What are the side effects of fluoxetine?

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A 40 year old woman presents with fatigue. She reports feeling ‘very run down’ for the past three months.  She has no interest in participating in her usual activities and sporting events. She re

A 40 year old woman presents with fatigue. She reports feeling ‘very run down’ for the past three months.  She has no interest in participating in her usual activities and sporting events. She reports sleeping problems and low appetite. She is constantly feeling low and has frequent crying spells.
Her physical examination is normal and thyroid function is normal.
She is diagnosed with major depression and is referred for counseling and started on fluoxetine.
Assignment Questions

  1. What is the mechanism of action of fluoxetine?
  2. Why is fluoxetine the drug of choice?
  3. What are the side effects of fluoxetine?
  4. What are the risks of abruptly discontinuing fluoxetine?

Instructions 

  • Prepare and submit a 3-4 page paper [total] in length (not including APA format).
  • Answer all the questions above.
  • Support your position with examples.
  • Please review the rubric to ensure that your assignment meets criteria.
  • Submit the following documents to the Submit Assignments/Assessments area:
    • Case Study: Antidepressants

Discuss the pros and cons of the facility in terms of what they offer

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Research the different nursing care facilities in your community. Discuss the pros and cons of the facility in terms of what they offer. Provide a brief report with the following questions:• What is

Research the different nursing care facilities in your community. Discuss the pros and cons of the facility in terms of what they offer. Provide a brief report with the following questions:
• What is the basic rate for room, board, and services (it’s a good idea to get this information in writing)?
• What services are covered by this rate?
• Are there other services available and how much do they cost?
• What are the payment policies?
• What is the refund policy if someone leaves before the end of a month?
• What is the policy for rate increases?
• How long has the current administration been in place?
• Is there enough staff available to meet my needs?
• Is there frequent staff turnover?
• Is some level of nursing care provided (RN, LPN, Nursing• Assistant)? How often is it available?
• Who will help me with medications if I need it (e.g. reminding me to take them, opening the bottle)?
• Can someone administer medications to me if I can’t take them myself (e.g. applying medication to my skin, putting a pill in my mouth)?
• Can someone help me if I need special care (e.g. caring for a wound)?• What happens if I have an emergency? Can I get help right away?
• Are staffs suitably dressed, personable, and outgoing?
• Do the staff members treat residents with respect and dignity?
• Do staff members treat each other in a professional manner?
• What language does most of the staff speak?
• What type of help with personal care is available (e.g. bathing, dressing)?
• How flexible is the schedule for receiving help with personal care?
• What, if any, transportation services are available? (e.g. medical appointments, shopping, religious services).
• Will staff arrange for activities (e.g. hair appointment, concert)?
• How does the home support and accommodate personal hobbies?
• Are there regularly planned activities that I will enjoy?
• Will I be able to attend religious services of my choice?
• Can I bring my pet with me when I move?
• When can I have visitors?
• Are there shops, a library, a park, or other amenities within walking distance?• Is the home close to activities I enjoy?
• Is the home on a bus line?
• Is there an outside area to sit, walk, or garden?
• Are there shops, a library, a park, or other amenities within walking distance?
• Is the home close to activities I enjoy?
• Is the home on a bus line?• Is there an outside area to sit, walk, or garden?
• Is the floor plan easy to follow?
• Are doorways, hallways, and rooms accommodating to wheelchairs and walkers?
• Are there hand rails to help with walking and in the bathroom?
• Are cupboards and shelves easy to reach?
• Are there nonskid floors and firm carpets to assist walking?
• Does the home have good natural and artificial lighting?
• Is the home clean, free of odors, and well heated and cooled?
• Does the home meet my standards of cleanliness?
• Is the home free from obvious environmental hazards?
• Are the home’s rooms clean, safe, and adequate for my needs?
• Will I have free use of common areas, such as the kitchen, activity rooms, toilet facilities, dining room, or grounds?
• Can I smoke in my room or in common areas?
• What furniture is provided?
• Can I bring along some of my furniture or other personal items?
• Can I adjust the temperature of my room?
• Is there a sit-down shower?
• Can I have my own personal phone line or internet connection?
• Are emergency procedures clearly posted?
• Am I able to lock my room and/or are there locked areas in each room for personal valuables?
• Is the food pleasing, nutritious, adequate, and attractively served?
• What if I don’t like what is being served?
• Can I cook in my room?
• Are snacks available?
• Are there specific meal times or are they flexible?
• Is there a refrigerator available to store my personal food?
• Will the home meet my dietary or cultural food preferences?
• Can I request special foods?
• Do other residents socialize with each other and appear happy and comfortable?
• Do residents speak favorably of the facility?
• Do the residents look like people I want to live with?
• How are room changes and roommate concerns addressed?
• Is there a resident group that meets?
• Do any of the other residents have a history of violent or other problem behaviors? How are these situations handled by staff?

