Assignment Assessing And Treating Clients With Pain

 

The Assignment:

Examine Case Study: A Caucasian Man With Hip Pain. You will be asked to make three decisions concerning the medication to prescribe to this client. Be sure to consider factors that might impact the client’s pharmacokinetic and pharmacodynamic processes.

At each decision point stop to complete the following:

  • Decision #1
    • Which decision did you select?
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #1 and the results of the decision. Why were they different?
  • Decision #2
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #2 and the results of the decision. Why were they different?
  • Decision #3
    • Why did you select this decision? Support your response with evidence and references to the Learning Resources.
    • What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources.
    • Explain any difference between what you expected to achieve with Decision #3 and the results of the decision. Why were they different?

Also include how ethical considerations might impact your treatment plan and communication with clients.

Note: Support your rationale with a minimum of three academic resources. While you may use the course text to support your rationale, it will not count toward the resource requirement.

  

Complex Regional Pain Disorder

White Male With Hip Pain

BACKGROUND

This week, a 43-year-old white male presents at the office with a chief complaint of pain. He is assisted in his ambulation with a set of crutches. At the beginning of the clinical interview, the client reports that his family doctor sent him for psychiatric assessment because the doctor felt that the pain was “all in his head.” He further reports that his physician believes he is just making stuff up to get “narcotics to get high.”

 
 

SUBJECTIVE

The client reports that his pain began about 7 years ago when he sustained a fall at work. He states that he landed on his right hip. Over the years, he has had numerous diagnostic tests done (x-rays, CT scans, and MRIs). He reports that about 4 years ago, it was discovered that the cartilage surrounding his right hip joint was 75% torn (from the 3 o’clock to 12 o’clock position). He reports that none of the surgeons he saw would operate because they felt him too young for a total hip replacement and believed that the tissue would repair with the passage of time. Since then, he reported development of a strange constellation of symptoms including cooling of the extremity (measured by electromyogram). He also reports that he experiences severe cramping of the extremity. He reports that one of the neurologists diagnosed him with complex regional pain syndrome (CRPS), also known as reflex sympathetic dystrophy (RSD). However, the neurologist referred him back to his family doctor for treatment of this condition. He reports that his family doctor said, “there is no such thing as RSD, it comes from depression” and this was what prompted the referral to psychiatry. He reports that one specialist he saw a few years ago suggested that he use a wheelchair, to which the client states “I said ‘no,’ there is no need for a wheelchair, I can beat this!”

The client reports that he used to be a machinist where he made “pretty good money.” He was engaged to be married, but his fiancé got “sick and tired of putting up with me and my pain, she thought I was just turning into a junkie.”

He reports that he does get “down in the dumps” from time to time when he sees how his life has turned out, but emphatically denies depression. He states “you can’t let yourself get depressed… you can drive yourself crazy if you do. I’m not really sure what’s wrong with me, but I know I can beat it.”

During the client interview, the client states “oh! It’s happening, let me show you!” this prompts him to stand with the assistance of the corner of your desk, he pulls off his shoe and shows you his right leg. His leg is turning purple from the knee down, and his foot is clearly in a visible cramp as the toes are curled inward and his foot looks like it is folding in on itself. “It will last about a minute or two, then it will let up” he reports. Sure enough, after about two minutes, the color begins to return and the cramping in the foot/toes appears to be releasing. The client states “if there is anything you can do to help me with this pain, I would really appreciate it.” He does report that his family doctor has been giving him hydrocodone, but he states that he uses is “sparingly” because he does not like the side effects of feeling “sleepy” and constipation. He also reports that the medication makes him “loopy” and doesn’t really do anything for the pain.

 
 

MENTAL STATUS EXAM

The client is alert, oriented to person, place, time, and event. He is dressed appropriately for the weather and time of year. He makes good eye contact. Speech is clear, coherent, goal directed, and spontaneous. His self-reported mood is euthymic. Affect consistent to self-reported mood and content of conversation. He denies visual/auditory hallucinations. No overt delusional or paranoid thought processes appreciated. Judgment, insight, and reality contact are all intact. He denies suicidal/homicidal ideation, and is future oriented.

