class details

    · Justify your reasoning

    · What labs will you monitor? Why

    · Include related health policy content that may impact care or outcomes.

    Provide evidence based support for your stance using standard APA format.

    In each course you take at Purdue University Global, you are part of a learning community. All members are working to strengthen their professional and communication skills and achieve their academic and career goals. Group discussion allows for new perspectives and personal growth. Discussion Boards are an important part of your learning; they provide an opportunity to asynchronously interact with your classmates and instructor.

    Using the required academic readings and supplemental academic research, you will address the questions in the Discussion Board while adhering to the Discussion Board Rubric.

    You must post your initial response to the discussion topic before reviewing your classmates’ responses.

    [Access the Unit 8 Discussion Board](https://purdueglobal.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=318323&type=discuss&rcode=kaplan-3914153)

    **## NU553_UNIT8READING.docx**

    ![](https://www.sweetstudy.com/questions/nu-553)

    **NU553 Reading List**

    Textbook: Pharmacotherapeutics for Advanced Practice Edition: 5th (2021) Author: Arcangelo, Peterson, Wilbur, Reinhold Publisher: Wolters Kluwer Book ISBN: 9781975160593

    **Unit 1**

    **Textbook: Unit 1 Principles of Therapeutics**

    Chapter 1 Issues for the Practitioner in Drug Therapy

    Chapter 2 Pharmacokinetic Basis of Therapeutics and Pharmacodynamic Principles

    Chapter 3 Impact of Drug Interactions and Adverse Events on Therapeutics

    Chapter 4 Principles of Pharmacotherapy in Pediatrics, Pregnancy, and Lactation

    Chapter 5 Pharmacotherapy Principles in Older Adults

    Chapter 6 Principles of Antimicrobial Therapy

    Chapter 7 Pharmacogenomics

    Chapter 8 The Economics of Pharmacotherapeutics

    **Pharmacy Regulation Readings**

    ·
    [How to Write a Prescription: 7 Steps for Safety – SDN](https://www.studentdoctor.net/2018/08/15/how-to-write-a-prescription/)

    ·
    [Nurse Practitioner Prescriptive Authority](https://www.aanp.org/advocacy/advocacy-resource/position-statements/nurse-practitioner-prescriptive-privilege)

    ·
    [Prescription Medication Labels: Parts & How To Read](https://my.clevelandclinic.org/health/drugs/15212-prescription-medication-labels-how-to-read)

    ·
    [DEA Controlled Substance Drug Schedules – Pharmacy Law Test Prep Study Guide NAPLEX, PTCB PTCE](https://www.youtube.com/watch?v=rxKzNmnthE0)

    **Web Readings**

    **Any Medscape article is accessible via a free account.**

    · American Geriatrics Society. 2019.
    _Updated AGS Beers Criteria® for potentially inappropriate medication use in older adults._ [PDF file].https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf

    ·
    [Antimicrobial Resistance](https://www.idsociety.org/policy–advocacy/antimicrobial-resistance/)

    ·
    Development & Approval Process | Drugs | FDAhtt

    ·
    [How Drugs are Developed and Approved | FDA](http://www.fda.gov/Drugs/DevelopmentApprovalProcess/HowDrugsareDevelopedandApproved/default.htm) [MedWatch: The FDA Safety Information and Adverse Event Reporting Program](http://www.fda.gov/Safety/MedWatch/default.htm)

    ·
    [Medication Use in Pregnancy](https://www.medscape.com/viewarticle/738087?src=par_cdc_stm_mscpedt&faf=1)

    ·
    [Types of Drug Receptors](https://www.youtube.com/watch?v=WORIhbaRABg) (Video)

    ·
    [Overview of Antibiotics – Merck Manual Consumer Version](https://www.merckmanuals.com/home/infections/antibiotics/overview-of-antibiotics)

    ·
    [Pediatric Medical Product Safety |](https://www.fda.gov/science-research/pediatrics/pediatric-safety)

    ·
    [Overview of Antibiotics – Merck Manual Consumer Version](https://www.merckmanuals.com/home/infections/antibiotics/overview-of-antibiotics)

    **Unit 2**

    **Textbook: Unit 2 Principles of Pain Management**

    Chapter 9: Pharmacotherapy of Pain Management

    Chapter 10: Pain Management in Opioid Use Disorder Patients

    Chapter 11: Cannabis and Pain Management

    **Textbook: Unit 11 Pharmacotherapy for Mental Health Disorders**

    Chapter 39 Major Depressive Disorder and Bipolar Disorders

    Chapter 40 Anxiety Disorders

    Chapter 41 Sleep Disorders

    Chapter 42 Attention Deficit Hyperactivity Disorder

    Chapter 43 Substance Use Disorders

    **Pharmacy Regulation Readings**

    ·
    ASAM eLearning: NP/PA 24-Hour Waiver Training – AAPA

    ·
    [CMS Electronic Prescribing for Controlled Substances (EPCS) Program](https://www.cms.gov/medicare/e-health/eprescribing/cms-eprescribing-for-controlled-substances-program).

    ·
    [NP practice standard – Section 6: Controlled substances](https://www.youtube.com/watch?v=Ij_nUm54Izo)

    ·
    [Nurse Practitioner's Guide to Medical Marijuana | Simmons Online](https://online.simmons.edu/blog/medical-marijuana-map/)

    ·
    [Prescription Drug Monitoring Programs (PDMPs) | Overdose Prevention | CDC](https://www.cdc.gov/overdose-prevention/php/interventions/prescription-drug-monitoring-programs.html)

    **Web Readings**

    ·
    CDC. (20242022 CDC Clinical Practice Guideline at a Glance [https://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.htmlhttps://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.html](https://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.htmlhttps://www.cdc.gov/overdose-prevention/hcp/clinical-guidance/index.html)

    ·
    [Cannabis | National Institute on Drug Abuse (NIDA)](https://nida.nih.gov/research-topics/cannabis).