List possible differential diagnosis with supporting/excluding criteria

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Each student will present a Clinical Practice Presentation . The focus of the presentation must reflect current treatment recommendations from accepted professional organizations. Students are expect

Each student will present a Clinical Practice Presentation . The focus of the presentation must reflect current treatment recommendations from accepted professional organizations.
Students are expected to expand their use of resources for evidence-based practice beyond the required text, and explore nursing and related literature to improve their understanding and application of advanced interventions. Each student will present a Clinical Practice Presentation. The focus of the presentation must reflect current treatment recommendations from accepted professional organizations. Presentations will be evaluated related to the criteria listed. Presentations must be no more than 8 slides in a PowerPoint format with a Reference List in APA format, will be no more than 15 minutes in length. Topics will be listed and students must sign up for presentation by the second week of the course. Topics may include: pneumonia, COPD, Parkinson’s, pancreatitis, cholecystitis, Asthma, joint replacement, psoriasis, and others.
Grading Criteria
In order to get the full grade you must have all this aspects
Presents the case including CC, HPI, Hx, ROS and PE findings concisely
List possible differential diagnosis with supporting/excluding criteria.
What labs or tests are typically ordered in relation to this condition? What results should the
NP expects to see with this diagnosis?
What medications are typically prescribed for this condition? List specific drugs, starting doses, dose ranges, precautions to keep in mind when prescribing these drugs.
What are the outcomes expected or unexpected for this specific condition? And What patient outcomes will trigger a referral?
Provide patient teaching materials specific to their condition

List and briefly explain the four main components of energy expenditure?

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Nutrition/ Core Nutritional Science Assignment/no plagiarism/deadline closePLS CHECK ATTACHMENTDNT 200 — NUTRITION FOR HEALTH SCIENCES STUDY GUIDE 6: ENERGY METABOLISM AND WEIGHT CONTROL Direction