Diagnosis: Complex regional pain disorder (reflex sympathetic dystrophy)

Decision Point One:

Select what the PMHNP should do:

Savella 12.5 mg once daily on day 1; followed by 12.5 mg BID on day 2 and 3; followed by 25 mg BID on days 4-7; followed by 50 mg BID thereafter

RESULTS OF DECISION POINT ONE:

Client returns to clinic in four weeks

Client comes into the office to without crutches but is limping a bit. The client states that the pain is “more manageable since I started taking that drug. I have been able to get around more on my own. The pain is bad in the morning though and gets better throughout the day”. On a pain scale of 1-10; the client states that his pain is currently a 4. When asked what pain level would be tolerable on a daily basis, the client states, “I would rather have no pain but don’t think that is possible. I could live with a pain level of 3.”. When questioned further, the PMHNP asks what makes the pain on a scale of 1-10 different when comparing a level of 9 to his current level of 4?”. The client states that since using this drug, I can get to a point on most days where I do not need the crutches. ” The client is also asked what would need to happen to get his pain from a current level of 4 to an acceptable level of 3. He states, “If I could get to the point everyday where I do not need the crutches for most of my day, I would be happy.”

Client states that he has noticed that he frequently (over the past 2 weeks) gets bouts of sweating for no apparent reason. He also states that his sleep has “not been so good as of lately.” He does complain of nausea today

Client’s blood pressure and pulse are recorded as 147/92 and 110 respectively. He also admits to experiencing butterflies in his chest. The client denies suicidal/homicidal ideation and is still future oriented

Decision Point One

Complex Regional Pain Disorder

White Male With Hip Pain

Amitriptyline 25 mg po QHS and titrate upward weekly by 25 mg to a max dose of 200 mg per day

RESULTS OF DECISION POINT ONE

Client returns to clinic in four weeks

Client comes to the office still using crutches. He states that the pain has improved but he is a bit groggy in the morning

Client’s pain level is currently a 6 out of 10. The PMHNP questions the client on what would be an acceptable pain level. He states, “I would rather have no pain but don’t think that is possible. I could live with a pain level of 3.” He states that his pain level normally hovers around a 9 out of 10 on most days of the week before the amitriptyline was started. The PMHNP asks what makes the pain on a scale of 1-10 different when comparing a level of 9 to his current level of 6?” The client states, “I’m able to go to the bathroom or to the kitchen without using my crutches all the time. The achiness is less and my toes do not curl as often as they did before.” The client is also asked what would need to happen to get his pain from a current level of 6 to an acceptable level of 3. He states, “Well, that is kind of hard to answer. I guess I would like the achiness and throbbing in my right leg to not happen every day or at least not several times a day. I also could do without my toes curling in like they do. That really hurts.”

Client denies suicidal/homicidal ideation and is still future oriented

Decision Point Two:

Select what the PMHNP should do next:

Continue with current medication but lower dose to 25mg twice a day

RESULTS OF DECISION POINT TWO:

Client returns to clinic in four weeks

Client comes to office today with use of crutches. He states that his current pain is a 7 out of 10. “I do not feel as good as I did last month.”

Client states that he is sleeping at night but woken frequently from pain down his right leg and into his foot

Client’s blood pressure and heart rate recorded today are 124/85 and 87 respectively. He denies any heart palpitations today

Client denies suicidal/homicidal ideation but he is discouraged about the recent slip in his pain management and looks sad

Decision Point Three:

Select what the PMHNP should do next:

Change Savella to 25mg orally in the MORNING and 50 mg orally at BEDTIME

Guidance to Student

The client has a complex neuropathic pain syndrome that may never respond to pain medication. Once that is understood, the next task is to explain to the client that pain level expectations need to realistic in nature and understand that he will always have some level of pain on a daily basis. The key is to manage it in a manner that allows him to continue his activities of daily living with as little discomfort as possible. Next, it is important to explain that medications are never the final answer but a part of a complex regimen that includes physical therapy, possible chiropractic care, heat and massage therapy, and medications. Savella is a SNRI that also possesses NMDA antagonist activity which helps in producing analgesia at the site of nerve endings. It is specifically marketed for fibromyalgia and has a place in therapy for this gentleman. Tramadol is never a good option along with other opioid type analgesics. Agonists at the Mu receptors does not provide adequate pain control in these types of neuropathic pain syndromes and therefore is never a good idea. It also has addictive properties which can lead to secondary drug abuse. Reductions in Savella can help control side effects but at a cost of uncontrolled pain. It is always a good idea to start with dose reductions during parts of the day that pain is most under control. The addition of Celexa with Savella needs to be done cautiously. Both medications inhibit the reuptake of serotonin and can, therefore, lead to serotonin toxicity or serotonin syndrome.

 White Male Wit https://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6630/07/mm/complex_regional_pain_disorder/1.html#option1h Hip Pain

 
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Assignment Asthma And Stepwise Management 19462101

Asthma is a respiratory disorder that affects children and adults. Advanced practice nurses often provide treatment to patients with these disorders. Sometimes patients require immediate treatment, making it essential that you recognize and distinguish minor asthma symptoms from serious, life-threatening ones. Since symptoms and attacks are often induced by a trigger, advanced practice nurses must also help patients identify their triggers and recommend appropriate management options. Like many other disorders, there are various approaches to treating and managing care for asthmatic patients depending on individual patient factors.  

One method that supports the clinical decision making of drug therapy plans for asthmatic patients is the stepwise approach, which you explore in this Assignment.

To Prepare
  • Reflect on drugs used to treat asthmatic patients, including long-term control and quick relief treatment options for patients. Think about the impact these drugs might have on patients, including adults and children.
  • Consider how you might apply the stepwise approach to address the health needs of a patient in your practice.
  • Reflect on how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.
  • Create a 5- to 6-slide PowerPoint presentation that can be used in a staff development meeting on presenting different approaches for implementing the stepwise approach for asthma treatment. Be sure to address the following:
  • Describe long-term control and quick relief treatment options for the asthma patient from your practice as well as the impact these drugs might have on your patient.
  • Explain the stepwise approach to asthma treatment and management for your patient.
  • Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Be specific.the disease.
  • Please review the rubric for this assignment.

Rubric:

The presentation clearly and accurately describes in detail the long-term control and quick relief treatment options for the asthma patient from their practice.

The presentation clearly and accurately describes in detail the impact these drugs might have on their patient.

The presentation clearly and accurately explains in detail the stepwise approach to asthma treatment and management for their patient.

The presentation clearly and accurately explains in detail how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.

The presentation provides accurate and detailed examples to support the explanation provided.

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

Uses correct grammar, spelling, and punctuation with no errors

References:

Rosenthal, L. D., & Burchum, J. R. (2018). Lehne’s pharmacotherapeutics for advanced practice providers. St. Louis, MO: Elsevier.

  • Chapter 60, “Drugs for Asthma and Chronic Obstructive Pulmonary Disease” (pp. 673–693)
  • Chapter 61, “Drugs for Allergic Rhinitis, Cough, and Colds” (pp. 695–702)
 
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Assignment Certification Plan

  

Certification Plan

Begin to develop a plan to pass the Certification Exam. Compare your home state’s laws in regards to Advanced Practice Nursing Practice to an alternate state with a less or more restrictive practice environment.

To prepare:

· Consider the differences in certification exams options for your specialty

· Reflect on how to approach relocating licensure from one state to another

Write a 3-4 page paper which summarizes the following:

· Identify the certification exam you selected and explain why

· Outline your plan for passing the appropriate National Certification Exam

· Describe the NP Practice environment for your home state highlighting restrictions or limitations for practice

