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What side effects of febuxostat will the nurse teach the patient about?

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Basic Surgical Nursing,,

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Medical Surgical I: Pharmacology

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1. Mrs. T. calls the pediatrician’s office and asks whether she should give acetaminophen, aspirin, or ibuprofen to her child for a fever. Her son is 3 years old and weighs 40 lb. What should you suggest for her son, and what dosage?

2. Mr. Z. is starting therapy for gout and is now taking allopurinol. Discuss the teaching needs for this disease and medication, including dietary guidelines.

3. Rheumatoid arthritis has been diagnosed in Mrs. S., and she will be taking an NSAID as part of her therapy. What should be assessed before she starts this type of medication?

4. Mr. R. comes to the clinic complaining of hearing problems. He says he hears a “funny noise” all the time. During the assessment and history, you discover that he has been taking aspirin for joint pain for about 2 weeks. He cannot tell you how much but says he takes “three or four pills three or four times a day.” What is the proper dosage for aspirin? Is Mr. R. showing signs and symptoms of aspirin toxicity?

5. Mrs. R. calls the clinic to ask about her medications. She wants to use an OTC pain reliever for headaches, but she remembered that she needed to check with her physician because she is taking an oral anticoagulant. She has acetaminophen, ibuprofen, and aspirin products at home. What should you tell her?

Case Scenario

A.R. is a 66-year-old male patient who comes to the clinic today with complaints of a painful big toe. Upon examination, the nurse notes that the toe is very red and swollen at the joint. A.R. advises the nurse not to touch his toe because it hurts so badly that he “cannot even wear a sock.” The nurse notes a significant decrease in the mobility of the big toe as well. A.R. has a history of ulcers, and the nurse notes that he consumes “several” alcoholic beverages each day. The physician sends A.R. to the laboratory for a uric acid level, and the results demonstrate a significant elevation. The physician makes a diagnosis of gouty arthritis and gives A.R. a prescription for febuxostat (Uloric) and colchicine.

What is the mechanism of action of colchicine, and how will this drug help A.R.?

Answer: 

Rationale:

What is the mechanism of action of febuxostat, and how will this drug help A.R.?

Answer: 

Rationale: 

What side effects of febuxostat will the nurse teach the patient about?

Answer: 

Rationale: 

Verify the correct medication with the five rights of medication administration.

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❖ One 18-gauge, -inch (1.3 × 80 mm) epidural needle (pink)

❖ One 0.45 × 0.85–inch epidural catheter

• One introducer stabilizing catheter guide • One screw-cap locking tip catheter • One 0.2-μm screw-cap locking tip catheter connector • One epidural flat filter • Topical skin antiseptic, as prescribed • Sterile towels • Sterile forceps • Sterile gauze, 4 × 4 pads • Face masks with eye shields • Sterile gloves and gowns • 20 mL normal saline solution • 5 to 10 mL local anesthetic as prescribed (e.g., 1% lidocaine; local infiltration) • 5 mL local anesthetic as prescribed to establish the block • Test dose (e.g., 3 mL 2% lidocaine with epinephrine, 1:200,000) • Gauze or transparent dressing to cover the epidural catheter entry site • Tape to secure the epidural catheter to the patient’s back and over the patient’s shoulder • Labels stating “Epidural only” and “Not for intravenous injection” • Pump for administering analgesia (e.g., volumetric pump, dedicated for epidural use with rate and volume

limited, which has the ability to be locked to prevent tampering and preferably is a color-coded [e.g., yellow] or patient-controlled epidural analgesia pump)

• Dedicated yellow-lined, epidural portless administration set • Prescribed medication analgesics and local anesthetic medications • Equipment for monitoring blood pressure, heart rate, and pulse oximetry

Additional equipment, to have available as needed, includes the following: • Ice or alcohol swabs for demonstrating level of block • Capnography equipment • Emergency medications (e.g., naloxone for respiratory depression, intravenous colloids, and a vasoconstrictor

such as ephedrine for hypotension and Intralipid, a 20% fat emulsion for local anesthetic toxicity) • Bag-valve-mask device and oxygen • Intubation equipment

Patient and Family Education • Review the principles of epidural use with the patient and family members. If the patient’s pain needs are not

met, an assessment of the therapy will be completed and the physician, advanced nurse practitioner, or other healthcare professional may change the dosage or therapy to meet those needs. If available, supply easy-to- read written information. Rationale: This information prepares the patient and family for what to expect and may reduce anxiety and preconceptions about epidural use.

• Explain to the patient and family that the insertion procedure can be uncomfortable but that a local anesthetic will be used to facilitate comfort. Rationale: Explanation promotes patient cooperation and comfort, facilitates insertion, and decreases anxiety and fear.

• During insertion and therapy, instruct the patient to immediately report adverse side effects, such as ringing in the ears, a metallic taste in the mouth, or numbness or tingling around the mouth, because these are signs indicative of local anesthetic toxicity.13,30,33 Rationale: Immediate reporting identifies side effects and impending serious complications.

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• Review an appropriate pain rating scale with the patient. The physician, advanced practice nurse, or other healthcare professional and the patient need to establish a mutually agreeable pain level goal. Rationale: Review ensures that the patient understands the pain rating scale and enables the nurse to obtain a baseline assessment. Establishing a pain level goal allows the physician, advanced practice nurse, or other healthcare professional to know an acceptable goal for pain management.

• During insertion and therapy, instruct the patient to report changes in pain management (e.g., suboptimal analgesia), numbness of extremities, loss of motor function of lower extremities, acute onset of back pain, loss of bladder and bowel function, itching, and nausea and vomiting.4,13,14,17 Rationale: Education regarding adverse side effects allows for more rapid assessment and management of potential complications.

