Drug Treatments For HIV/AIDS

Drug Treatments For HIV/AIDS

While HIV/AIDS is still currently incurable, the prognosis for patients with this infectious disease has improved due to advancements in drug treatments. Consider the case of Kristy Aney. Kristy was diagnosed with HIV in 1992 and was told she would survive, at most, 10 more years. Despite unfavorable odds, Kristy is still alive 20 years later. Since her diagnosis, she has witnessed tremendous improvements in HIV/AIDS treatments which have helped patients live longer with fewer side effects. While she acknowledges that these drug treatments have kept her alive, she fears that improvements in drug therapy have led to more people becoming complacent about the disease (Idaho Statesmen, 2012). In fact, the number of people living with HIV/AIDS in the United States is higher than it has ever been (CDC, 2012). This poses the question: Is there a relationship between drug advancements, societal complacency, and infection?
To prepare:

  • Review Chapter 49 of the Arcangelo      and Peterson text, as well as the Krummenacher et al. and Scourfield      articles in the Learning Resources.
  • Reflect on whether or not the      prevalence of HIV cases might be attributed to increased complacency due      to more advanced drug treatment options for HIV/AIDS.
  • Consider how health care      professionals can help to change perceptions and make people more aware of      the realities of the disease.
  • Think about strategies to educate HIV      positive patients on medication adherence, as well as safe practices to      reduce the risk of infecting others.

With these thoughts in mind:
Post an explanation of whether or not you think the prevalence of HIV cases might be attributed to increased complacency due to more advanced drug treatment options. Then, explain how health care professionals can help to change perceptions and increase awareness of the realities of the disease. Finally, describe strategies to educate HIV positive patients on medication adherence, as well as safe practices to reduce the risk of infecting others.
This work should have Introduction and conclusion
– This work should have at 3 to 5current references (Year 2012 and up)
– Use at least 2 references from class Learning Resources
The following Resources are not acceptable:
1. Wikipedia
2. Cdc.gov- nonhealthcare professionals section
3. Webmd.com
4. Mayoclinic.com
Required Readings
Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

  • Chapter 8, “Principles of      Antimicrobial Therapy” (pp. 111-134)
    This chapter covers factors that impact the selection of an antimicrobial      treatment regimen. It also examines the clinical uses, adverse events, and      drug interactions of various antimicrobial agents such as penicillin.
  • Chapter 12, “Fungal Infections      of the Skin” (pp. 163-196)
    This chapter explores the pathophysiology of several fungal infections of      the skin as well as related drug treatments and examines the importance of      patient education when managing these infections.
  • Chapter 14, “Bacterial      Infections of the Skin” (pp. 181-196)
    This chapter begins by examining causes of bacterial infections. It then      explores the importance of selecting an appropriate agent for treating      bacterial infections.
  • Chapter 32, “Urinary Tract      Infection” (pp. 519-526)
    This chapter covers drugs used to treat urinary tract infections and      identifies special considerations when treating geriatric patients,      pediatric patients, and women.
  • Chapter 35, “Sexually      Transmitted Infections” (pp. 512-535)
    This chapter outlines the causes, pathophysiology, and drug treatment of      six sexually transmitted infections, including gonorrhea, syphilis, and      human papilloma virus infection (HPV). It also examines the importance of      selecting the proper agent and monitoring patient response to treatment.
  • Chapter 49, “Human Immunodeficiency Virus” (pp.      843-860)
    This chapter presents the causes, pathophysiology, diagnostic criteria,      and prevention methods for HIV. It also covers various methods of drug      treatment and patient factors to consider when selecting, administering,      and managing drug treatments.