· Describe 3 strengths identified from the FHEA Exit Exam

· Describe 3 areas of weakness identified by the FHEA Exit Exam and develop a study plan for addressing these areas of weakness

http://www.aanpcert.org/index

Resources

http://www.aanpcert.org/index

http://www.nursecredentialing.org/

http://c.ymcdn.com/sites/www.nonpf.org/resource/resmgr/imported/NPPrimaryCareAcuteCarePracticeFINAL.pdf

https://www.ncsbn.org/boards.htm

https://www.bartonassociates.com/locum-tenens-resources/nurse-practitioner-scope-of-practice-laws/

http://www.nursingworld.org/EspeciallyForYou/AdvancedPracticeNurses

https://class.waldenu.edu/bbcswebdav/institution/USW1/201810_27/MS_NURS/NURS_6565/artifacts/Contact_Hour_Dynamic_Flyer-_CertificationReviewfor%20NP_02_17.pdf

 
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Assignment Case Study Assignment Assessing Neurological

  

Assignment : Case Study Assignment: Assessing Neurological. 

 
 

Imagine not being able to form new memories. This is the reality patients with anterograde amnesia face. Although this form of amnesia is rare, it can result from severe brain trauma. Anterograde amnesia demonstrates just how impactful brain disorders can be to a patient’s quality of living. Accurately assessing neurological symptoms is a complex process that involves the analysis of many factors.

In this Case Study Assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

 
 

                                             To Prepare

By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.

With regard to the case study you were assigned:

Review this week’s Learning Resources, and consider the insights they provide about the case study.

Consider what history would be necessary to collect from the patient in the case study you were assigned.

Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

 

The Case Study Assignment

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template

Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. 

List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each. 

 

                                            CASE STUDY

  

                        Neurological Cases for Week 9

Case 1: Drooping of the face: A 33-year-old female comes to your clinic alarmed about sudden “drooping” on the right side of the face that began this morning. She complains of excessive tearing and drooling on her right side as well.
 

THIS IS THE LINK TO DOWNLOAD THE BOOK:

  

https://www.sendspace.com/file/wd7quh

NOTE: Check the assignment for plagiarism

 
 

 
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Assignment Case Study Assignment Assessing Neurological 19396953

 

Assignment : Case Study Assignment: Assessing Neurological. 

Imagine not being able to form new memories. This is the reality patients with anterograde amnesia face. Although this form of amnesia is rare, it can result from severe brain trauma. Anterograde amnesia demonstrates just how impactful brain disorders can be to a patient’s quality of living. Accurately assessing neurological symptoms is a complex process that involves the analysis of many factors.

In this Case Study Assignment, you will consider case studies that describe abnormal findings in patients seen in a clinical setting.

                                             To Prepare

By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Also, your Case Study Assignment should be in the Episodic/Focused SOAP Note format rather than the traditional narrative style format. Refer to Chapter 2 of the Sullivan text and the Episodic/Focused SOAP Template in the Week 5 Learning Resources for guidance. Remember that all Episodic/Focused SOAP notes have specific data included in every patient case.

With regard to the case study you were assigned:

Review this week’s Learning Resources, and consider the insights they provide about the case study.

Consider what history would be necessary to collect from the patient in the case study you were assigned.

Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. How would the results be used to make a diagnosis?

Identify at least five possible conditions that may be considered in a differential diagnosis for the patient.

                               

Use the Episodic/Focused SOAP Template and create an episodic/focused note about the patient in the case study to which you were assigned using the episodic/focused note template

Provide evidence from the literature to support diagnostic tests that would be appropriate for each case. 

List five different possible conditions for the patient’s differential diagnosis, and justify why you selected each. 

                                            

                                            CASE STUDY

Neurological Cases for Week 9

Case 1: Drooping of the face: A 33-year-old female comes to your clinic alarmed about sudden “drooping” on the right side of the face that began this morning. She complains of excessive tearing and drooling on her right side as well.
 

THIS IS THE LINK TO DOWNLOAD THE BOOK:

https://www.sendspace.com/file/wd7quh

NOTE: Check the assignment for plagiarism

 
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Assignment Capstone Paper Part I Introduction Analysis Of Existing Evidence And Quality Improvement Process

 

Assignment: Capstone Paper, Part I: Introduction, Analysis of Existing Evidence, and Quality Improvement Process

The Assignment you will submit this week will combine the work you completed in Week 1 (Introduction) and Week 2 (Analysis of Existing Evidence) and this week’s assignment, the Quality Improvement Process. These three sections, when combined, will complete Part I of your Capstone Paper.