    ·
    [Consequences of adolescent drug use | Translational Psychiatry](https://www.nature.com/articles/s41398-023-02590-4)

    ·
    [Opioids and Pain Signaling (from PDB-101)](https://www.youtube.com/watch?v=ZmrDWIeX0Tc)

    ·
    [Think E-Cigs Can’t Harm Teens’ Health? | FDA](https://www.fda.gov/tobacco-products/public-health-education/think-e-cigs-cant-harm-teens-health)

    ·
    [Tobacco Cessation Treatment: What Is Covered? | American Lung Association](https://www.lung.org/policy-advocacy/tobacco/cessation/tobacco-cessation-treatment-what-is-covered)

    ·
    [Vaccine Confidence & Addressing Concerns | Immunize.org](https://www.immunize.org/talking-about-vaccines/)

    **Unit 3**

    **Textbook: Unit 3 Pharmacotherapy for Skin Disorders**

    Chapter 12: Contact Dermatitis

    Chapter 13: Fungal, Viral, and Bacterial Infections of the Skin

    Chapter 14: Psoriasis

    Chapter 15: Acne Vulgaris and Rosacea

    **Textbook: Unit 4 Pharmacotherapy for Eye and Ear Disorders**

    Chapter 16 Ophthalmic Disorders

    Chapter 17 Otitis Media and Otitis Externa

    **Pharmacy Regulation Readings**

    ·
    [_Rx Pad: What Nurse Practitioners Must Include on Prescriptions | ThriveAP_](https://provider.thriveap.com/blog/rx-pad-what-nurse-practitioners-must-include-prescriptions-0)

    ·
    [_Off-Label Prescribing by Nurse Practitioners_](https://www.apea.com/blog/off-label-prescribing-30/) _._

    ·
    [_Beyond the Referral: Principles of Effective, Ongoing Primary and Specialty Care Collaboration (2022)_](https://www.acponline.org/sites/default/files/acp-policy-library/policies/beyond_the_referral_playbook_2022.pdf) [_Search keyword “medication”. Focus on the collaborative process in medication management with speciality. Illustrated cases._](https://www.acponline.org/sites/default/files/acp-policy-library/policies/beyond_the_referral_playbook_2022.pdf)

    **Web Readings**

    ·
    [Clinical guidelines](https://www.aad.org/member/clinical-quality/guidelines) Dermatology

    ·
    [Bacterial Conjunctivitis (Pink Eye) Treatment & Management: Approach Considerations, Topical Antibiotic Therapy, Neonatal Chlamydial and Gonococcal Infection](https://emedicine.medscape.com/article/1191730-treatment)

    ·
    [Mindfulness and self-compassion in dermatological conditions: a systematic narrative review](https://pubmed.ncbi.nlm.nih.gov/35522563/)

    ·
    [Otitis Media Medication: Antimicrobial agents, Vaccines, Inactivated, Bacterial](https://emedicine.medscape.com/article/994656-medication)

    **Unit 4**

    **Textbook: Unit 13 Pharmacotherapy for Immunology**

    Chapter 46 Allergies and Allergic Reactions

    Chapter 47 Human Immunodeficiency Virus

    Chapter 48 Organ Transplantation

    **Textbook: Unit 14 Pharmacotherapy for Thromboembolic Disorders**

    Chapter 49 Thromboembolic Disorders

    Chapter 50 Anemias

    **Pharmacy Regulation Readings**

    ·
    Electronic Prescriptions for Controlled Substances (EPCS)

    ·
    [E-prescribing and medication safety in community settings: A rapid scoping review – PMC](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10679534/)

    **Web Readings**

    ·
    [_Introduction to telehealth and remote patient monitoring_](https://telehealth.hhs.gov/providers/best-practice-guides/telehealth-and-remote-patient-monitoring)

    ·
    ["DEI in Pharmacy: Three Leader Perspectives" by Aigner George, Keith Teelucksingh et al.](https://doi.org/10.36518/2689-0216.1561)

    ·
    [FDA-Approved HIV Medicines | NIH](https://hivinfo.nih.gov/understanding-hiv/fact-sheets/fda-approved-hiv-medicines)

    ·
    [Folic acid in diet: MedlinePlus Medical Encyclopedia](https://medlineplus.gov/ency/article/002408.htm)

    ·
    [Iron Deficiency Anemia Medication](https://emedicine.medscape.com/article/202333-medication)

    ·
    [New Anti-Rejection Medications: The Low Down | National Kidney Foundation](https://www.kidney.org/new-anti-rejection-medications-low-down)

    ·
    [Prevention TaskForce Search](https://www.uspreventiveservicestaskforce.org/webview/) (PrEP)

    ·
    [Prothrombin Time (INR) Monitor for Home Anticoagulation Management (CAG-00087R) – Decision Memo](https://www.cms.gov/medicare-coverage-database/view/ncacal-decision-memo.aspx?proposed=N&NCAId=209)

    ·
    [_Video: Insert a table – Microsoft Support_](https://support.microsoft.com/en-us/office/video-insert-a-table-9bc4b562-4f88-4ba0-9a59-4b29cfa0bb29)

    **Unit 5**

    **Textbook: Unit 6 Pharmacotherapy for Respiratory Disorders**

    Chapter 23: Respiratory Infections

    Chapter 24: Asthma and Chronic Obstructive Pulmonary Disease

    **Web Readings**

    ·
    [2024 GOLD Report – Global Initiative for Chronic Obstructive Lung Disease](https://goldcopd.org/2024-gold-report/) (Download 2024 pocket guide.)

    ·
    [Community-Acquired Pneumonia (CAP)](https://emedicine.medscape.com/article/234240-overview)

    ·
    [Determinants of health](https://www.who.int/news-room/questions-and-answers/item/determinants-of-health)

    ·
    [2024 GINA Main Report – Global Initiative for Asthma](https://ginasthma.org/2024-report/)

    ·
    [Respiratory Inhalers at a Glance and Other Posters in Our Online Store | Allergy & Asthma Network](https://allergyasthmanetwork.org/news/inhalers-at-a-glance-posters-resources/)

    ·
    [Section 4, Stepwise Approach for Managing Asthma in Youths ≥12 Years of Age and Adults](https://www.ncbi.nlm.nih.gov/books/NBK7222/)

    **Unit 6**

    **Textbook: Unit 5 Pharmacotherapy for Cardiovascular Disorders**

    Chapter 18 Hypertension

    Chapter 19 Hyperlipidemia

    Chapter 20 Chronic Stable Angina and Myocardial Infarction

    Chapter 21 Heart Failure

    Chapter 22 Arrhythmias

    **Web Readings**

    ·
    [ATP III Guidelines At-a-Glance](https://prc.hmsa.com/s/article/ATP-III-Guidelines-At-a-Glance)

    ·
    [Cholesterol Management: ACC/AHA Updates Guideline | AAFP](https://www.aafp.org/pubs/afp/issues/2019/0501/p589.html)

    ·
    [Determinants of health](https://www.who.int/news-room/questions-and-answers/item/determinants-of-health)

    ·
    [High Blood Pressure: ACC/AHA Releases Updated Guideline | AAFP](https://www.aafp.org/pubs/afp/issues/2018/0315/p413.html)