  Nutrition/ Core Nutritional Science Assignment/no plagiarism/deadline close
PLS CHECK ATTACHMENT
DNT 200 — NUTRITION FOR HEALTH SCIENCES
STUDY GUIDE 6: ENERGY METABOLISM AND WEIGHT CONTROL
Directions. Using Chapters 7, 8, and 9 of your textbook as a reference, answer the following questions. Please include the questions with your answers. Be sure to put your name on your document. Your answers should be thoughtful, complete, and in Standard English. Credit will not be given for answers copied from online sources.
1. Define the following
Acetyl CoA
Adaptive Thermogenesis
Aerobic
Amenorrhea
Anabolism
Anaerobic
Anorexia nervosa
Appetite
ATP (adenosine triphosphate)
Bariatric
Basal Metabolic Rate (BMR)
Basal metabolism
Behavior Modification
Binge eating disorder
Body composition
Body Mass Index
Bomb Calorimeter
Brite adipocytes
Brown Adipose Tissue
Bulimia nervosa
Catabolism
Cathartic
Central Obesity
Clinically severe obesity
CoA
Coenzymes
Cori cycle
Coupled reactions
Disordered eating
Eating disorders
Ectopic fat
Electron transport chain
Emetic
Endoscopic procedures
Energy balance
Enzymes
Fad Diets
Female athlete triad
Fuel
Gastric aspiration
Gene pool
Ghrelin
Gluconeogenisis
Glycolysis
Hunger
Hyperplastic Obesity
Hypertrophic Obesity
Hypothesis
Inflammation
Insulin Resistance
Intragastric balloon
Ketoacid
Ketone bodies
Lactate (in the context of energy metabolism)
Lean Body Mass
Leptin
Leptin resistance
Lipoprotein lipase (LPL)
Metabolic syndrome
Metabolism
Mitochondria
Muscle dysmorphia
Neuropeptide Y
Normal-weight obesity syndrome
Obese
Obesogenic environment
Orthorexia nervosa
Overweight
Photosynthesis
Physiological fuel value
Pyruvate
Relative energy deficiency in sport (RED-S)
Resting Metabolic Rate (RMR)
Satiating
Satiation
Satiety
Set Point
Stress fractures
Subcutaneous Fat
Successful weight-loss maintenance
TCA cycle
Thermic Effect of food (TEF)
Thermogenesis
Underweight
Visceral Fat
Waist circumference
Weight cycling
Weight management
2. Your friend Tiffany is taking a nutrition course at another local community college. She is having difficulty understanding the unit about the energy yielding pathways of carbohydrate, protein, and fat. Help her by discussing how the basic units of carbohydrate, protein, and fat are utilized in energy pathways to produce energy. Be thorough. Include their differences and similarities?
3. Tina W. is a 44 year old white female who has tried a number of weight-loss programs to include very strict diets. She has never exercised in her previous weight loss attempts. She takes several cardiac medications, none of which she can remember. She is 5’9” and weighs 195 pounds. Her lowest body weight was 135 pounds, when she was 30 years old. (She was able to maintain that weight for two years.) Her blood pressure is high, at 160/90. Tina mentioned that she tried numerous diets as a teenager when she weighed 170 pounds for 3 years.
a. Using the formulae  in your text book, calculate Tina’s:
1. BMR (Hint: Be sure to read note b in the BMR column of Table 8-1). What is the meaning of your calculation?
2. Estimated Energy Requirements. Assume a sedentary activity level. What is the meaning of your calculation?
Show your work for both questions.
b. What types of exercise would you be likely to discuss with Tina?
c. What would be the goals of her treatment?
4. Determine your BMI. Is your BMI in a healthy range? If not, why not? Do you believe that measuring body fat percentage may more accurately reflect your body composition? Briefly discuss each body composition measure (e.g. skinfold calipers, bioelectrical impedance analysis, etc.) and discuss why measuring body fat is important in assessing a client’s overall health status.
5. Select one fad diet from any popular publication or online source. Using the ‘How To H9-1’ Box for Identifying a Fad Diet or Other Weight-Loss Scam (Highlight 9, page 291) of your textbook, evaluate the diet.
6. List and briefly explain the four main components of energy expenditure?
7. Kristin B. , like many Americans is overweight. Kristin is 43-year-old and a mother of two. She has gained 40 pounds since the birth of her youngest child five years ago. She is 64 inches tall and weighs 170 pounds with a BMI of 29.2. Her waist circumference is 37 inches. Kristin can’t figure out why it is so hard to lose weight and keep it off.
Kristin decides something must be wrong with her to be such a dieting failure. Maybe she just doesn’t have sufficient willpower or maybe she has abnormal metabolism. She feels tired most of the time and has very little energy. She is very busy with her children and has a demanding job as a middle school teacher. Kristin tries to cook healthy meals for her family but is often too tired or stressed to bother, so she stops to get some fast food on her way home. To make matters worse, her seven year-old son recently came home from school and said the kids were teasing him for being fat.
Kristin’s father recently died from complications of type 2 diabetes. At her last medical checkup, her blood pressure was mildly elevated but all of her laboratory blood tests were normal.
Kristin decides it is time to make some changes for her entire family but she doesn’t know quite where to start. She hopes she can help her son by finding a diet that works for him. Complicating the problem is the fact that Kristin’s husband doesn’t have a weight problem. Knowing that you are studying nutrition, Kristin decides to ask you for advice.
a. Based on her health history and physical measurements, describe how you would determine the seriousness of Kristin’s weight gain in relation to her health.
b. Using the information in chapter 9, what would you estimate to be a reasonable amount of weight for Kristin to lose over the next six months?
c. What are some advantages for Kristin of keeping a food and exercise record? What other habits besides food intake and physical activity may be especially useful for Kristin to record?
d. You advise Kristin to limit her daily caloric intake to 1,400 kcalories. Use Table 9-3 to plan one day of meals and snacks to meet her nutritional needs within this calorie level. Use the chart below (one row is already completed):
Pattern (e.g.    fruit, vegetables, grain, etc.) – from Table 9-2
check attachment for table