• If the epidural infusion is patient-controlled, ensure that patient and family understand that only the patient is to activate the medication release. Rationale: The patient should remain alert enough to administer his or her own dose. A safeguard to oversedation is that a patient cannot administer additional medication doses if he or she is sedated.

Patient Assessment and Preparation P a ti e nt Asse ssm e nt • Assess the patient for local infection and generalized sepsis. Rationale: Assessment decreases the risk for

epidural infection (e.g., epidural abscess).31 Septicemia and bacteremia are contraindications for epidural catheter placement.4,8,23,27

• Assess the patient’s concurrent anticoagulation therapy. Rationale: Heparin (unfractionated) or heparinoids (e.g., low-molecular-weight heparin) administered concurrently during epidural catheter placement increases the risk for epidural hematoma and paralysis. Care must be taken with insertion and removal of the epidural catheter when patients have received anticoagulation therapy. Anticoagulant and fibrinolytic medications may increase the risk for epidural hematoma and spinal cord damage and paralysis. If used, anticoagulants must be withheld before insertion and removal of the epidural catheter.21,25,26 Removal of the epidural catheter should be directed by the physician. According to Kleinman and Mikhail,13 aspirin or nonsteroidal antiinflammatory medications (NSAIDs) by themselves do not pose an increased risk for epidural hematoma, assuming the patient’s coagulation profile is within normal limits. Therefore aspirin or NSAIDs may be administered while the epidural catheter is in place.13 However, epidural hematomas have been associated with the concurrent administration of the NSAIDs, ketorolac, and anticoagulants.12,21 Assessment of sensory and motor function must be regularly performed during epidural analgesia for all patients.

• Obtain the patient’s vital signs. Rationale: Baseline data are provided. • Assess the patient’s pain. Rationale: Baseline data are provided. • Review the patient’s medication allergies. Rationale: This information may decrease the possibility of an allergic

reaction.

Patient Preparation • Ensure that the patient and family understand preprocedural information. Answer questions as they arise, and

reinforce information as needed. Rationale: Understanding of previously taught information is evaluated and reinforced.

• Verify that the patient is the correct patient using two identifiers. Rationale: Before performing a procedure, the nurse and team members should ensure the correct identification of the patient for the intended intervention.

• Ensure that informed consent has been obtained. Rationale: Informed consent protects the rights of the patient and makes a competent decision possible for the patient.

• Perform a preprocedure verification and time out including all team members. Rationale: This action ensures patient safety.

• Wash the patient’s back with soap and water and open the gown in the back. Rationale: This action cleanses the skin and allows easy access to the patient’s back.

• Consider nothing by mouth (NPO), especially if sedation or general anesthesia is to be used. Rationale: NPO status decreases the risk for vomiting and aspiration.

• Establish IV access, or ensure the patency of IV catheters, and administer IV fluids as prescribed before epidural catheter insertion. Rationale: IV access ensures that medications can be given quickly if needed. The administration of IV fluids may decrease hypotension that may occur during epidural infusions.4,13

• Reassure the patient. Rationale: Anxiety and fears may be reduced.

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Procedure for Pain Management: Epidural Catheters (Assisting With Insertion and Initiating Continuous Infusion)

FIGURE 105-2 Patient positioned for catheter placement. This figure shows two positions patients can assume for the epidural catheter placement procedure. (From Pasero C, McCaffery M: Pain assessment and pharmacologic management, St. Louis, 2011, Elsevier.)

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FIGURE 105-3 Dermatomes. Segmental dermatome distribution of spinal nerves to the front, back, and side of the body. Dermatomes are specific skin surface areas innervated by a single spinal nerve or group of spinal nerves. Dermatome assessment is done to determine the level of spinal anesthesia for surgical procedures and postoperative analgesia when epidural local anesthetics are used. C, Cervical segments; T, thoracic segments; L, lumber segments; S, sacral segments; CX, coccygeal segment. (From Patton KT, Thibodeau GA: Anatomy and physiology, ed 9, St. Louis, 2016, Elsevier.)

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Steps Rationale Special Considerations

1.

2. Physicians, advanced practice nurses, and other healthcare professionals should apply personal protective equipment (e.g., face masks with eye shields). All physicians, advanced practice nurses, and other healthcare professionals present during epidural insertion should wear a hat and mask. The individual performing the procedure should wear hat, mask, sterile gown, and gloves.

3. Obtain the prescribed epidural medication infusion from the pharmacy.

The medication should be prepared with aseptic technique by the pharmacy with laminar flow or prepared commercially to decrease the risk for an epidural infection.23,27,28

All epidural solutions are preservative-free to avoid neuronal injury.30

4. Connect the epidural tubing to the prepared epidural medication infusion and prime the tubing.

Removes air from the infusion system.

5. Ensure that the patient is in position for catheter placement. Assist with holding the patient in position (lateral decubitus knee-to-chest position or leaning over bedside table) and consider preprocedure analgesia or sedation, if necessary (Fig. 105-2).

Facilitates ease of insertion of the epidural catheter. Both positions open up the interspinous spaces, aiding in epidural catheter insertion (see Fig. 105-2).

Movement of the back may inhibit placement of the catheter.

6. Assist as needed with the antiseptic preparation of the intended insertion site. (Level C*)

Reduces the transmission of microorganisms into the epidural space.

The choice of povidone-iodine or chlorhexidine as an antiseptic agent for neurological procedures is controversial. Both should be allowed to dry completely. Studies suggest chlorhexidine is neurotoxic.10,18,24

7. Assist if needed with draping the patient with exposure only of the insertion site.

Aids in maintaining sterility.

8. Assist the physician or advanced practice nurse as needed as the epidural catheter is placed.

Provides needed assistance.

9. Monitor the patient as the physician or advanced practice nurse administers 2–3 mL of 1% lidocaine containing 1:200,000 epinephrine as a test dose.