To prepare for this Assignment:

  • Review the Capstone Paper Assignment Guide
  • Locate the most current version of your Week 1 and Week 2 Assignment. You will add this section to that document.
  • Review the Academic Writing Expectations Checklist Capstone Level
    • Note the new expectations for Use of evidence and Credit to Source
    • Use a Scholarly Voice
      • http://academicguides.waldenu.edu/writingcenter/scholarlyvoice
      • http://academicguides.waldenu.edu/writingcenter/webinars/scholarlywriting#s-lg-box-2773859
    • Review the Walden University Writing Center webpage: Using Evidence: Synthesis
  • Review the Week 3 Assignment Rubric

Remember: Each section of the Capstone Paper must meet the Academic Writing Expectations for the Capstone Level.

For this Assignment

  • Describe the quality improvement process and the Quality model that will be used as a basis for the practice problem. Include a description of a quality improvement tool(s) that you will use in your quality improvement plan. See Spath, (2013) chapter 6 for examples.
  • Explain why the specific process was selected and document your explanation with references.

For the Week 3 Assignment, you will combine your Week 1, 2 and 3 assignments and submit a 3-4-page paper that addresses the following:

  • Practice Problem (Completed in Week 1)
    • State the practice problem in measurable terms.
    • State the data that suggests a practice problem exists
    • Include a purpose statement.
  • Analysis of the Existing Evidence (Completed in Week 2)
    • Summarize the findings from the evidence analysis that support your practice problem. Include minimum of at least 5 evidence-based practice sources that support your practice problem. Identify research, clinical guidelines, expert opinions, and other relevant information. You must include two-three research studies in your analysis. Using your own words synthesize the evidence that supports your identified practice problem. There should be no quotes or personal opinions included in this section.
  • Quality Improvement Process (Completed this Week) (Approximately 2-3 paragraphs)
    • Describe the quality improvement process and the quality model that will be used as a basis for the practice problem. This is not your entire quality improvement plan, only a description of the quality improvement process and the quality model you chose. You will develop your specific quality improvement plan in week 4. Include a description of a quality improvement tool(s) that you will use in your quality improvement plan. See Spath, (2013) chapter 6 for examples.
    • Explain why the specific process was selected and document your explanation with references.
    • Conclusion
 
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Assignment Cancer And Womens And Mens Health

he American Cancer Society estimates that by the end of 2012, more than 226,000 women will be diagnosed with breast cancer and more than 241,000 men will be diagnosed with prostate cancer (American Cancer Society, 2012a; American Cancer Society 2012b). With such prevalence of women’s and men’s cancers, patient education and preventive services are essential. In clinical settings, advanced practice nurses must assist physicians in educating patients on risk factors, preventive services, and for patients diagnosed with cancer, on potential drug treatments. The clinical implications of women’s and men’s cancer greatly depend on early detection, which is primarily achieved through preventive services. In this Assignment, you consider the short-term and long-term implications of cancer and drug treatments associated with women’s and men’s health, as well as appropriate preventive services.

To prepare:
  • Select a type of cancer associated with women’s or men’s health such as breast, cervical, or ovarian cancer in women and prostate cancer in men.
  • Locate and review articles examining the type of cancer you selected.
  • Review the U.S. Preventive Services Task Force article in the Learning Resources. Think about available preventive services that providers might recommend for patients at risk of this type of cancer.
  • Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how these factors might impact decisions related to preventive services.
  • Consider drug treatment options for patients diagnosed with the type of cancer you selected including short-term and long-term implications of the treatments.

By Day 7

Write a 2- to 3- page paper that addresses the following:

  • Describe available preventive services that providers might recommend for patients at risk of the type of cancer you selected.
  • Explain how the factors you selected might impact decisions related to preventive services.
  • Describe drug treatment options for patients diagnosed with the type of cancer you selected. Explain the short-term and long-term implications of these treatments.
 