    **Assignment Format Support**

    ·
    [APA Style Formatting in PowerPoint](https://purdueglobalwriting.center/apa-style-formatting-in-powerpoint/)

    ·
    [Create a presentation in PowerPoint – Microsoft Support](https://support.microsoft.com/en-us/office/create-a-presentation-in-powerpoint-422250f8-5721-4cea-92cc-202fa7b89617)

    ·
    [Create a SmartArt graphic from a list in PowerPoint – Microsoft Support](https://support.microsoft.com/en-us/office/create-a-smartart-graphic-from-a-list-in-powerpoint-ed299a87-43e2-4a18-a3ba-cc90c2149e33)

    **Unit 7**

    **Textbook: Unit 7 Pharmacotherapy for Gastrointestinal Disorders**

    Chapter 25: Gastric, Functional, and Inflammatory Bowel Disorders

    Chapter 26: Gastroesophageal Reflux Disease and Peptic Ulcer Disease

    Chapter 27: Liver Diseases”

    **Textbook: Unit 12 Pharmacotherapy for Endocrine** Disorders

    Chapter 44 Diabetes Mellitus

    Chapter 45 Thyroid and Parathyroid Disorders

    **Web Readings**

    ·
    [Gastroesophageal Reflux Disease Treatment & Management: Approach Considerations, Lifestyle Modifications, Pharmacologic Therapy](https://emedicine.medscape.com/article/176595-treatment)

    ·
    [Oral and Injectable (Non-Insulin) Pharmacological Agents for the Treatment of Type 2 Diabetes – Endotext – NCBI Bookshelf](https://www.ncbi.nlm.nih.gov/books/NBK279141/)

    **Unit 8**

    **Textbook: Unit 8 Pharmacotherapy for Genitourinary Tract Disorders**

    Chapter 28: Urinary Tract Infection

    Chapter 29: Prostatic Disorders and Erectile Dysfunction

    Chapter 30: Overactive Bladder

    Chapter 31: Sexually Transmitted Infections

    **Textbook: Unit 16 Pharmacotherapy for Women's Health**

    Chapter 54 Contraception

    Chapter 55 Menopause

    Chapter 56 Vaginitis

    **Web Readings**

    American Geriatrics Society. (2019).
    _Updated AGS Beers Criteria® for potentially inappropriate medication use in older adults._ [PDF file].
    [https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf](https://kapextmediassl-a.akamaihd.net/nursing/MSN/MN553/MN553_1904C/2015_Beers_Criteria.pdf)

    CDC. (2021) STD Wall chart.
    [www.cdc.gov/std/treatment-guidelines/wall-chart.pdf](http://www.cdc.gov/std/treatment-guidelines/wall-chart.pdf)

    **Unit 9**

    **Textbook: Unit 9 Pharmacotherapy for Musculoskeletal Disorders**

    Chapter 32 Osteoarthritis and Gout

    Chapter 33 Osteoporosis

    Chapter 34 Rheumatoid Arthritis

    **Textbook: Unit 10 Pharmacotherapy for Neurological Disorders**

    Chapter 35 Headaches

    Chapter 36 Seizure Disorders

    Chapter 37 Alzheimer’s Disease

    Chapter 38 Parkinson’s Disease

    **Unit 10**

    **Textbook: Unit 15 Principles of Health Promotion**

    Chapter 51 Immunizations

    Chapter 52 Smoking Cessation

    Chapter 53 Weight Loss

    **Web Readings**

    ·
    [Immunization Schedules | Vaccines & Immunizations | CDC](https://www.cdc.gov/vaccines/hcp/imz-schedules/index.html)

    ·
    [Nicotine Replacement Therapy – StatPearls – NCBI Bookshelf](https://www.ncbi.nlm.nih.gov/books/NBK493148/)

    ·
    [Nicotine and Cardiovascular Health: When Poison is Addictive – a WHF Policy Brief | Global Heart](https://doi.org/10.5334/gh.1292)

    ## image1.jpg

  • [Solved] nu 551

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    homework – 2 years ago **files (1)** – ## nu551unit8discussionquestioninstructions.docx **## nu551unit8discussionquestioninstructions.docx** UNIT 8 DISCUSSION INSTRUCTIONS 551 In each course you take at Purdue University Global, you are part of a learning community. All members are working to streng…

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    Assignment Prompt & Instructions

    homework

    – 2 years ago

    **files (1)**

    – ## nu551unit8discussionquestioninstructions.docx

    **## nu551unit8discussionquestioninstructions.docx**

    UNIT 8 DISCUSSION INSTRUCTIONS 551

    In each course you take at Purdue University Global, you are part of a learning community. All members are working to strengthen their professional and communication skills and achieve their academic and career goals. Group discussion allows for new perspectives and personal growth. Discussion Boards are an important part of your learning; they provide an opportunity to asynchronously interact with your classmates and instructor.

    Using the required academic readings and supplemental academic research, you will address the questions in the Discussion Board while adhering to the Discussion Board Rubric.

    You must post your initial response to the discussion topic before reviewing your classmates’ responses.

    **Renal and Urologic Disorders ( Prostatic disorders and erectile dysfunction) that’s my choice. You can also do UTI it’s up to you**

    Choose a renal or urologic disorder from the text.

    · Define the condition.

    · Address key points of pathophysiology, clinical manifestation and evaluation and treatment. Use appropriate physiological terms in your response.

    · How can communication be fostered when addressing renal or urologic conditions?

    Provide evidence-based references to support your content.

    **## nu551unit8discussionquestioninstructions.docx**

    UNIT 8 DISCUSSION INSTRUCTIONS 551

    In each course you take at Purdue University Global, you are part of a learning community. All members are working to strengthen their professional and communication skills and achieve their academic and career goals. Group discussion allows for new perspectives and personal growth. Discussion Boards are an important part of your learning; they provide an opportunity to asynchronously interact with your classmates and instructor.

    Using the required academic readings and supplemental academic research, you will address the questions in the Discussion Board while adhering to the Discussion Board Rubric.

    You must post your initial response to the discussion topic before reviewing your classmates’ responses.

    **Renal and Urologic Disorders ( Prostatic disorders and erectile dysfunction) that’s my choice. You can also do UTI it’s up to you**

    Choose a renal or urologic disorder from the text.

    · Define the condition.

    · Address key points of pathophysiology, clinical manifestation and evaluation and treatment. Use appropriate physiological terms in your response.

    · How can communication be fostered when addressing renal or urologic conditions?

    Provide evidence-based references to support your content.

