NURS6521 week 11 Discussion: Off-Label Drug Use in Pediatrics

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NURS6521 week 11 Discussion: Off-Label Drug Use in Pediatrics
The unapproved use of approved drugs, also called off-label use, with children is quite common. This is because pediatric dosage guidelines are typically unavailable since very few drugs have been specifically researched and tested with children.
When treating children, prescribers often adjust dosages approved for adults to accommodate a child’s weight. However, children are not just “smaller” adults. Adults and children process and respond to drugs differently in their absorption, distribution, metabolism, and excretion. Children even respond differently during stages from infancy to adolescence. This poses potential safety concerns when prescribing drugs to pediatric patients. As an advanced practice nurse, you have to be aware of safety implications of the off-label use of drugs with this patient group.
To prepare:

  • Review the Bazzano et al. and Mayhew articles in the Learning Resources. Reflect on situations in which children should be prescribed drugs for off-label use.
  • Think about strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Consider specific off-label drugs that you think require extra care and attention when used in pediatrics.

With these thoughts in mind:
By Day 3
Post an explanation of circumstances under which children should be prescribed drugs for off-label use. Then, describe strategies to make the off-label use and dosage of drugs safer for children from infancy to adolescence. Include descriptions and names of off-label drugs that require extra care and attention when used in pediatrics.
By Day 6
Read a selection of your colleagues’ responses and respond to at least two of your colleagues on two different days who provided a different rationale than you did, in one or more of the following ways:

  • Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.
  • Validate an idea with your own experience and additional research.

NURS6501 week 11 Discussion: Disorders of the Reproductive Systems
While the male and female reproductive systems are unique to each sex, they share a common function—reproduction. Disorders of this system range from delayed development to structural and functional abnormalities. Since many reproductive disorders not only result in physiological consequences but also psychological consequences such as embarrassment, guilt, or profound disappointment, patients are often hesitant to seek treatment. Advanced practice nurses need to educate patients on disorders and help relieve associated stigmas. During patient evaluations, patients must feel comfortable answering questions so that you, as a key health care provider, will be able to diagnose and recommend treatment options. As you begin this Discussion, consider reproductive disorders that you would commonly see in the clinical setting.
To Prepare

  • Review Chapter 22 and Chapter 23 in the McPhee and Hammer text, as well as Chapter 32 in the Huether and McCance text.
  • Select two disorders of the male and/or female reproductive systems that interest you. Consider the similarities and differences between the disorders.
  • Select one of the following factors: genetics, ethnicity, age, or behavior. Think about how the factor you selected might impact the diagnosis of and treatment for the reproductive disorders.

By Day 3
Post a description of the two reproductive disorders you selected, including their similarities and differences. Then explain how the factor you selected might impact the diagnosis of treatment for the reproductive disorders.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different days who selected different disorders or factors than you, in one or more of the following ways:

  • Share insights on how the factor you selected impacts the pathophysiology of the disorder your colleague selected.
  • Offer alternative diagnoses and prescription of treatment options for the disorder your colleague selected.
  • Validate an idea with your own experience and additional research.

Discussion 1: Cardiovascular Alterations

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NURSING Discussions-GRADUATE LEVEL WORK ONLY

Please read the assignment in full. If you cannot do it; don’t say you can and not deliver awesome work. I have already not had a good experience on this site so I am looking for graduate level work. The assignment is a Discussion Post, not a paper, but it should include and introduction and summary and ALL of what the assignment says to include. PLEASE READ CAREFULLY. Thanks.
Discussion 1: Cardiovascular Alterations
At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.
Consider the following scenario:
A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies.
To Prepare

  • Review the scenario provided, as well as Chapter 25 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.
  • Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.

By Day 3
Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.

Discuss the pharmacological aspects of Benzodiazepine

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Nursing discussions

Write 2 paragraphs for each prompt.
Use at least one scholarly source and evidence-based research in support of your ideas.
Nursing Advanced Pharmacology 
1.Discuss the development of new drugs in the United States as compared to other countries, and evaluate the pharmacoeconomic issues that lead to high prescription costs in the United States
2. Discuss the pharmacological aspects of Benzodiazepine . Give examples of how and when this drug is used.
Nursing Advanced Physiology and Pathophysiology 
1.Describe the clinical manifestations, similarities, and differences of the following vitamin deficiencies: niacin, riboflavin (B2), thiamine (B1), folate, vitamin B12, vitamin B6,pantothenic acid (B5), biotin, vitamin C, vitamin K, vitamin E, vitamin A, and vitamin D.
2.Discuss the inherited mutation genes BRCA and BRCA 2, their prevalence, risks for different cancers, and recommended surveillance screenings for those with a confirmed genetically inherited mutation
1.Describe the clinical manifestations, similarities, and differences of the following vitamin deficiencies: niacin, riboflavin (B2), thiamine (B1), folate, vitamin B12, vitamin B6,pantothenic acid (B5), biotin, vitamin C, vitamin K, vitamin E, vitamin A, and vitamin D.
2.Discuss the inherited mutation genes BRCA and BRCA 2, their prevalence, risks for different cancers, and recommended surveillance screenings for those with a confirmed genetically inherited mutation

The three definitions of microaggression

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DISCUSSION

First, review the video “Microaggressions in Everyday Life.” This time, pay particular attention to: PLEASE CHECK ATTACHED FILE

  1. The three definitions of microaggression
  2. The forms and consequences of microaggressions
  3. Hidden messages they send to the target, and
  4. Ways to prevent using microaggressions

Read the following scenarios:

  1. Matt works as an early childhood specialist in the pediatric unit of a hospital. His latest “client” is 5 year-old Anh, a Vietnamese immigrant. Whenever Matt talks to her, she casts her eyes down. Her answers are short and her voice is very quiet. Today, Matt sits down next to Anh, brings his face close to the little girl’s, and says softly: “Why are you so quiet? We want to know what you think. Be more verbal! Look at me! What you think is important to us, you know. We want to get to know you better. You have to speak up more, okay?”
  2. Ann and Alejandro are coworkers in a preschool. Alejandro is a newcomer to the staff and Ann has been especially helpful these first months. During one of their shared lunch hours, Alejandro confesses: “You know, Ann, I did not think it would be so hard. I mean, I knew when they hired me that I would be the only Latino teacher. But now, I feel so lonely and, like, most of the others really don’t want anything to do with me.” Ann takes his hand and sighs: “I’m so sorry, Alejandro. And you know, as a woman, I know exactly what you go through, being a racial minority.”Now choose two scenarios and, referring to both, respond to these questions:
  1. Using the categories presented by Dr. Sue, what types of microaggression can you identify in the two scenarios you chose?
  2. What is the hidden “message” each of the targets of microaggression received, (i.e., what was implied but not said)?
  3. What power issues can you discern: Who had power over whom and in what ways? Who was marginalized and in what ways?
  4. Now choose one of the two remaining scenarios and imagine that you are the target of the microaggression: What emotions do you think you would experience?
  5. In what ways might knowledge about and refined awareness of microaggressions help you in your interactions with children and families?