Krummenacher, I., Cavassini, M., Bugnon, O., & Schneider, M. (2011). An interdisciplinary HIV-adherence program combining motivational interviewing and electronic antiretroviral drug monitoring. AIDS Care, 23(5), 550–561.
This article analyzes medication adherence in HIV patients and examines factors that increase adherence as well as factors that contribute to termination or discontinuation of treatment.
Drugs.com. (2012). Retrieved from http://www.drugs.com/
This website presents a comprehensive review of prescription and over-the-counter drugs including information on common uses and potential side effects. It also provides updates relating to new drugs on the market, support from health professionals, and a drug-drug interactions checker.
Scourfield, A., Waters, L., & Nelson, M. (2011). Drug combinations for HIV: What’s new? Expert Review of Anti-Infective Therapy, 9(11), 1001–1011.
Note: Retrieved from the Walden Library databases.
This article examines current therapies and strategies for treating HIV patients. It also examines factors that impact selection of therapy, including drug interactions, personalization of therapy, costs, management of comorbidities, and patient response.
Required Media
Laureate Education, Inc. (Executive Producer). (2012). Antimicrobials. Baltimore, MD: Author.
This media presentation outlines principles of antimicrobial therapy
Note: The approximate length of this media piece is 7 minutes.
Mayer, K. H., & Krakower, D. (2012). Antiretroviral medication and HIV prevention: New steps forward and New Questions. Annals of Internal Medicine, 156(4), 312–314.

Journaling Activity

Journal 3

Complete Journaling Activity 8-1 on pg. 259. Answer the 2 questions using the assessment tools found in the chapter and document your findings to be handed in to the instructor at the end of the Community class.
1. In your clinical Journal, describe a situation you have encounter when doing Health screening or health promotion activities.
a) What did you learn from this experience
b) How will you practice differently based in this experience?
2. In your clinical journal, describe a situation in which you have observed infant or children not receiving the disease prevention or health promotion services that they needed
a) How could or would you like to advocate for this issue when you begin to practice as an RN?
b) What could you do now?

Family Genetic History Guidelines

This assignment is to help you gain insight regarding the influence of genetics on an individual’s health and risk for disease. You are to obtain a family genetic history on a willing, nonrelated, adult participant.

Please only original work will be put in turnitin. NO PLAGIARISM.
Please use the form to fill out the required information and Be sure to read all the criteria for full credit
Family Genetic History Guidelines
Updated 7/2018
Purpose
This assignment is to help you gain insight regarding the influence of genetics on an individual’s health and risk for disease. You are to obtain a family genetic history on a willing, nonrelated, adult participant. NOTE: failing to complete this assignment using an adult participant other than yourself will result in a 20% penalty deduction being applied.
Due Date
The Family Genetic History Assignment is to be submitted at the end of Week 2.
Disclaimer
When taking a family genetic history on an actual client, it is essential that the information is accurate. Please inform the person you are interviewing that they do not need to disclose information that they wish to keep confidential. If the adult participant decides not to share information, please write, “Does not want to disclose.” If the client fails to disclose answers to several items, you will need to find another client who is willing to share.
 
Directions
Refer to the examples in Chapter 4 of your textbook that discuss development of a genogram. https://lms.courselearn.net/lms/CourseExport/files/bc33e3e5-a473-47e1-b4e5-8e710be36e74/NR305_Textbook.jpg
Jarvis, C. (2016). Physical examination & health assessment (7th ed.). St. Louis, MO: Elsevier
1. Download the required NR305_Family_Genetic_History_Form (Links to an external site.)Links to an external site.. You will document the adult participant’s family genetic history using this MS Word document.
2. Complete the family genetic history using the information that the adult participant is willing to share with you. The focus of this course is on the normal healthy individual so your paper does not need to contain much medical/nursing detail. Refer to your textbook or the Internet to learn what impact the family’s health history may have on the adult participant’s personal state of wellness both now and in the future. This paper does not require APA formatting, but you are expected to write clearly and use proper grammar and spelling. Developing a pictorial genogram using symbols to identify certain relationships (e.g., divorced, sibling, deceased, etc.), may provide more insight, however, drawing may be difficult to accomplish with MS Word, therefore you are not expected to use symbols, lines, or other drawing elements. Instead, describe the relationships among the various people in the adult participant’s family’s genetic history. Remember, the goal is not to learn how to draw with Word, but to gather information about the family and recognize its significance to the adult participant and that person’s health.
3. You are required to complete the form using the productivity tools required by Chamberlain University, which is Microsoft Office Word 2013 (or later version), or Windows and Office 2011 (or later version) for MAC. You must save the file in the “.docx” format.
4. Save the completed form by clicking on Save as and add your last name to the file name, for example, NR305_Family_Genetic_History_Form_Smith.
5. Submit the completed form to the Family Genetic History form by friday, 11:59 p.m. MT at the end of Week 2. Please post questions about this assignment to the weekly Q & A Forums so the entire class may view the answers.
Rubric
NR305_Family_Genetic_History