  • [Solved] NGR6002c Advance Health Assessment

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    **Directions:** Read over the SOAP note and formulate a primary diagnosis. Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and manag…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    **Directions:** Read over the SOAP note and formulate a primary diagnosis.  Based on the diagnosis complete the SOAP note with the details that would be expected for the diagnosis. Use UptoDate and/or Dyna MedPlus to find out what is expected from the history and physical, diagnostic workup and management for the diagnosis. Include other peer review resources and and journal articles to support the development of your SOAP note. Complete and attach the evaluation & management score sheet to show how you coded the note for billing in each section.

    **Case Study:** A 47-year-old African-American man presents to your office for a follow-up visit. He was seen 3 weeks ago for an upper respiratory infection and noted incidentally to have a blood pressure of 164/98 mm Hg. He vaguely remembered being told in the past that his blood pressure was “borderline.” He feels fine, has no complaints, and his review of systems is entirely negative. He does not smoke cigarettes, drinks “a couple of beers on the weekends,” and does not exercise regularly. He has a sedentary job. His father died of a stroke at the age of 69. His mother is alive and in good health at the age of 72. He has two siblings and is not aware of any chronic medical issues that they have. In the office today, his blood pressure is 156/96 mm Hg in his left arm and 152/98 mm Hg in the right arm. He is afebrile, his pulse is 78 beats/min, respiratory rate 14 breaths/min, he is 70-in tall, and weighs 210 lb. A general physical examination is normal.

    – [\
    \
    DOC-20250125-WA0001..pdf](https://www.sweetstudy.com/files/doc-20250125-wa0001-pdf "DOC-20250125-WA0001..pdf")

    – 2 years ago

  • [Solved] Managing Commitments in Crises

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    follow all directions – 2 years ago **files (2)** – ## ManagingCommitmentsinCrises.docx – ## retrieve.pdf **## ManagingCommitmentsinCrises.docx** Managing Commitments in Crises It can be difficult, at times, to decide how to prioritize multiple tasks. For this Discussion, you will review a crisis si…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    follow all directions

    – 2 years ago

    **files (2)**

    – ## ManagingCommitmentsinCrises.docx

    – ## retrieve.pdf

    **## ManagingCommitmentsinCrises.docx**

    Managing Commitments in Crises

    It can be difficult, at times, to decide how to prioritize multiple tasks. For this Discussion, you will review a crisis situation and consider how to best prioritize the multiple tasks associated with it.

    To Prepare

    · Review the Learning Resources and Course Announcements.

    · Review the crisis situation from the Learning Resources and the tasks and commitments associated with it (crisis situation to be developed).

    · Review the Eisenhower Method square from your Learning Resources and consider how you might use it to prioritize your tasks and commitments.

    By Day 4

    **Post** a response to the following:

    · Upload the image of your Eisenhower Method square after you have prioritized all the task and commitments.

    · Provide an explanation for why you prioritized the tasks the way you have.

    **## retrieve.pdf**

    36 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    As there are only 24 hours in any day, we must

    find ways to use them wisely. Some of us devote

    a large portion of these hours to work-related

    activities, yet struggle at times to accomplish

    what we had hoped. Others seem to invest fewer

    hours at their jobs, but somehow get more done.

    Those in this second group have the advantage

    of having learned how to effectively manage their

    time, ultimately allowing them to work smarter,

    not harder.

    In simple terms, time management is the abil-

    ity to use one’s time ef fectively to complete

    various tasks. Of course, the ef fective use of

    t ime may mean dif ferent things to di f ferent

    people, but there are some tested, basic time-

    management techniques that can guide us, and

    one of these is credited to Dwight Eisenhower,

    a very successful military commander and the

    34th president of the United States. Eisenhower

    was so effective at time management that he

    found (or perhaps “created”) time to play golf

    during the planning of the D-Day invasion, which

    the average person likely would have found to

    be a highly stressful and all-consuming activity.

    E isenhower used an “urgent / impor tant

    principle” to guide him in effectively managing

    his time. This principle helps a person prioritize

    what he or she should do by determining which

    activities are important and which are just dis-

    tractions. Eisenhower recognized that great time

    management means being effective as well as

    ef f icient, and as such, it is essential that one

    spends his or her time on things that are impor-

    tant and not just urgent.

    The difference between important activities

    and urgent activities is:

    • Important activities have an outcome that

    leads to a person achieving his or her own goals.

    • Urgent activities demand immediate atten-

    tion and are usually associated with achieving

    someone else’s goals. They are often the ones

    on which we concentrate, and they demand

    attention because the consequences of not

    dealing with them are immediate.

    Eisenhower prioritized activities using the

    following matrix (with 1 being the highest prior-

    ity and 4 the lowest):

    Urgent
    Not

    Urgent

    Important 1 2

    Not

    Important
    3 4

    Once activities are prioritized, Eisenhower

    believed they need to be addressed as follows:

    1. Important and Urgent. It is dif f icult to

    argue that such activities should not receive the

    most attention, yet there are two distinct types

    of urgent and important activities: ones that you

    Time Management –
    How Effective are You?
    Perhaps former President Eisenhower’s method for prioritizing activities can

    help you, too.

    WAYNE S. CHANESKI

    EXECUTIVE DIRECTOR

    CENTER FOR MANUFACTURING SYSTEMS

    NEW JERSEY INSTITUTE OF TECHNOLOGY

    [http://mmsonline.com](http://mmsonline.com/)

    38 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    could not have foreseen and others that you’ve

    left until the last minute. You can reduce last-

    minute activities by planning ahead and avoiding

    procrastination; however, you cannot always

    predict or avoid some issues and crises.

    The best approach to time management of

    important and urgent activities is to leave some

    time in your schedule to handle the unexpected

    and unplanned.

    2. Important, but Not Urgent. These are

    the activities that help you achieve your goals

    and complete important work. For effective time

    management, make sure you plan sufficient time

    to do these things properly, so that they do not

    fall into the urgent category.

    3. Not Important, but Urgent. Urgent-but-

    not-important activities prevent you from achiev-

    ing your goals. A common source of these

    activities is other people.

    You should make an effort to reschedule or

    delegate such activities whenever possible.

    Sometimes, it’s appropriate to say no to people

    politely, or to encourage them to handle these

    activities themselves, making it clear that you

    can provide assistance if they get stuck.

    4. Not Important and Not Urgent. These

    activities are distractions that prevent other, more

    important, activities from getting done. To help

    manage your time, you may be able to ignore or

    cancel many of them. If others want you to work

    on these activities, again, you can attempt to

    politely decline and explain your reasons. If you

    make your reasons clear to people, they may

    avoid approaching you with these types of activ-

    ities in the future.

