Case study based short answer exercise

I have emailed a better one via email - it becomes distorted on this. Assignment 1.2 Exercise Due: Mon, 31 Mar 2025 23:59Due: Mon, 31 Mar 2025 23:59 Ungraded, 20 Possible Points20 Points Possible Attempt In Progress NEXT UP: Submit assignment Add comment Unlimited Attempts Allowed Details Assessment 1.2 Exercise Assessment Description: Case study based short answer exercise Weighting: 20% Word limit: 1000 words (excludes title page, patient history table and end text references) Unit Learning Outcomes: • LO4 • LO5 • LO6 Professional standards: • PS2 • PS3 • PS4 Assessment Instructions Aim of assessment: Provide students the opportunity to apply pharmacology concepts and resources to a clinical case in their area of practice. introduce students to the concept of linking a patients presenting symptoms to a differential diagnosis in order to develop an evidence based treatment plan. Students will also have the opportunity to utilise recommended resources such are the Australian Medicines Handbook (AMH) and Therapeutic Guidelines (eTG) in clinical decision making. Step 1: Select a clinical case from your specialist area. Using the template provided Download template provided My template: MNP6102 Clinical Pharmacology 1 Assignment 1.2- Exercise- Patient History Summary History Component Details Chief Complaint Increased behaviours, physically agitated and verbally aggressive Age/Gender Female 10 February 1953 (72yo) – Age Care Resident History of present illness 6 January 2025 Seen by Nurse Practitioner S: Asked to review resident due to Resident has increased behaviours, physically agitated and verbally aggressive towards other residents and staff. Can you please assess and possibly prescribe something for agitation prn? Thank you O: Resident seen in facility pacing seemed pleasant at the time A: Staff consulted and notes reviewed Pain relief had been extended for a further 2 weeks on the 02/01/2025 - as it had been working well. Discussion with RN - resident given Oxycodone but held in mouth and unsure if she has taken this mornings dose or disposed of it. Assessing wound chart - continues to have heavy wound exudate Not charted as not opened since 02/01/2025 P: Continue to offer reassurance to resident Monitor and observe resident during medication administration to ensure she has taken oxycodone Re-swab wound to ensure no further infection MSU to rule out UTI Encourage diet and fluids Utilise PRN aperients Review with results (GP) wrote on 11 Jan 2025 ... Regular GP on leave, seen by other GP. Reviewed for UTI, reviewed pathology. Prescribed Cephalexin 500 mg 1 Tab Twice a day for 5 days. Medical History Advanced Alzheimer's dementia with auditory and visual hallucinations. Progressive memory loss, increased anxiety and paranoid thinking. Osteoarthritis in hip causing pain, osteoarthritis of the hands and cervical spondylosis. uncontrolled hypothyroidism, GORD; reflux, R) varicose veins ligation & stripping Surgical History R) varicose veins ligation and stripping (pre entry into facility) Social History Emigrated to Australia from England in 1980 Has one daughter, one son and five grandchildren Worked as a Care Worker in her day and enjoys helping others Loves walking and spending time outside Enjoys a cup of tea and roast dinners Enjoys British TV programs ie: Heart Beat and Escape to the Country Spiritual – enjoys attending weekly Chaplain’s service Enjoys group therapy activities, music groups, social groups and pamper group Family History Divorced. Has one daughter, one son and five grandchildren Medications Generic name, dose, frequency, route: Regular medications: Paracetamol, 100mg caplet, TDS, PO Buprenorphine, 10mcg/h patch, Once weekly Levothyroxine, 125mcg tab, OD, PO Melatonin, 2mg, OD, PO Colecalciferol (Vitamin D), OD, PO Risperidone, 0.5mg tab, BD, PO Hydroxocobalamin Cl, 1000mcg/mL, once every 90 days, Inj Pro re nata (PRN) medications: Docusate; Sennosides tab, x2 tabs, OD Oxycodone HCl, 5mg tab, max QID Risperidone, 0.5mg tab, x1 tab, OD Related diagnosis: 16 Feb 2024: Excessive pacing, slight oedema – encouraged to rest during the day. 28 Jan 2025 requiring PRN Oxycodone, patch reviewed and increased to 10mcg 5 Dec 2024 Hypothyroidism 7 Nov 2023 Sleep issues 3 Dec 2024 Low VitD as per pathology 4 Feb 2025 Behaviours Pre admission to facility - Osteoarthritis 19 dec 2024 Constipation 15 Sep 2023 hip pain (cortisone inj R) hip 12 sep 2023 4 Feb 2025 Behaviours Allergies Medication: Ibuprofen Reaction: Nausea Most recent observations BP parameters as set by GP: 09-160/60-95. Current BP: 142/71 HR parameters as set by GP: 60-100. Current HR: 77 Weight: 82.4kg (BMI: 26.9) Height: 175cm Blood work & imaging (e.g. U&E, relevant cultures) 8 January 2025 Specimen - Mid Stream Urine pH 6 Bilirubin Nil Blood 1+ Urobilinogen Normal Protein Nil Specific Gravity 1.020 Glucose Nil Nitrites Positive Ketones Nil Microscopy Leucocytes >100 H x10^6/L <30 Erythrocytes 20 H x10^6/L <10 Epithelials <10 x10^6/L Culture Organism 1 Escherichia coli > 10^8/L * SENSITIVITIES: Organism 1 Amoxycillin R Amoxycillin/Clavulanate S Cephalexin S Nitrofurantoin S Norfloxacin S Trimethoprim R Other relevant information Pain/discomfort can trigger signs of distress/unmet needs. Attempts to perform tasks that are triggered from her past occupation which can place others at risk (was a Care Worker). Past memories can be upsetting. At risk of absconding. Requires assistance with ADL’s: hygiene, showering, dental, cut up meals list all the patients presenting complaint (PC), History of present illness (HPI), Medical/surgical history, medications, allergies, abnormal exam findings and any pertinent laboratory/diagnostic imaging findings. Step 2: Log into Isabel and input the patients specific details into the differential diagnosis tool. Step 3: Take a screen shot of the information you included into Isabel and the checklist that was generated (ranked diseases and drugs). Step 4: Select the top two diagnosis from the Isabel checklist to provide a summary of the patients diagnosis. In your summary demonstrate critical thinking by explaining if you agree that these two diagnosis correlate with your patient presentation. If not discuss what are your next steps to confirm or further work up your patients case. Using Therapeutic Guidelines (eTG) as your source to search the recommended pharmacological treatment for the two diagnosis and provide a summary for both. Cite any original clinical guidelines used within eTG in text and list as end text reference list. Check the APA referencing guide on how to cite correctly. Step 5: Based on the recommended treatment plan, select the medication (s) you would choose to prescribe this patient and using the Australian Medicines HandbookLinks to an external site. as a source discuss the action, recommended dose, possible side effects and appropriateness for your specific patient based on age, other medications and organ function. Provide a final summary of your treatment plan for the primary diagnosis. Include your follow-up plan to monitor effect and medication safety. What you need to submit: One word document that includes: • Title page • Patients’ history summary table • Screen shots of 1. Clinical features and 2. Checklist • Written summary of the two diagnoses, treatments based on guidelines, medication critique and final treatment plan (1,000 words). Remember to paraphrase appropriately to avoid academic misconduct (plagiarism) and reference using APA 7th Ed guidelines. Recommend checking Turnitin similarity report after submission and before the due date. This is an individual assignment and should not be completed in collaboration with any other student. Use the SNM Assessment template Download SNM Assessment templateto assist with appropriate academic format. Step 6: Submit your completed responses as a Word document to Canvas by the due date. Resources • NP course specific learning resources • Learn more about how to interpret your Turnitin Similarity Report and submit your assignment and access your feedback on the Student Learning Technologies Support Portal. • SNM Program Requirements and Assessment Presentation Guide • Library Referencing Guide • Academic Integrity Feedback • It is the endeavour of all unit coordinators to return assignments to students within a two-week time frame from the due date. However, the assessment and moderation process in units where there is more than one tutor may require an extension of this time. Unit coordinators will advise students when this is the case. • It is the responsibility of each student to keep an electronic copy of their assignment and, as proof of submission. • Feedback will be available via Canvas > Grades Moderation • All unit assessments are subject to a robust moderation process. Note that results are not final until they are released at the end of semester. Thinking about using generative AI tools? Make sure you: • Using Generative AI Tools in Learning • Understand the risks, and that you are responsible for verifying any information or sources you use • Make sure that you check the acknowledgement box and explain how you used AI when you submit your assignment. Assessment Declaration In submitting this work I confirm that: Title of Assignment Student name [e.g., Justine Maldon] Student number [e.g., 12345678] School of Nursing and Midwifery, Edith Cowan University Unit code and title [e.g., NUM1102 