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Assignment C 3 18613149

Read the “Resource 1: Case Study.” Answer the questions at the end of the case study in a paper of 750-1,000 words. Prepare this assignment according APA guidelines . An abstract is not required.  

Resource 1: Case Study 

A 22-year-old woman reports being “sick with the flu” for the past 8 days. She is vomiting several times every day, having difficulty keeping liquids or food down, and has been using more than the recommended dose of antacids in an attempt to calm the nausea. She has become severely dehydrated. After fainting at home, she was taken to a local hospital. An arterial blood gas sample was drawn and then an IV was placed to help rehydrate her. The arterial blood gas revealed the following: Test Result           Normal levels 

pH                                 7.5 7.35 – 7.45                                                               PaCO2 40 mm Hg 35-45 mm Hg 

PaO2 95 mm Hg 80-100 mm Hg 

SaO2                                 97% 95-100% 

HCO3- 32 meq/liter 22-26 meq/liter  

How would you classify the patient’s acid-base disturbance and explain why? Given the case study, what are the possible factors causing this acid-base disturbance? Explain the pathophysiology created by these factors. How would the renal and respiratory systems try to compensate for this acid-base disturbance?  What pharmacologic intervention is commonly used to correct this acid-base disturbance? Describe the pharmacological actions.  Describe the educational needs for this patient and what your approach will be.

 
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Assignment C 3 18613147

Read the “Resource 1: Case Study.” Answer the questions at the end of the case study in a paper of 750-1,000 words. Prepare this assignment according APA guidelines . An abstract is not required.  

Resource 1: Case Study 

A 22-year-old woman reports being “sick with the flu” for the past 8 days. She is vomiting several times every day, having difficulty keeping liquids or food down, and has been using more than the recommended dose of antacids in an attempt to calm the nausea. She has become severely dehydrated. After fainting at home, she was taken to a local hospital. An arterial blood gas sample was drawn and then an IV was placed to help rehydrate her. The arterial blood gas revealed the following: Test Result           Normal levels 

pH                                 7.5 7.35 – 7.45                                                               PaCO2 40 mm Hg 35-45 mm Hg 

PaO2 95 mm Hg 80-100 mm Hg 

SaO2                                 97% 95-100% 

HCO3- 32 meq/liter 22-26 meq/liter  

How would you classify the patient’s acid-base disturbance and explain why? Given the case study, what are the possible factors causing this acid-base disturbance? Explain the pathophysiology created by these factors. How would the renal and respiratory systems try to compensate for this acid-base disturbance?  What pharmacologic intervention is commonly used to correct this acid-base disturbance? Describe the pharmacological actions.  Describe the educational needs for this patient and what your approach will be.

 
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Assignment C 3 18613145

Read the “Resource 1: Case Study.” Answer the questions at the end of the case study in a paper of 750-1,000 words. Prepare this assignment according APA guidelines . An abstract is not required.  

Resource 1: Case Study 

A 22-year-old woman reports being “sick with the flu” for the past 8 days. She is vomiting several times every day, having difficulty keeping liquids or food down, and has been using more than the recommended dose of antacids in an attempt to calm the nausea. She has become severely dehydrated. After fainting at home, she was taken to a local hospital. An arterial blood gas sample was drawn and then an IV was placed to help rehydrate her. The arterial blood gas revealed the following: Test Result           Normal levels 

pH                                 7.5 7.35 – 7.45                                                               PaCO2 40 mm Hg 35-45 mm Hg 

PaO2 95 mm Hg 80-100 mm Hg 

SaO2                                 97% 95-100% 

HCO3- 32 meq/liter 22-26 meq/liter  

How would you classify the patient’s acid-base disturbance and explain why? Given the case study, what are the possible factors causing this acid-base disturbance? Explain the pathophysiology created by these factors. How would the renal and respiratory systems try to compensate for this acid-base disturbance?  What pharmacologic intervention is commonly used to correct this acid-base disturbance? Describe the pharmacological actions.  Describe the educational needs for this patient and what your approach will be.

 
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