    Try this exercise: Think about 10 or so activ-

    ities that you have on your plate, and place them

    in the urgent/important matrix. How many of

    these are in the two important quadrants and

    how many are not? Perhaps finding alternate

    ways of handling the unimportant activities will

    allow you to become a more effective manager

    of your time.

    Mitutoyo America Corporation | 1-888-mitutoyo | www.mitutoyo.com

    ABS AT1100

    Enclosed Linear Scale
    Designed for Severe Environments

    The ABSOLUTE, electromagnetic AT1100 provides
    the best defense against contamination.
    The unit’s robust housing uses industry standard,
    machine-tool mounting dimensions. All major
    control manufacturers are supported.

    View Video

    C M M • V I S I O N • F O R M A N D F I N I S H • P R E C I S I O N T O O L S A N D I N S T R U M E N T S • D A T A M A N A G E M E N T

    [http://mmsonline.com](http://mmsonline.com/)

    [http://www.mitutoyo.com](http://www.mitutoyo.com/)

    Copyright of Modern Machine Shop is the property of Gardner Publications, Inc. and its
    content may not be copied or emailed to multiple sites or posted to a listserv without the
    copyright holder's express written permission. However, users may print, download, or email
    articles for individual use.

    **## retrieve.pdf**

    36 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    As there are only 24 hours in any day, we must

    find ways to use them wisely. Some of us devote

    a large portion of these hours to work-related

    activities, yet struggle at times to accomplish

    what we had hoped. Others seem to invest fewer

    hours at their jobs, but somehow get more done.

    Those in this second group have the advantage

    of having learned how to effectively manage their

    time, ultimately allowing them to work smarter,

    not harder.

    In simple terms, time management is the abil-

    ity to use one’s time ef fectively to complete

    various tasks. Of course, the ef fective use of

    t ime may mean dif ferent things to di f ferent

    people, but there are some tested, basic time-

    management techniques that can guide us, and

    one of these is credited to Dwight Eisenhower,

    a very successful military commander and the

    34th president of the United States. Eisenhower

    was so effective at time management that he

    found (or perhaps “created”) time to play golf

    during the planning of the D-Day invasion, which

    the average person likely would have found to

    be a highly stressful and all-consuming activity.

    E isenhower used an “urgent / impor tant

    principle” to guide him in effectively managing

    his time. This principle helps a person prioritize

    what he or she should do by determining which

    activities are important and which are just dis-

    tractions. Eisenhower recognized that great time

    management means being effective as well as

    ef f icient, and as such, it is essential that one

    spends his or her time on things that are impor-

    tant and not just urgent.

    The difference between important activities

    and urgent activities is:

    • Important activities have an outcome that

    leads to a person achieving his or her own goals.

    • Urgent activities demand immediate atten-

    tion and are usually associated with achieving

    someone else’s goals. They are often the ones

    on which we concentrate, and they demand

    attention because the consequences of not

    dealing with them are immediate.

    Eisenhower prioritized activities using the

    following matrix (with 1 being the highest prior-

    ity and 4 the lowest):

    Urgent
    Not

    Urgent

    Important 1 2

    Not

    Important
    3 4

    Once activities are prioritized, Eisenhower

    believed they need to be addressed as follows:

    1. Important and Urgent. It is dif f icult to

    argue that such activities should not receive the

    most attention, yet there are two distinct types

    of urgent and important activities: ones that you

    Time Management –
    How Effective are You?
    Perhaps former President Eisenhower’s method for prioritizing activities can

    help you, too.

    WAYNE S. CHANESKI

    EXECUTIVE DIRECTOR

    CENTER FOR MANUFACTURING SYSTEMS

    NEW JERSEY INSTITUTE OF TECHNOLOGY

    [http://mmsonline.com](http://mmsonline.com/)

    38 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    could not have foreseen and others that you’ve

    left until the last minute. You can reduce last-

    minute activities by planning ahead and avoiding

    procrastination; however, you cannot always

    predict or avoid some issues and crises.

    The best approach to time management of

    important and urgent activities is to leave some

    time in your schedule to handle the unexpected

    and unplanned.

    2. Important, but Not Urgent. These are

    the activities that help you achieve your goals

    and complete important work. For effective time

    management, make sure you plan sufficient time

    to do these things properly, so that they do not

    fall into the urgent category.

    3. Not Important, but Urgent. Urgent-but-

    not-important activities prevent you from achiev-

    ing your goals. A common source of these

    activities is other people.

    You should make an effort to reschedule or

    delegate such activities whenever possible.

    Sometimes, it’s appropriate to say no to people

    politely, or to encourage them to handle these

    activities themselves, making it clear that you

    can provide assistance if they get stuck.

    4. Not Important and Not Urgent. These

    activities are distractions that prevent other, more

    important, activities from getting done. To help

    manage your time, you may be able to ignore or

    cancel many of them. If others want you to work

    on these activities, again, you can attempt to

    politely decline and explain your reasons. If you

    make your reasons clear to people, they may

    avoid approaching you with these types of activ-

    ities in the future.

    Try this exercise: Think about 10 or so activ-

    ities that you have on your plate, and place them

    in the urgent/important matrix. How many of

    these are in the two important quadrants and

    how many are not? Perhaps finding alternate

    ways of handling the unimportant activities will

    allow you to become a more effective manager

    of your time.

    Mitutoyo America Corporation | 1-888-mitutoyo | www.mitutoyo.com

    ABS AT1100

    Enclosed Linear Scale
    Designed for Severe Environments

    The ABSOLUTE, electromagnetic AT1100 provides
    the best defense against contamination.
    The unit’s robust housing uses industry standard,
    machine-tool mounting dimensions. All major
    control manufacturers are supported.

    View Video

    C M M • V I S I O N • F O R M A N D F I N I S H • P R E C I S I O N T O O L S A N D I N S T R U M E N T S • D A T A M A N A G E M E N T

    [http://mmsonline.com](http://mmsonline.com/)

    [http://www.mitutoyo.com](http://www.mitutoyo.com/)

    Copyright of Modern Machine Shop is the property of Gardner Publications, Inc. and its
    content may not be copied or emailed to multiple sites or posted to a listserv without the
    copyright holder's express written permission. However, users may print, download, or email
    articles for individual use.

    **## ManagingCommitmentsinCrises.docx**

    Managing Commitments in Crises

    It can be difficult, at times, to decide how to prioritize multiple tasks. For this Discussion, you will review a crisis situation and consider how to best prioritize the multiple tasks associated with it.

    To Prepare

    · Review the Learning Resources and Course Announcements.

    · Review the crisis situation from the Learning Resources and the tasks and commitments associated with it (crisis situation to be developed).