To confirm proper placement of the epidural catheter

An immediate increase in heart rate indicates the catheter has inadvertently penetrated an epidural vein. If this occurs the physician, advanced practice nurse, or other healthcare professional inserting the catheter should

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withdraw the catheter slightly or remove it and insert a new catheter.29

10. After the epidural catheter is inserted, assist as needed with application of a sterile, occlusive dressing.

Reduces the incidence of infection.

Use of a transparent dressing allows for ongoing assessment of the insertion site for infection, leakage, or dislodgment.

11. Secure the epidural filter to the patient’s shoulder with gauze padding.

Avoids disconnection between the epidural catheter and filter. Gauze padding prevents discomfort and skin pressure from the filter.

12. The physician or advanced practice nurse administers a bolus dose of medication.

Facilitates a therapeutic level of analgesia and confirms correct catheter position.9

If a local anesthetic is used for the bolus, monitor the blood pressure frequently, with assessment for possible hypotension. Some analgesia medications (e.g., morphine) may take up to 1 hour to be effective.13,14,30

13. Connect the prescribed medication infusion system.

Prepares the infusion system.

14. Initiate therapy:

A. Place the system in the epidural pump or PCEA pump and set the rate and volume to be infused.

No other solution or medication (e.g., antibiotic or total parenteral nutrition) should be given through the epidural catheter.33

Responses to epidural analgesia vary individually, and epidural analgesia is tailored according to individual responses.

B. Attach an “Epidural only” label to the epidural tubing. Use a portless system.4,33 (Level E*)

Inadvertent intravenous administration of some epidural solutions can cause serious adverse reactions, including hypotension and cardiovascular collapse.11,28

C. Lock the key pad on the epidural or PCEA pump.

This is an important safety feature.

15. Assess the effectiveness of the analgesia. Follow institutional standards for assessing pain.

Identifies the need for additional pain medication and interventions.

A. Determine the pain score. Tolerable pain scores should be reported at rest, and very little pain should be

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experienced with deep breathing, coughing, and movement.

B. Assess the level of the epidural block with ice or an alcohol swab.6

The ideal epidural block should be just above and just below the surgical incision or the trauma site (see the dermatomes described in Fig. 105-3).

16. Remove and sterile equipment and discard used supplies in an appropriate receptacle.

Removes and safely discards used supplies.

17. *Level C: Qualitative studies, descriptive or correlational studies, integrative reviews, systematic reviews, or randomized controlled trials with inconsistent results. *Level E: Multiple case reports, theory-based evidence from expert opinions, or peer-reviewed professional organizational standards without clinical studies to support recommendations.

Procedure for Epidural Catheter (Bolus Dose Administration) Without a Continuous Infusion

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Steps Rationale Special Considerations

1.

2.

3. Boldly label the epidural catheter used for intermittent bolus dosing (suggest color coding).4,33 (Level E*)

Reduces the risk for administration of medication into intravenous lines.

4. Verify the correct medication with the five rights of medication administration.

Before performing a procedure, the nurse should ensure that the correct medication is being administered.

5. Prepare the bolus dose as prescribed.

Use only preservative-free solution to dilute assuring a decreased risk of neuronal injury.4,13

Do not use multidose vials because they increase the risk for contamination and the risk for an epidural infection.4,14

6. Prepare and cleanse the epidural port with an antiseptic agent. (Level C*)

Do not use an alcohol-based preparation. Use aqueous chlorhexidine or povidone-iodine.

Preparations with alcohol are neurotoxic to the epidural space. The choice of povidone- iodine or chlorhexidine as an antiseptic agent is controversial. Both should be allowed to dry completely. Studies suggest chlorhexidine is neurotoxic.10,18,14

7. Use aseptic technique to administer the epidural bolus:

A. Connect an empty syringe to the catheter port.

Administers the medication for injection.

Follow state and institutional guidelines as to who is able to provide bolus doses.

B. Aspirate the epidural catheter, limited by the amount allowed by institutional policy. If blood is aspirated, do not reinject the aspirate. Do not inject the medication. Notify the physician or advanced practice nurse. If clear fluid is obtained, it may be CSF. Do not reinject the aspirate. Do not inject the medication. Notify the physician or advanced practice nurse.6,9,19,30

If blood is obtained, the epidural catheter may have migrated into an epidural vessel. An amount of only 1–2 mL of blood may be inconclusive because any blood from an epidural vein may have mixed with blood from the trauma of inserting the catheter. If more than 3 mL is aspirated, the catheter is most likely in an epidural vein.30

If 5 mL or more of CSF is obtained, the catheter may have migrated into the subarachnoid space.30

Administration of epidural medications into the epidural vein or into the subarachnoid space may result in increased sedation, respiratory depression, hypotension, and bradycardia.

C. Connect the syringe with the bolus medication to the catheter port.

Prepares for the injection.

D. Administer the medication slowly. Note: If excessive pressure occurs, assess for kinks in the catheter or reposition the patient.

Some resistance will be felt because the diameter of the epidural space is small and the epidural filter is in place.

Excessive pressure may be more pronounced if the epidural catheter is

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placed at the lumbar dermatome as opposed to the thoracic dermatome.

If resistance continues to impair administration of a bolus dose, contact the physician or advanced practice nurse.

8. Assess the effectiveness of the medication. Follow institutional standards for assessing pain.

Identifies need for pain interventions. Pain should be relieved or decreased.

Report continued pain despite pain interventions.

9. Monitor vital signs. An epidural bolus may cause hypotension, bradycardia, respiratory depression, or increased sedation.11,28

Report untoward decreases in blood pressure, heart rate, respirations, oxygen saturation, and sedation.

10. Monitor for increased motor and or sensory block, and signs and symptoms of local toxicity related to the epidural medications.