NR305_Family_Genetic_History
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeFamily Genetic History
Develop a family genetic history that includes the adult participant’s grandparents, parents, the adult participant, the adult participant’s spouse or significant other, and any children that the adult participant may have. You do not need to use symbols or other drawing elements, but instead describe each person mentioned and their relationships. *Please note any areas left blank will be considered missing information and will result in loss of points*
60.0 pts
All required criteria on form included; no errors
53.0 pts
Three or four generations included in the history; information is provided about each person but lacks detail about relationships and/or health information
48.0 pts
Two generations included; no relationships described or no health information provided
23.0 pts
Only one generation included; no relationships described or no health information provided
0.0 pts
No history; no relationships described or no health information provided
60.0 pts
This criterion is linked to a Learning OutcomeEvaluation of Family Genetic History
Evaluate the impact of the family’s history on the adult participant’s health. For example, if the mother and both her sisters have diabetes, hypertension or cancer, what might that mean for the future health of the adult participant?
30.0 pts
Evaluation complete; thoroughly covers all required elements
26.0 pts
Evaluation addresses most but not all apparent health risks within the history
24.0 pts
Evaluation addresses the most apparent health risks within the history.
11.0 pts
Evaluation address some risks, but not the most apparent ones
0.0 pts
Evaluation is missing
30.0 pts
This criterion is linked to a Learning OutcomePlanning for Future Wellness
Plan changes based on the evaluation of the adult participant’s family genetic history that will promote an optimal level of wellness both now and in the future.
45.0 pts
Plan for wellness incorporates all areas of risk within the family genetic history, demonstrating critical thinking; addressed all issues identified in the evaluation
40.0 pts
Plan for wellness demonstrates basic understanding of the family genetic history; addressed all but one of the issues identified in the evaluation
36.0 pts
Plan for wellness demonstrates basic understanding of the family genetic history; does not address two of the issues identified in the evaluation
17.0 pts
Plan for wellness exists but does not demonstrate a basic understanding of the family genetic history.
0.0 pts
Plan for wellness is missing
45.0 pts
This criterion is linked to a Learning OutcomeScholarly Writing
Use proper grammar, spelling, and medical language.
15.0 pts
No grammar, spelling, or syntax errors. Writes in complete sentences.
13.0 pts
One or two errors of any type
12.0 pts
Three or four errors of any type
6.0 pts
More than four errors, but the content can be understood
0.0 pts
Errors are so great, and the writing so poor, that the content cannot be understood.
15.0 pts
Total Points: 150.0

 

Describe an unresolved (recurring) conflict

Write A 5-7 Page Paper (Not Including The Title Or References Pages) Using APA Format That Includes The Following.

  1. Describe an unresolved (recurring) conflict that you experienced or observed. Identify the type of conflict.
  2. Provide details of what happened, including who was involved, what was said, where it occurred, and what was the outcome that led you to decide the conflict was unresolved.
  3. Outline the four stages of conflict, as described in Finkelman, and how the stages relate to your example. Decide if delegation was an issue in the conflict. Be specific.
  4. Describe the strategies for conflict resolution and how you would collaborate with a nurse leader to resolve the conflict. Cites the course textbook and two scholarly sources.
  5. Provide a conclusion or summary about this experience and how you may deal with conflict more effectively in the future.