    · Review the Eisenhower Method square from your Learning Resources and consider how you might use it to prioritize your tasks and commitments.

    By Day 4

    **Post** a response to the following:

    · Upload the image of your Eisenhower Method square after you have prioritized all the task and commitments.

    · Provide an explanation for why you prioritized the tasks the way you have.

    **## retrieve.pdf**

    36 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    As there are only 24 hours in any day, we must

    find ways to use them wisely. Some of us devote

    a large portion of these hours to work-related

    activities, yet struggle at times to accomplish

    what we had hoped. Others seem to invest fewer

    hours at their jobs, but somehow get more done.

    Those in this second group have the advantage

    of having learned how to effectively manage their

    time, ultimately allowing them to work smarter,

    not harder.

    In simple terms, time management is the abil-

    ity to use one’s time ef fectively to complete

    various tasks. Of course, the ef fective use of

    t ime may mean dif ferent things to di f ferent

    people, but there are some tested, basic time-

    management techniques that can guide us, and

    one of these is credited to Dwight Eisenhower,

    a very successful military commander and the

    34th president of the United States. Eisenhower

    was so effective at time management that he

    found (or perhaps “created”) time to play golf

    during the planning of the D-Day invasion, which

    the average person likely would have found to

    be a highly stressful and all-consuming activity.

    E isenhower used an “urgent / impor tant

    principle” to guide him in effectively managing

    his time. This principle helps a person prioritize

    what he or she should do by determining which

    activities are important and which are just dis-

    tractions. Eisenhower recognized that great time

    management means being effective as well as

    ef f icient, and as such, it is essential that one

    spends his or her time on things that are impor-

    tant and not just urgent.

    The difference between important activities

    and urgent activities is:

    • Important activities have an outcome that

    leads to a person achieving his or her own goals.

    • Urgent activities demand immediate atten-

    tion and are usually associated with achieving

    someone else’s goals. They are often the ones

    on which we concentrate, and they demand

    attention because the consequences of not

    dealing with them are immediate.

    Eisenhower prioritized activities using the

    following matrix (with 1 being the highest prior-

    ity and 4 the lowest):

    Urgent
    Not

    Urgent

    Important 1 2

    Not

    Important
    3 4

    Once activities are prioritized, Eisenhower

    believed they need to be addressed as follows:

    1. Important and Urgent. It is dif f icult to

    argue that such activities should not receive the

    most attention, yet there are two distinct types

    of urgent and important activities: ones that you

    Time Management –
    How Effective are You?
    Perhaps former President Eisenhower’s method for prioritizing activities can

    help you, too.

    WAYNE S. CHANESKI

    EXECUTIVE DIRECTOR

    CENTER FOR MANUFACTURING SYSTEMS

    NEW JERSEY INSTITUTE OF TECHNOLOGY

    [http://mmsonline.com](http://mmsonline.com/)

    38 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    could not have foreseen and others that you’ve

    left until the last minute. You can reduce last-

    minute activities by planning ahead and avoiding

    procrastination; however, you cannot always

    predict or avoid some issues and crises.

    The best approach to time management of

    important and urgent activities is to leave some

    time in your schedule to handle the unexpected

    and unplanned.

    2. Important, but Not Urgent. These are

    the activities that help you achieve your goals

    and complete important work. For effective time

    management, make sure you plan sufficient time

    to do these things properly, so that they do not

    fall into the urgent category.

    3. Not Important, but Urgent. Urgent-but-

    not-important activities prevent you from achiev-

    ing your goals. A common source of these

    activities is other people.

    You should make an effort to reschedule or

    delegate such activities whenever possible.

    Sometimes, it’s appropriate to say no to people

    politely, or to encourage them to handle these

    activities themselves, making it clear that you

    can provide assistance if they get stuck.

    4. Not Important and Not Urgent. These

    activities are distractions that prevent other, more

    important, activities from getting done. To help

    manage your time, you may be able to ignore or

    cancel many of them. If others want you to work

    on these activities, again, you can attempt to

    politely decline and explain your reasons. If you

    make your reasons clear to people, they may

    avoid approaching you with these types of activ-

    ities in the future.

    Try this exercise: Think about 10 or so activ-

    ities that you have on your plate, and place them

    in the urgent/important matrix. How many of

    these are in the two important quadrants and

    how many are not? Perhaps finding alternate

    ways of handling the unimportant activities will

    allow you to become a more effective manager

    of your time.

    Mitutoyo America Corporation | 1-888-mitutoyo | www.mitutoyo.com

    ABS AT1100

    Enclosed Linear Scale
    Designed for Severe Environments

    The ABSOLUTE, electromagnetic AT1100 provides
    the best defense against contamination.
    The unit’s robust housing uses industry standard,
    machine-tool mounting dimensions. All major
    control manufacturers are supported.

    View Video

    C M M • V I S I O N • F O R M A N D F I N I S H • P R E C I S I O N T O O L S A N D I N S T R U M E N T S • D A T A M A N A G E M E N T

    [http://mmsonline.com](http://mmsonline.com/)

    [http://www.mitutoyo.com](http://www.mitutoyo.com/)

    Copyright of Modern Machine Shop is the property of Gardner Publications, Inc. and its
    content may not be copied or emailed to multiple sites or posted to a listserv without the
    copyright holder's express written permission. However, users may print, download, or email
    articles for individual use.

    **## ManagingCommitmentsinCrises.docx**

    Managing Commitments in Crises

    It can be difficult, at times, to decide how to prioritize multiple tasks. For this Discussion, you will review a crisis situation and consider how to best prioritize the multiple tasks associated with it.

    To Prepare

    · Review the Learning Resources and Course Announcements.

    · Review the crisis situation from the Learning Resources and the tasks and commitments associated with it (crisis situation to be developed).

    · Review the Eisenhower Method square from your Learning Resources and consider how you might use it to prioritize your tasks and commitments.

    By Day 4

    **Post** a response to the following:

    · Upload the image of your Eisenhower Method square after you have prioritized all the task and commitments.

    · Provide an explanation for why you prioritized the tasks the way you have.

    **## retrieve.pdf**

    36 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    As there are only 24 hours in any day, we must

    find ways to use them wisely. Some of us devote

    a large portion of these hours to work-related

    activities, yet struggle at times to accomplish

    what we had hoped. Others seem to invest fewer

    hours at their jobs, but somehow get more done.

    Those in this second group have the advantage

    of having learned how to effectively manage their

    time, ultimately allowing them to work smarter,

    not harder.