Allows for the early identification of signs and symptoms of local anesthetic toxicity which include lightheadedness, tinnitus, metallic taste, visual disturbances, perioral numbness loss of consciousness, seizure, arrhythmia, and asystole.4

11. Remove and discard used supplies.

12. *Level C: Qualitative studies, descriptive or correlational studies, integrative reviews, systematic reviews, or randomized controlled trials with inconsistent results. *Level E: Multiple case reports, theory-based evidence from expert opinions, or peer-reviewed professional organizational standards without clinical studies to support recommendations.

Procedure for Assisting With Removal of the Epidural Catheter

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Steps Rationale Special Considerations

1.

2. Physicians, advanced practice nurses, and other healthcare professionals should apply personal protective gear (e.g., face masks with eye shields), and sterile gloves may be worn by the physician, advanced practice nurse, or other healthcare professional removing the catheter.

3. Assist the physician or advanced practice nurse as needed with removal of the catheter.

Facilitates catheter removal.

4. Assist if needed with applying a sterile occlusive dressing.

Reduces contamination by microorganisms.

5. Remove personal protective equipment and discard used supplies in an appropriate receptacle.

Removes and safely discards used supplies.

6. Assess neurological status, pain, and insertion site after removal of the epidural catheter.

Motor or sensory loss in the extremities may be an early warning sign of an epidural abscess or hematoma or may indicate an excessive dose of a local anesthetic.26,27

An epidural hematoma is a rare but serious complication; if undetected, it may result in permanent paralysis.14,16,22,32

Assess for a change in sensory or motor function in extremities, sudden onset of back pain with increasing motor weakness, and loss in bladder and bowel function.

A. Monitor sensory and motor status of lower extremities and ability to void up to 24 hours after removal of the catheter (see Fig. 105-3).2,8,14,16

Identifies potential adverse effects of epidural analgesia.

B. Monitor insertion site for drainage or infection.

Identifies adverse effects of epidural analgesia such as infection.

C. Continue to assess pain.

Identifies need for ongoing interventions to manage pain.

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7.

Expected Outcomes • The epidural catheter is inserted into the epidural space • Pain is decreased and maintained at a tolerable level • The patient experiences minimal sedation • The patient experiences minimal numbness and no motor loss in the limbs • Hemodynamically stable • No opioid-related respiratory depression or decreased respiratory blockade from local anesthetic affecting the

diaphragm or ancillary muscles required for inspiration and expiration

Unexpected Outcomes • Inability to insert the epidural catheter • Suboptimal pain relief13

• Oversedation or drowsiness11,28

• Opioid-induced respiratory depression or hypoxia11,28

• Hypotension14,19,30

• Motor blockade of limbs; lower extremity weakness13,19,30

• Sensory loss in the limbs13,19,30

• Patchy block (e.g., uneven pain relief)13

• Unilateral block (e.g., pain relief on the contralateral side of the body only)13

• Nausea and vomiting8,14,17,28

• Pruritus1,8,14,17,28

• Urinary retention1,8,14,16,28

• Accidental dural puncture into the subarachnoid space13,33

• Dural puncture headache13,33

• Epidural catheter tip migration into a vessel or adjacent structure13

• Redness or signs of skin breakdown at pressure area sites (e.g., sacrum, heels) from decreased sensation • High epidural block— epidural local anesthetic block above the thoracic fourth vertebrae (T4)14

• Total spinal blockade13

• Occlusion of epidural catheter13

• Accidental epidural catheter dislodgment13

• Dressing disruption exposing insertion site • Leakage from the epidural catheter insertion site13,33

• Cracked epidural filter • Local anesthetic toxicity13

• Anaphylaxis14

• Epidural hematoma8,25,26,28

• Epidural abscess8,25,27,28

• Local erythema or drainage at insertion site32

• Nerve or spinal cord injury13

• Accidental connection of the epidural solution to the intravenous fluids33

• Accidental connection of intravenous fluids to the epidural catheter. • Local anesthetic toxicity13,14

• Cardiopulmonary arrest13

Patient Monitoring and Care

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Steps Rationale Reportable Conditions

These conditions should be reported if they persist despite nursing interventions.

1. Assess the patient’s level of pain with use of a pain scale.9,14,30 The frequency of assessments is determined by institutional standards. Record the patient’s subjective level of pain, with use of the institution’s standard pain assessment tool.

Describes patient response to pain therapy. A low pain score is expected both at rest and during movement.

Analgesic goal is safe, steady pain control at a low level that is acceptable to the patient.

• Moderate to severe pain scores

2. Assess the patient’s level of sedation9,14,30 with use of the institution’s standard assessment scale and frequency standard.

Sedation precedes opioid-related respiratory depression. A sudden change in sedation scale may indicate that the epidural catheter has migrated into an epidural blood vessel or the intrathecal space.11

• Increasing sedation and drowsiness or sudden change in sedation scale

3. Assess respiratory rate the first 20 minutes after administration of the epidural medication, and/or bolus then every 1–2 hours and as needed (prn).11,14,28 (Level D*)

Provides data for diagnosis of respiratory depression.

• Increasing respiratory depression or sudden change in respiratory rate combined with increasing somnolence

4. Assess heart rate14,28 with vital signs every 2 hours, then every 4 hours when stable.

Tachycardia may indicate a condition such as shock. Bradycardia may indicate opioid overmedication and sympathetic blockade by the local anesthetic.13,19

• Change in heart rate

• Abnormal heart rate

• Abnormal cardiac rhythm

5. Assess blood pressure with vital signs every 2 hours, then every 4 hours when stable. If hypotension occurs:

A. Turn off the epidural infusion; notify the physician, advanced practice nurse, pain relief service.

B. Place the patient in a supine, flat position.

C. Administer IV fluids as prescribed or according to protocol.

D. Administer vasopressor medications as prescribed.14,28

Epidural solutions that contain a local anesthetic may cause peripheral and venous dilation, providing a “sympathectomy.”14 The hypotensive effect of a local anesthetic is most common when a patient’s fluid status is decreased. Epidural analgesia may not be the sole cause of hypotension but may reveal hypovolemia.