Communication Skills for Nurses and Midwives] Lecturer [e.g., Dr Sheridan Read] Due date [e.g., June 28, 2024] Word count includes in-text references and excludes end-text references [e.g., 1498 words] Title of Assignment [Heading 1] Students, please start typing your assignment here, and delete this text after you have read it. Make sure that formatting is in line with the ECU SNM A-Z guide. The paper's title is bolded and centred above the first paragraph. The first paragraph is understood to be an introduction so there is no need to use Introduction as a heading. If only one level of heading is needed, use Level 1. If two levels of heading are needed, use Levels 1 and 2 (and so on). Note: The structure of your assignment and the assignment instructions will determine whether your paper has just main headings or headings and subheadings. Common paper sections (literature review, methods, results, discussion) typically use Level 1 headings, like this one below. Level 1 headings are centred, bolded, and use title case. Text begins after them as a new paragraph. Level 2 headings are left aligned, bolded, title case. Text begins as a new paragraph after this kind of heading. Interview Techniques [Heading 1] Body Language [Heading 2] Lorem ipsum dolor sit amet, consectetur adipiscing elit. Pellentesque volutpat dui vitae accumsan fermentum. Duis mollis tempor dolor, sit amet malesuada purus tempus a. Mauris pretium nisi justo, id molestie metus mattis eu (Peck, 2014; Phillips, 2011). Morbi blandit maximus suscipit. Donec vulputate nisl dolor, non vestibulum quam aliquam nec (Ferguson, 2013). Cras sed dui vel leo sagittis eleifend sodales nec lacus. Curabitur interdum consequat placerat (Peck, 2014). Ut ac dolor eu lectus placerat posuere eget vel velit. Empathy [Heading 2] Penatibus fames tristique nostra condimentum placerat vel morbi et natoque, sapien turpis nunc venenatis. Fames lobortis lectus lacinia enim feugiat interdum dictum, senectus iaculis pharetra elementum maecenas blandit, at tincidunt a litora fusce pulvinar (Ferguson, 2013). Quisque sed sagittis leo, vel molestie nisi. Etiam tristique scelerisque elementum. Donec vitae felis rhoncus, sollicitudin tortor in, laoreet ante. Quisque placerat volutpat lectus, in venenatis quam varius vitae (Nursing and Midwifery Board of Australia [NMBA], 2016, Standard 5.3). Interdum et malesuada fames ac ante ipsum primis in faucibus. Phasellus viverra mattis eleifend. Suspendisse in ipsum volutpat, tempus nulla at, pulvinar diam. Proin ultrices lacinia nulla, et auctor enim rutrum sit amet. Conclusion [Heading 1]   References Australian Commission on Safety and Quality in Health Care. (2017). National safety and quality health service standards (2nd ed.). https://www(dot)safetyandquality(dot)gov(dot)au/sites/default/files/migrated/National-Safety-and-Quality-Health-Service-Standards-second-edition.pdf Ferguson, C. (2013). It's time for the nursing profession to leverage social media. Journal of Advanced Nursing, 69(4), 745-747. https://doi(dot)org/10.1111/jan.12036 Nursing and Midwifery Board of Australia. (2016). Registered nurse standards for practice. https://www(dot)nursingmidwiferyboard(dot)gov(dot)au/codes-guidelines-statements/professional-standards/registered-nurse-standards-for-practice.aspx Peck, J. L. (2014). Social media in nursing education: Responsible integration for meaningful use. Journal of Nursing Education, 53(3), 164-169. https://doi(dot)org/10.3928/01484834-20140219-03 Phillips, J. (2011). Social media and health care: An interactive future. British Journal of Community Nursing, 16(10), 504. *If you choose to use generative AI in an assignment, you must acknowledge it as a part of academic integrity. • Note that each unit you take will have different rules for how you may use an AI tool or text generator; you should clarify with your lecturer if your use is appropriate before you rely on one of these tools for help. • You need to keep a copy of your prompts and the responses generated by the AI tool in case you need to show how you used it. • Include in your work an acknowledgement statement explaining how you have used the tool, an in-text citation if you have quoted or paraphrased information provided by the tool, and an end-text reference that includes the version of the AI tool that you used. • You should also acknowledge your use of these tools in your student declaration: • AI tools are new and constantly developing, so this guidance may change over time. • This Library referencing guide shows you how to acknowledge the use of generative AI in your assignments. • For more information on approaching assessment with integrity, see ECU’s Academic Integrity Policies and Procedures.