    In simple terms, time management is the abil-

    ity to use one’s time ef fectively to complete

    various tasks. Of course, the ef fective use of

    t ime may mean dif ferent things to di f ferent

    people, but there are some tested, basic time-

    management techniques that can guide us, and

    one of these is credited to Dwight Eisenhower,

    a very successful military commander and the

    34th president of the United States. Eisenhower

    was so effective at time management that he

    found (or perhaps “created”) time to play golf

    during the planning of the D-Day invasion, which

    the average person likely would have found to

    be a highly stressful and all-consuming activity.

    E isenhower used an “urgent / impor tant

    principle” to guide him in effectively managing

    his time. This principle helps a person prioritize

    what he or she should do by determining which

    activities are important and which are just dis-

    tractions. Eisenhower recognized that great time

    management means being effective as well as

    ef f icient, and as such, it is essential that one

    spends his or her time on things that are impor-

    tant and not just urgent.

    The difference between important activities

    and urgent activities is:

    • Important activities have an outcome that

    leads to a person achieving his or her own goals.

    • Urgent activities demand immediate atten-

    tion and are usually associated with achieving

    someone else’s goals. They are often the ones

    on which we concentrate, and they demand

    attention because the consequences of not

    dealing with them are immediate.

    Eisenhower prioritized activities using the

    following matrix (with 1 being the highest prior-

    ity and 4 the lowest):

    Urgent
    Not

    Urgent

    Important 1 2

    Not

    Important
    3 4

    Once activities are prioritized, Eisenhower

    believed they need to be addressed as follows:

    1. Important and Urgent. It is dif f icult to

    argue that such activities should not receive the

    most attention, yet there are two distinct types

    of urgent and important activities: ones that you

    Time Management –
    How Effective are You?
    Perhaps former President Eisenhower’s method for prioritizing activities can

    help you, too.

    WAYNE S. CHANESKI

    EXECUTIVE DIRECTOR

    CENTER FOR MANUFACTURING SYSTEMS

    NEW JERSEY INSTITUTE OF TECHNOLOGY

    [http://mmsonline.com](http://mmsonline.com/)

    38 MMS October 2017 mmsonline.com

    COMPETING IDEAS Columnist

    could not have foreseen and others that you’ve

    left until the last minute. You can reduce last-

    minute activities by planning ahead and avoiding

    procrastination; however, you cannot always

    predict or avoid some issues and crises.

    The best approach to time management of

    important and urgent activities is to leave some

    time in your schedule to handle the unexpected

    and unplanned.

    2. Important, but Not Urgent. These are

    the activities that help you achieve your goals

    and complete important work. For effective time

    management, make sure you plan sufficient time

    to do these things properly, so that they do not

    fall into the urgent category.

    3. Not Important, but Urgent. Urgent-but-

    not-important activities prevent you from achiev-

    ing your goals. A common source of these

    activities is other people.

    You should make an effort to reschedule or

    delegate such activities whenever possible.

    Sometimes, it’s appropriate to say no to people

    politely, or to encourage them to handle these

    activities themselves, making it clear that you

    can provide assistance if they get stuck.

    4. Not Important and Not Urgent. These

    activities are distractions that prevent other, more

    important, activities from getting done. To help

    manage your time, you may be able to ignore or

    cancel many of them. If others want you to work

    on these activities, again, you can attempt to

    politely decline and explain your reasons. If you

    make your reasons clear to people, they may

    avoid approaching you with these types of activ-

    ities in the future.

    Try this exercise: Think about 10 or so activ-

    ities that you have on your plate, and place them

    in the urgent/important matrix. How many of

    these are in the two important quadrants and

    how many are not? Perhaps finding alternate

    ways of handling the unimportant activities will

    allow you to become a more effective manager

    of your time.

    Mitutoyo America Corporation | 1-888-mitutoyo | www.mitutoyo.com

    ABS AT1100

    Enclosed Linear Scale
    Designed for Severe Environments

    The ABSOLUTE, electromagnetic AT1100 provides
    the best defense against contamination.
    The unit’s robust housing uses industry standard,
    machine-tool mounting dimensions. All major
    control manufacturers are supported.

    View Video

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  • [Solved] Leadership Clinical 2

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## ClinicalCourse2_HealthpromotionandMaintence.docx **## ClinicalCourse2_HealthpromotionandMaintence.docx** NUR4590LLCBE Section 01CBE Professional Identity of the Nurse Leader Clinical (11 Weeks) – CBE Online Course – 2025 Winter Quarter Reflection 2 – Health Promoti…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## ClinicalCourse2_HealthpromotionandMaintence.docx

    **## ClinicalCourse2_HealthpromotionandMaintence.docx**

    NUR4590LLCBE Section 01CBE Professional Identity of the Nurse Leader Clinical (11 Weeks) – CBE Online Course – 2025 Winter Quarter

    Reflection 2 – Health Promotion and Maintenance

    Top of Form

    Bottom of Form

    Assignment Content

    1.

    Top of Form

    Question <bdi></bdi>

    **Core Clinical Objective**

    Integrate knowledge of expected growth and development, health promotion and prevention strategies to achieve optimal health.

    **Student Success Criteria**

    View the grading rubric for this reflection by selecting the “This item is graded with a rubric” link, which is located in the
    _Details & Information_ pane.

    **Activity Statements**

    · Integrate knowledge from the arts, sciences, and humanities into nursing practice.

    · Apply behavioral change strategies to promote health and manage illness.

    **Reflection Questions**

    · How is the foundational knowledge of the arts, sciences, and humanities used to examine the impact of behavioral changes and promote health and wellness?

    · How did you use information and communication technologies with preventive care during your practicum experience and what would you do to impact your practice?

    **Instructions**

    Please review the grading rubric before beginning your reflection on the above core clinical objective. Make sure to answer the reflective questions thoroughly with substantial reference to your practicum experience.

    Bottom of Form

    **Submission**

    Rubric

    **Pass/Mastery**

    Exemplary reflection, thoroughly addressing the questions, and comprehensive example(s) provided.

    **0**

    **Pass/Proficiency**

    Effective reflection, addressing the questions, and example provided.

    **0**

    **Pass/Competence**

    Basic reflection, minimally addressing the questions, and no example provided.

    **0**

    **Fail/No Pass**

    Confusing or incomplete reflection and did not address the questions.

    **0**

    **Fail/Did Not Submit**

    Not Submitted

    **## ClinicalCourse2_HealthpromotionandMaintence.docx**

    NUR4590LLCBE Section 01CBE Professional Identity of the Nurse Leader Clinical (11 Weeks) – CBE Online Course – 2025 Winter Quarter

    Reflection 2 – Health Promotion and Maintenance

    Top of Form

    Bottom of Form

    Assignment Content

    1.