• Hypotension

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E. Use caution when raising patient from lying to sitting or sitting to standing positions.31

6. Monitor the infusion rate with vital signs. Ensure that the control panel is locked if using the volumetric infuser or ensure that the PCEA program is locked in via key or code access.

Ensures that the medication is administered safely.

7. Monitor oxygen saturation and end- tidal carbon dioxide if prescribed or continuously as per institutional policy.11,14 (Level E*)

Assesses oxygenation. A decrease in oxygen saturation is a late sign of opioid oversedation and should not be solely relied on to detect oversedation.

• Oxygen saturation <93% or a decreasing trend in oxygenation

• Note: Decreased oxygen saturation is a late sign of opioid oversedation and should not be solely relied on to detect oversedation .

8. Obtain the patient’s temperature11,14 every 4 hours; assess more often if febrile. (Level E*)

Fever may signify an epidural space infection or systemic infection that is a potential risk when an epidural catheter is in place.14,17,27,32

• Temperature >101.3°F (38.5°C)

9. Assess the epidural catheter site every 4 hours or according to established institutional standards.14,32

Identifies site complications and infection. An epidural abscess is a rare but serious complication. Patient recovery without neurological injury depends largely on early recognition.14,17,27,32

• Redness • Tenderness

or increasing diffuse back pain

• Pain or paresthesia during epidural injection induration

• Swelling or presence of exudate

10. Monitor ability to void and ability to completely empty bladder.1,8,14 (Level E*)

Provides data regarding urinary retention and possible early signs of epidural abscess or epidural hematoma.8,14,26,27,32

• Urinary retention

• Change in bladder function

• Lack of urination for >6–8 hours

11. Monitor for sensory and or motor loss (e.g., leg numbness or inability to bend knees) at least every 4 hours and prn (see Fig. 105-3).2,8,14,16 (Level E*)

Motor or sensory loss in the extremities may be an early warning sign of an epidural abscess or hematoma or may indicate an excessive dose of a local

• Change in sensory or motor

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anesthetic.26,27 An epidural hematoma is a rare but serious complication; if undetected, it may result in permanent paralysis.14,16,17,32

function in extremities

• Sudden onset of back pain with decreasing motor weakness

• Loss in bladder and bowel function (e.g., incontinence )

12. Assess for ringing in the ears, tingling around lips, or a metallic taste.5,13,14 (Level E*)

If a local anesthetic is used in the epidural solution, ringing in the ears, tingling around the lips, or a metallic taste may indicate impending local anesthetic toxicity.5,13,14

• Ringing in the ears, tingling around the lips, or a metallic taste

13. Monitor and check skin integrity of the sacrum and the heels every 2 hours and as needed. Change the patient’s position as needed.

If a local anesthetic is used in the epidural solution, check for pressure points and decubitus ulceration (patient may have sensory loss in lower limbs).13,19,30

• Altered skin integrity

• Increasing redness or blistering of the skin on the sacrum or heels

14. Change the epidural catheter insertion site dressing as prescribed or if soiled, wet, or loose. Call physician or advanced practice nurse if catheter site is exposed. Follow institutional standards.

Provides an opportunity to cleanse the area around the catheter and to assess for signs and symptoms of infection that may indicate early signs of an epidural abscess.14,27

• Swelling • Site pain • Redness • Leakage of

epidural solution or drainage

15. Assess for the presence of nausea or vomiting.8

Antiemetics may need to be administered; the medication may need adjustment (e.g., opiates may need to be decreased or stopped if nausea and vomiting are not well controlled).

• Unrelieved nausea and vomiting

• Note: Nausea and vomiting may be a sign of severe hypotension.

16. Assess for the presence of pruritus.2,8 Epidural opiates may cause itching. Medications such as antihistamines

may cause sedation and are ineffective for spinally mediated itching. Low-dose opioid antagonists may be necessary to relieve pruritus. Small doses of naloxone (e.g., 0.04 mg) are

• Itching • Redness • Rashes

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effective for pruritus without reversing the analgesia.13,19

Diphenhydramine or hydroxyzine can also be effective for itching associated with dehydration but may cause increased sedation.13,19

17. Label the epidural pump and tubing33 and consider placing the epidural pump on one side of the patient’s bed and all other pumps on the other side of the bed. Consider the use of a different colored label for the epidural pump and the tubing to differentiate it from pumps and tubing for intravenous fluids and medications.

May aid in minimizing the risk for mistaking the epidural infusion for an IV infusion system. Cardiopulmonary arrest and seizures may occur if the epidural solution is infused intravenously.13

• Infusion of IV fluid into the epidural space

• Infusion of epidural solution into the IV

*Level D: Peer-reviewed professional and organizational standards with the support of clinical study recommendations. *Level E: Multiple case reports, theory-based evidence from expert opinions, or peer-reviewed professional organizational standards without clinical studies to support recommendations.

Documentation Documentation should include the following: • Patient and family education • Completion of informed consent • Preprocedure verifications and time out • Any difficulties associated with insertion • Type of dressing used • Confirmation of epidural catheter placement (e.g., decrease in blood pressure, demonstrable block to ice; see

Fig. 105-3) • Site assessment • Preintervention and serial pain assessment, including levels of motor and sensory blockade (documented on an

appropriate flow chart at regular intervals; see Fig. 105-3) and effectiveness of interventions30

• Sedation score assessment • Vital signs and oxygen saturation11

• Epidural analgesic medication and medication concentration being infused and infusion rate per hour • Bolus dose administration and patient response after bolus dose, including effectiveness of pain relief • Occurrence of unexpected outcomes or side effects • Nursing interventions taken • Pump settings when programmed for PCEA • Medication concentrations, continuous infusion rate, bolus dose, lockout interval, limit for 1 or more hours

according to institutional standards • Pain assessment, interventions, and effectiveness

What do you see as the benefits and challenges of group therapy? 

Assignment: Analyzing Group Techniques

Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.

As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.

To prepare:

· Select one of the group therapy video demonstrations from this week’s required media Learning Resources.

The Assignment

In a 3- to 4-page paper, identify the video you selected and address the following:

· What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?

· What evidence from the literature supports the techniques demonstrated? 

· What did you notice that the therapist did well?

· Explain something that you would have handled differently.

· What is an insight that you gained from watching the therapist handle the group therapy?

· Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?  

· Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Submit your Assignment. 

Reminde r  The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

NB: THE VIDEO IS ON YOUTUBE. YOU CAN TYPE THE BELOW YOUTUBE CHANNEL TO GET THE VIDEO.

Gerber, B. (2013, November 21). Psychotherapy group for schizophrenia [Video]. YouTube. https://www.youtube.com/watch?v=t8Dzus8WGqA

How could informatics be used to improve patient outcomes or even prevent the public health concern you identified?

Identify a recent public health concern related to health promotion or disease prevention.

Determine how informatics can be used to identify this concern, provide evidence-based care, and evaluate this public health concern.

Step 2 Analyze the public health concern.Include responses to the following questions 

  • Describe the recent public health concern.
  • How could informatics be used to locate evidence related to this health concern?
  • If you chose to research this topic of interest, how could informatics assist you?
  • How could informatics be used to improve patient outcomes or even prevent the public health concern you identified?

Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity

 I have analyzed the relationship between academic integrity and writing, as well as the relationship between professional practices and scholarly ethics. I have also identified strategies I intend to pursue to maintain integrity and ethics of my academic work while a student of the MSN program, as well as my professional work as a nurse throughout my career. The results of these efforts are shared below.

Directions: In the space below craft your analysis/writing sample, including Part 1 (The Connection Between Academic and Professional Integrity) and Part 2 (Strategies for Maintaining Integrity of Work).

Part 1:

In the space below write a 2- 3-paragraph analysis that includes the following:

· Explanation for the relationship between academic integrity and writing

· Explanation for the relationship between professional practices and scholarly ethics 

· Cite at least 2 resources that support your arguments, being sure to use proper APA formatting. 

· Use Grammarly and Safe Assign to improve the product.

· Explain how Grammarly, Safe Assign, and paraphrasing contributes to academic integrity

Part 2:

Expand on your thoughts from Part 1 by: 

· Identifying and describing strategies you intend to pursue to maintain integrity and ethics of your 1) academic work while a student of the MSN program, and 2) professional work as a nurse throughout your career. Include a review of resources and approaches you propose to use as a student and a professional. 

About me: I am psychiatric nurse that works in a psychiatric hospital, that is currently enrolled in the masters of psychiatric nursing

Why is the task of disposing of unused frozen human embryos different from disposing of other medical tissue?

Stem cells are undifferentiated, primitive cells with the ability both to multiply and to differentiate into specific kinds of cells. Stem cells hold the promise of allowing researchers to grow specialized cells or tissue, which could be used to treat injuries or disease (e.g., spinal cord injuries, Parkinson’s disease, Alzheimer’s disease, diabetes, strokes, burns).” (Slevin, 2010)

Choose ONE of the following issues and post to its thread with supporting evidence. Respond to two peers who wrote about issues other than the one you chose.

1. Discuss what you feel are the potential benefits of stem cell research for Alzheimer’s patients and their families. 

2. Share your perspective on the stem cell debate regarding the donation of surplus embryos to couples for “embryo adoption.” Which of the 6 acceptable ethical theories would you use to support your stance?

3. Why is the task of disposing of unused frozen human embryos different from disposing of other medical tissue?

4. Discuss why you think embryonic stem cell research “crosses a moral boundary.” Use all of the 6 acceptable ethical theories to show how this may cross that boundary. 

“Stem cells are undifferentiated, primitive cells with the ability both to multiply and to

differentiate into s

pecific kinds of cells. Stem cells hold the promise of allowing

researchers to grow specialized cells or tissue, which could be used to treat injuries or

disease (e.g., spinal cord injuries, Parkinson’s disease, Alzheimer’s disease, diabetes,

strokes, burn

s).” (Slevin, 2010)

Choose ONE of the following issues and post to its thread with supporting evidence.

Respond to two peers who wrote about issues other than the one you chose.

1.

Discuss what you feel are the potential benefits of stem cell research for

Alz

heimer’s patients and their families.

2.

Share your perspective on the stem cell debate regarding the donation of

surplus embryos to couples for “embryo adoption.”

Which of the 6 acceptable

ethical theories would you use to support your stance?

3.

Why is the ta

sk of disposing of unused frozen human embryos different from

disposing of other medical tissue?

4.

Discuss why you think embryonic stem cell research “crosses a moral

boundary.”

Use all of the 6 acceptable ethical theories to show how this may

cross that boundary.

“Stem cells are undifferentiated, primitive cells with the ability both to multiply and to

differentiate into specific kinds of cells. Stem cells hold the promise of allowing

researchers to grow specialized cells or tissue, which could be used to treat injuries or

disease (e.g., spinal cord injuries, Parkinson’s disease, Alzheimer’s disease, diabetes,

strokes, burns).” (Slevin, 2010)

Choose ONE of the following issues and post to its thread with supporting evidence.

Respond to two peers who wrote about issues other than the one you chose.

1. Discuss what you feel are the potential benefits of stem cell research for

Alzheimer’s patients and their families.

2. Share your perspective on the stem cell debate regarding the donation of

surplus embryos to couples for “embryo adoption.” Which of the 6 acceptable

ethical theories would you use to support your stance?