    Top of Form

    Question <bdi></bdi>

    **Core Clinical Objective**

    Integrate knowledge of expected growth and development, health promotion and prevention strategies to achieve optimal health.

    **Student Success Criteria**

    View the grading rubric for this reflection by selecting the “This item is graded with a rubric” link, which is located in the
    _Details & Information_ pane.

    **Activity Statements**

    · Integrate knowledge from the arts, sciences, and humanities into nursing practice.

    · Apply behavioral change strategies to promote health and manage illness.

    **Reflection Questions**

    · How is the foundational knowledge of the arts, sciences, and humanities used to examine the impact of behavioral changes and promote health and wellness?

    · How did you use information and communication technologies with preventive care during your practicum experience and what would you do to impact your practice?

    **Instructions**

    Please review the grading rubric before beginning your reflection on the above core clinical objective. Make sure to answer the reflective questions thoroughly with substantial reference to your practicum experience.

    Bottom of Form

    **Submission**

    Rubric

    **Pass/Mastery**

    Exemplary reflection, thoroughly addressing the questions, and comprehensive example(s) provided.

    **0**

    **Pass/Proficiency**

    Effective reflection, addressing the questions, and example provided.

    **0**

    **Pass/Competence**

    Basic reflection, minimally addressing the questions, and no example provided.

    **0**

    **Fail/No Pass**

    Confusing or incomplete reflection and did not address the questions.

    **0**

    **Fail/Did Not Submit**

    Not Submitted

  • [Solved] Leadership Clinical 1

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## ClinicalCourse1_SafeandeffectiveCareEnvironment.docx **## ClinicalCourse1_SafeandeffectiveCareEnvironment.docx** NUR4590LLCBE Section 01CBE Professional Identity of the Nurse Leader Clinical (11 Weeks) – CBE Online Course – 2025 Winter Quarter Reflection 1 – Safe a…

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    $6.99

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    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## ClinicalCourse1_SafeandeffectiveCareEnvironment.docx

    **## ClinicalCourse1_SafeandeffectiveCareEnvironment.docx**

    NUR4590LLCBE Section 01CBE Professional Identity of the Nurse Leader Clinical (11 Weeks) – CBE Online Course – 2025 Winter Quarter

    Reflection 1 – Safe and Effective Care Environment

    Top of Form

    Bottom of Form

    Assignment Content

    1.

    Top of Form

    Question <bdi></bdi>

    **Core Clinical Objective**

    Create a safe and effective care environment for clients and health care personnel.

    **Student Success Criteria**

    View the grading rubric for this reflection by selecting the “This item is graded with a rubric” link, which is located in the
    _Details & Information_ pane.

    **Activity Statements**

    · Use appropriate communication methods to collaborate with the interprofessional and interprofessional team to deliver safe, evidence-based, client-centered care.

    · Utilize appropriate prioritization and delegation techniques to promote safe and effective nursing care.

    · Organize nursing care to manage workload and time effectively.

    **Reflection Questions**

    · What would your preceptor and colleagues say about your interprofessional and interprofessional communication methods used during the indirect care experience?

    · What knowledge, skills, and attitudes do you bring to the practicum environment when organizing, prioritizing and delegating safe nursing care?

    · How will you integrate the knowledge learned in the clinical setting to your nursing practice?

    **Instructions**

    Please review the grading rubric before beginning your reflection on the above core clinical objective. Make sure to answer the reflective questions thoroughly with substantial reference to your practicum experience.

    Bottom of Form

    **Submission**

    **Rubric**

    **Criterion 1**

    0% of total grade

    **Pass/Mastery**

    Exemplary reflection, thoroughly addressing the questions, and comprehensive example(s) provided.

    **0**

    **Pass/Proficiency**

    Effective reflection, addressing the questions, and example provided.

    **0**

    **Pass/Competence**

    Basic reflection, minimally addressing the questions, and no example provided.

    **0**

    **Fail/No Pass**

    Confusing or incomplete reflection and did not address the questions.

    **## ClinicalCourse1_SafeandeffectiveCareEnvironment.docx**

    NUR4590LLCBE Section 01CBE Professional Identity of the Nurse Leader Clinical (11 Weeks) – CBE Online Course – 2025 Winter Quarter

    Reflection 1 – Safe and Effective Care Environment

    Top of Form

    Bottom of Form

    Assignment Content

    1.

    Top of Form

    Question <bdi></bdi>

    **Core Clinical Objective**

    Create a safe and effective care environment for clients and health care personnel.

    **Student Success Criteria**

    View the grading rubric for this reflection by selecting the “This item is graded with a rubric” link, which is located in the
    _Details & Information_ pane.

    **Activity Statements**

    · Use appropriate communication methods to collaborate with the interprofessional and interprofessional team to deliver safe, evidence-based, client-centered care.

    · Utilize appropriate prioritization and delegation techniques to promote safe and effective nursing care.

    · Organize nursing care to manage workload and time effectively.

    **Reflection Questions**

    · What would your preceptor and colleagues say about your interprofessional and interprofessional communication methods used during the indirect care experience?

    · What knowledge, skills, and attitudes do you bring to the practicum environment when organizing, prioritizing and delegating safe nursing care?

    · How will you integrate the knowledge learned in the clinical setting to your nursing practice?

    **Instructions**

    Please review the grading rubric before beginning your reflection on the above core clinical objective. Make sure to answer the reflective questions thoroughly with substantial reference to your practicum experience.

    Bottom of Form

    **Submission**

    **Rubric**

    **Criterion 1**

    0% of total grade

    **Pass/Mastery**

    Exemplary reflection, thoroughly addressing the questions, and comprehensive example(s) provided.

    **0**

    **Pass/Proficiency**

    Effective reflection, addressing the questions, and example provided.

    **0**

    **Pass/Competence**

    Basic reflection, minimally addressing the questions, and no example provided.

    **0**

    **Fail/No Pass**

    Confusing or incomplete reflection and did not address the questions.

  • [Solved] I-HUMAN PATIENTS CASE STUDY: COMPREHENSIVE (HEAD-TO-TOE) PHYSICAL ASSESSMENT

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Need clue of a complete comprehensive question to ask the patient, step by step approach so I don't miss any required question – [\ \ ihum.pdf](https://www.sweetstudy.com/files/ihum-pdf "ihum.pdf") – 2 years ago

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Need clue of a complete comprehensive question to ask the patient, step by step approach so I don't miss any required question

    – [\
    \
    ihum.pdf](https://www.sweetstudy.com/files/ihum-pdf "ihum.pdf")

    – 2 years ago