3. Why is the task of disposing of unused frozen human embryos different from

disposing of other medical tissue?

4. Discuss why you think embryonic stem cell research “crosses a moral

boundary.” Use all of the 6 acceptable ethical theories to show how this may

cross that boundary.

Survey Report cover

Describe three specific political actions nurses could take to strengthen their role in policymaking as it relates to advocacy for improving LGBTQ health. 

APA format

1) Minimum 7 pages  (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per page

You must strictly comply with the number of paragraphs requested per page.

           Part 1: minimum  1 page

           Part 2: minimum  2 pages 

           Part 3: minimum  1 page

           Part 4: minimum  1 page

           Part 5: minimum  1 page

           Part 6: minimum  1 page

   Submit 1 document per part

2)¨******APA norms

         All paragraphs must be narrative and cited in the text- each paragraph

         Bulleted responses are not accepted

         Don’t write in the first person 

         Don’t copy and paste the questions.

         Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)

Part 2:   Minimum 4 references (APA format) per part not older than 5 years  (Journals, books) (No websites) 

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc

__________________________________________________________________________________

Part 1: Ethics

Topic:  Utilitarianism

(1) Does the End Justify the Means – YouTube

1. In this video you will learn about Utilitarianism (Write in the first person)

2. List all the facts (#s and pro & cons arguments) about the Bakum Dam project. 

3. Apply Utilitarianism to determine the rightness or wrongness of this project.

4. Is it right to construct this dam? Why?

Part 2: Ethics

Topic:   Drug Legalization

1. Apply the ethical principle of Utilitarianism to APPROVE this moral issue. 

a. Apply the Four major points of Utilitarianism (https://www.youtube.com/watch?v=JdtWu4Cqx1Y)

b. Apply Bentham’s Felicific Calculus (Check jpg file)

2. Describe how the utilitarian claims to back up your arguments (Check File 1)

Part 3: Healthcare Policy

1. Describe three specific political actions nurses could take to strengthen their role in policymaking as it relates to advocacy for improving LGBTQ health. 

2. How the AACN MSN  Essential VI: Health Policy and Advocacy, is correlated to political actions nurses and  LGBTQ health.

Attached below is additional information regarding providing adequate care for the LGBTQ community as outlined by Joint Commission and the CDC: 

1. Lesbian, Gay, Bisexual and Transgender Health: https://www.cdc.gov/lgbthealth/

2.  https://www.jointcommission.org/en/resources/news-and-multimedia/blogs/improvement-insights/2020/01/02/improving-transgender-or-gender-non-conforming-health-care-quality/

3. 

Survey Report cover

Part 4: Nursing Research

According to the “Part 4” file

1. Make a reflection about  Quantitative data management & Basic quantitative data analysis

Part 5: Epidemiology 

1. Give one example for each type of care delivery service incentivized by volume based, fee-for-service payment models, as opposed to value based, alternative payment models. 

2. Select one example and explain how works

Part 6: Health Promotion

Topic: Qualitative evaluations

1. What is a qualitative study? 

2. What are the advantages and disadvantages? 

3. Provide two examples of qualitative studies, include:

a. How the information could be analyzed.

Health promotion initiative:  Diabetes in elderly men

Population: Elderly men with Diabetes

SMART goal: Elderly men patients diagnosed with diabetes should have HbA1c level is 48mmol/mol or below during the next two months to identify adherence to pharmacological and non-pharmacological treatment 

Purpose: Evaluate HbA1c of diabetic elderly men patients to identify if they are complying with pharmacological and non-pharmacological treatment and assess their adherence to treatment

4. Would you use a qualitative test to determine effectiveness of your health promotion initiative? 

a. Explain why

What is the role of nurses in the advocacy of human rights in clinical practice?

APA format

1) Minimum 7 pages  (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per page

You must strictly comply with the number of paragraphs requested per page.

           Part 1: minimum  1 page

           Part 2: minimum  6 pages

   Submit 1 document per part

2)¨******APA norms

         All paragraphs must be narrative and cited in the text- each paragraph

         Bulleted responses are not accepted

         Don’t write in the first person 

         Don’t copy and paste the questions.

         Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)

Part 2:   Minimum 6 references (APA format) per part not older than 5 years  (Journals, books) (No websites) 

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc

__________________________________________________________________________________

Part 1: Ethic and legal nursing

Topic: Mandatory Minimum Staffing Ratios 

A nurse manager is attending a national convention and is attending a concurrent session on staffing ratios. Minimum staffing ratios are being discussed in the nurse manager’s own state. The nurse manager has a number of questions about staffing ratios that the session is covering. The nurse manager knows that evidence exists that increasing the number of RNs in the staffing mix leads to safer workplaces for nurses and higher quality of care for patients.

1. What are the three general approaches recommended by the American Nurses Association (2017) to maintain sufficient staffing?

2. Should LPNs be counted to meet minimum mandatory staffing ratios?

a. Explain why?

3. Analyze what proponents and critics say about whether mandatory minimum staffing ratios are needed.

Part 2: Ethic and legal nursing

Topic:   Human Rights as a Nurse 

1. Introduction, include (1/2 page)

a. Nurse-patient relationship 

b. Nursing advocacy  

c. Human rights and nursing

2. What is the role of nurses in the advocacy of human rights in clinical practice? (1 page)

3. What is the scope of nurses as an of advocacy human rights in politics (1 page)

4. What are the 3 key aspects that nurses must take into account in clinical practice to guarantee compliance with human rights from their role? (1 page)

5. What are the two main limitations for nurses to advocate human rights in clinical practice? (1 page)

6. Create a proposal that addresses the two limitations in the previous point and describes the possible results of your proposal (1 page)

8. Conclusion (1/2 page)

Identify an assessment/diagnosis instrument

Choose one diagnosis from the Psychotic Disorders group 

· American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). American Psychiatric Publishing, Inc.  

· Scan pages 87-122  

Overview  

As you will learn throughout the program, the diagnosis of a variety of psychiatric illnesses is not always an easy or straightforward process. Multiple observations and assessment methods are often employed to reach a diagnosis. This approach can include the use of standardized assessment instruments.  This then aids you in defining a treatment plan and choosing specific treatment plans to use in the care of your clients.  

You are tasked with identifying a standardized assessment instrument/tool to measure the disorders listed for each week. You will keep these instruments in the form of a “portfolio” that you can use in your clinical practice to assess clients who present with a variety of symptoms.  

Instructions:  

Instrument/ Tool criteria:  

For each assessment, you are tasked with selecting, you will identify an instrument and:  

1. List what DSM diagnosis the tool/instrument is used for.  

2. Identify an assessment/diagnosis instrument. 

3. Appraise a scholarly, peer-reviewed article that addresses the use of the instrument to support your choice as an evidence-based instrument for practice.  

4. Evaluate the instrument’s appropriateness for diagnosing the condition it is designed to assess or if the developers of the instrument reported that the instrument is only part of a comprehensive assessment for the disorder.  

5. Describe whether or not the instrument can be used to measure patient response to therapy/treatment or if it is strictly for assessment and diagnosis.  

6. Discuss the psychometrics/scoring of the instrument, including reliability and validity.  

7. Discuss any limitations associated with the use of the instrument. 

8. Include a link to view the assessment if possible. 

 Use the following template in completing your portfolio assignments. Your information can be in a bulleted format or just a couple of sentences for each criterion listed above. However, you must use APA citations.  You are NOT required to write this in a paper format.  Turn in one document for each week’s topics.  (However, create a file on your desktop to compile your portfolio as you move through the term.)  This will ensure you can have easy access to show the full portfolio and once you begin clinicals and practice.  Throughout the program, you will continue to add to the portfolio in each course

Would you use a qualitative test to determine effectiveness of your health promotion initiative? 


APA format

Parts  1, 2 and 3 have the same questions, however, you must answer with references and different writing always addressing them objectively, that is as if you were different students. Similar responses in wording or references will not be accepted.

1) Minimum 6 pages  (No word count per page)- Follow the 3 x 3 rule: minimum three paragraphs per page

You must strictly comply with the number of paragraphs requested per page.

           Part 1: minimum  1 page

           Part 2: minimum  1 page

           Part 3: minimum  1 page

           Part 4: minimum  1 page

           Part 5: minimum  1 page

           Part 6: minimum  1 page

Submit 1 document per part

2)¨******APA norms

         All paragraphs must be narrative and cited in the text- each paragraph

         Bulleted responses are not accepted

         Don’t write in the first person 

         Don’t copy and paste the questions.

         Answer the question objectively, do not make introductions to your answers, answer it when you start the paragraph

Submit 1 document per part

3)****************************** It will be verified by Turnitin (Identify the percentage of exact match of writing with any other resource on the internet and academic sources, including universities and data banks) 

********************************It will be verified by SafeAssign (Identify the percentage of similarity of writing with any other resource on the internet and academic sources, including universities and data banks)

4) Minimum 3 references (APA format) per part not older than 5 years  (Journals, books) (No websites)

All references must be consistent with the topic-purpose-focus of the parts. Different references are not allowed.

5) Identify your answer with the numbers, according to the question. Start your answer on the same line, not the next

Example:

Q 1. Nursing is XXXXX

Q 2. Health is XXXX

6) You must name the files according to the part you are answering: 

Example:

Part 1.doc 

Part 2.doc

__________________________________________________________________________________

Parts  1 and 2 have the same questions, however, you must answer with references and different writing always addressing them objectively, that is as if you were different students. Similar responses in wording or references will not be accepted.

Part 1: Health informatics

1.  Describe how healthcare informatics impacts epidemiology and health promotion – prevention?

Part 2: Health informatics

1.  Describe how healthcare informatics impacts epidemiology and health promotion – prevention?

Part 3: Health informatics

1.  Describe how healthcare informatics impacts epidemiology and health promotion – prevention?

Part 4: Health Promotion

Topic: Qualitative evaluations

1. What is a qualitative study? 

2. What are the advantages and disadvantages? 

3. Provide two examples of qualitative studies, include:

a. How the information could be analyzed.

Health promotion initiative:  Sexually Transmitted Diseases in Women Adolescents

SMART Goal: Promote sexually active adolescent women to be screened for STDs during the first month after the initial consultation, allowing access to preventive sexual education and digital information to brief brochures that require registration, places to take the 3xams, costs, methods, and associated diseases and importance of annual screening

Population: Women Adolescents

Purpose: Promote STD screening in adolescent women through brochures and digital education

4. Would you use a qualitative test to determine effectiveness of your health promotion initiative? 

a. Explain why

Part 5: Health Promotion

Topic: Qualitative evaluations

1. What is a qualitative study? 

2. What are the advantages and disadvantages? 

3. Provide two examples of qualitative studies, include:

a. How the information could be analyzed.

Health promotion initiative:  Lung Cancer in Smokers

Population: Patients undergoing chemotherapy for lung cancer due to smoking

SMART goal:  Patients undergoing chemotherapy treatment with lung cancer diagnoses with a history of smoking should demonstrate greater knowledge of the consequences of relapsing to smoking during the first three months. 

Purpose: Educate patients in chemotherapy treatment due to smoking,  in the prevention of relapse into smoking habits so as not to affect the progress of their treatment

4. Would you use a qualitative test to determine effectiveness of your health promotion initiative? 

a. Explain why

Part 6: Epidemiology

 1. Give one example for each type of care delivery service incentivized by volume based, fee-for-service payment models, as opposed to value based, alternative payment models.

2. Select one example and explain how works