APA format 2 pages 3 references 2 from walden university library.  

As a registered nurse working as a case manager within the home health care setting, I have had the opportunity to provide care to patients diagnosed with various respiratory disorders.  A majority of the patients I have worked with were diagnosed with chronic obstructive pulmonary disease (COPD).   COPD is defined as a common preventable and treatable disease characterized by persistent airflow limitation that is usually progressive and associated with an enhanced chronic inflammatory response in the airways and the lung to noxious particles or gases (Huether, 2017).  Two important facts regarding this respiratory disorder include the following:

• COPD is the third leading cause of death in the United States accounting for 138,080 deaths in 2010.   
• In 2010, the cost of COPD in the United States was estimated to be nearly $50 billion, including nearly $30 billion in direct health care expenditures.

These figures detail the staggering numbers of patients living with COPD and the significant impact on patients, families, communities and the health care system. 

     During the time that I worked with COPD patients, one of the respiratory disorders of particular interest was emphysema. I wanted to make sure I understood the disease process so I could provide the most appropriate care and teaching to my patients, families and caregivers.  Emphysema is abnormal permanent enlargement of gas-exchange airways (acini) accompanied by destruction of alveolar walls without obvious fibrosis (Huether, 2017).  Furthermore, the American Lung Association defined emphysema as the gradual damage of lung tissue, specifically thinning and destruction of the alveoli or air sacs (www.lung.org).  I often used this definition with patients to help them understand how this respiratory disorder effects the body.  The pathophysiology of emphysema includes the following:

• Air sacs are destroyed in emphysema, making it progressively difficult to breathe.
• Emphysema is usually accompanied by chronic bronchitis, with almost-daily or daily cough and phlegm.
• Cigarette smoking is the major cause of emphysema.
• People with emphysema experience shortness of breath with activities
• It is not curable, but there are treatments that can help you manage the disease (www.lung.org).

     Medication management of emphysema varies depending upon severity of the disease.  Initial drug therapy selection depends on COPD severity, symptoms, and exacerbation risk. In addition, medication therapy may be based upon Global Obstructive Lung Disease (GOLD) guidelines which categorized COPD into four groups (A, B, C, D) ranging from low risk, less symptoms to high risk, high symptoms (Arcangelo, 2017).  Medications may include the following:

• Short-acting beta2 agonists, short-acting anticholinergics, combination of short-acting anticholinergic and short-acting beta2-adrenergic agonists, long-acting beta2-agonists, long-acting anticholinergics, combination long-acting anticholinergic and long-acting beta2-agonists, combination long-acting beta2-agonists and corticosteroids, oral corticosteroids, methylxanthines, phosphodiesterase 4 inhibitors.
• All persons with COPD should receive an annual influenza vaccine.
• Some patients may also require oxygen therapy.

All persons with COPD need first line therapy which includes at least one short-acting bronchodilator for self-management of acute symptoms.  In addition, second-line therapy is based upon GOLD recommendations depending upon the group (A, B, C, D) classification of each patient’s health status and disease progression.

     Nondrug therapy includes tobacco cessation, avoidance of environmental and occupational irritants, and energy conservation. A variety of drug and nondrug therapies are available for tobacco cessation. All health care professionals should ask every patient at every encounter about tobacco smoking and then advise, assess, assist, and arrange for smoking cessation interventions as appropriate. Outdoor exercise and exertion should be avoided when pollution levels are high or temperatures are extreme.

 Ethnicity was the factor reviewed to identify if it had an impact on the pathophysiological process related to emphysema and treatment with prescription medications.   One article noted that the factor of ethnicity has a significant impact on COPD and the effects of prescribed drugs.

• Socioeconomic status (SES) has an important influence on health and longevity.  Studies indicate that race – ethnicity and SES have important impacts on adult asthma outcomes.
• The effects of race – ethnicity and SES on health outcomes in chronic obstructive pulmonary disease (COPD), however, have not been well characterized
• Lower SES was strongly linked with poorer COPD outcomes across all measured domains among subjects who had broad access to healthcare.
• Black race was related to greater COPD severity, but this was entirely explained by SES and other covariates.
• Black race was associated with poorer exercise performance and lower extremity function, even after controlling for SES.
• Clinicians, researchers and public health professionals should consider race – ethnicity as an important factor in COPD (Eisner, 2011).

In addition, it was noted that culturally specific beliefs regarding cause of disease, acceptance of

acute or chronic medications, medication color, dosage formulation, and route of administration may influence a person’s acceptance and adherence to the prescribed drug and nondrug therapy (Arcangelo, 2017).  It is important that nurses respect the values, thoughts, concerns of all patients regardless of ethnic differences. 

    As a nurse providing care to the patient, it is imperative to perform a thorough patient health assessment, communicate and coordinate care with other interdisciplinary team members.  Furthermore, nurses need to understand the disease process to effectively provide care and teaching to patients to help decrease complications.  As stated previously, patient teaching is essential.  Advise persons with COPD to avoid medications that suppress the respiratory system, including first-generation antihistamines, cough suppressants, narcotics, and tranquilizers (Arcangelo, 2017.  Moreover, instruct patients onto stop smoking, take medications as prescribed, energy conservation, oxygen safety (if used), maintaining medical appointments

References

Arcangelo, V. P., Peterson, A. M., Wilbur, V. & Reinhold, J. A.  (Eds.).  (2017).

Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA:

     Lippincott Williams & Wilkins.

Eisner, M.D., Blanc, P.D., Omachi, T.A., Yelin, E.H., Sidney, S., Katz, P.P., Ackerson, L.M.,

     Sanchez, G., Tolstykh, I., and Iribarren, C. (2011). Socioeconomic status, race and COPD

    health outcomes. Journal of Epidemiology & Community Health, 65(1), 26-34.

http://www.lung.org/lung-health-and-diseases/lung-disease-lookup/emphysema/

Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis,

      MO: Mosby.

• Posted: 2 years ago

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The purpose of this assignment is to apply knowledge of reliable and valid information sources to patient education in clinical nursing practice and to evaluate patient educational materials posted on the internet.

The assignment for this week consists of 3-5 page paper evaluating consumer/patient health information on the web. You will be required to find a website that is designed to provide health information to the consumer/patient and analyze it according to the criteria described below. You are required to report your analysis in a formal course paper.

   Choose a health topic/issue in which you want to educate your patient/consumer/family about (diabetes, heart failure, teenage pregnancy, depression, etc…) and briefly describe in your paper :
       An explanation of your health topic/issue and why you selected it (Significance of the topic/issue selected).

   Find an internet source that is designed to provide information/education about your selected health topic/issue and analyze the following:

       describe the website (main title, information)
       describe the overall impression about the design of the website (organization, easiness of finding information, easiness to read, table of content/index, colors, font, does it look professional).
       Who is sponsoring the website?
       How often is the site updated? When was the site created? Was it updated recently?
       Does it state that the content is not medical advice?
       Who is the intended audience? Does the site have a clear target audience? Is the information presented appropriate to the target population?

   How credible are the information presented:

       Is there any evidence that the author of the web information has some authority in the field about which she or he is providing information? Who is responsible for the information? What are the author’s credentials? Is a mechanism in place for you to contact the author?
       Are there clues that the author/s are biased? For example, is he/she selling or promoting a product? Is the author taking a personal stand on a social/political issue or is the author being objective ? Bias is not necessarily “bad,” but the connections should be clear.
       Does the information have a complete list of works cited, which reference credible, authoritative sources? Is the information valid and supported by evidence? Are omissions noted? Is the author’s point of view objective and unbiased?
       Is the information accurate? Any inconsistencies, inaccuracies, errors, false information, etc…
       Are there links that point to additional, valuable resources with minimum effort?

   Adequacy:

       Over all, does the site provide consumer/patient education? is the education adequate or does the consumer have to go somewhere else to find answers about the topic?

   Sophistication of the information:

       Is this source too elementary, too technical, too advanced, or just right?
       Is the purpose of the site clearly stated? Does the site match its purpose? Is the site intended to educate or sell?

   Submit a 3-5 page analysis paper following APA format (include title page, running head, introduction, headings, Summary paragraph, reference page, in-text citation). You need to include at least 5 reliable and current (within the last 5 years) references of which at least 3 journal articles.

Supporting Materials:

   Medical Library Association (2019). Find good health informationLinks to an external site.. [Website]. Retrieved from https://www.mlanet.org/resources/userguide.html.
   Montecino, V. (1998). Criteria to evaluate the credibility of WWW resourcesLinks to an external site.. [Website]. Retrieved from http://mason.gmu.edu/~montecin/web-eval-sites.htm. 

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Do any of these sound familiar?

• “I felt better right away, so I did not think I had to take the rest of the medicine.”
• “Every time I took it, I threw up, so I just did not take it anymore.”
• “I lost my health insurance a couple of months ago and cannot  afford my medication all the time. I take it when I can afford to buy  it. This is better than nothing, right?”

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In addition to administering medications, nurses are assigned the  responsibility of educating patients about the proper use of the  medications that have been prescribed for them. Not an easy task! With  all the demands on a nurse’s time, it is easy to fall into the habit of  reciting instructions without taking the time to make sure those  instructions have been understood. When considering patient education,  you have to understand the differences between drug reactions,  interactions, allergies, and individual variations in drug responses.

In order to promote better patient safety and quality outcomes,  the instruction that nurses provide must be patient-centered and clearly  understood. Proper education helps patients learn about their  medications, how to take them correctly, avoid potentially harmful  errors or drug interactions, and have the desired quality outcome.

Medication errors can occur at any point in the drug  administration process. As the last person who touches a medication  before the patient actually takes it, it is vital that nurses are  familiar with the process of administration and be able to evaluate any  discrepancies.

Imagine your supervisor has asked you to develop a patient education  tool for new medication starts in your current area of practice. This  tool needs to provide important information to the patient, yet be  concise enough to require no more than one page.

Preparation

Review the suggested list of possible topics in Part 1 of the  Requirements and then search the Capella library and the Internet for  supporting resources. You will need to provide support for the  information you choose to include in the patient education tool.

Requirements

Complete both Part 1 and Part 2 of this assessment. You may submit  both parts in one document or submit them as separate documents. Be sure  you complete both parts!

Submit a total of 4–5 pages. Write no more than one page for Part  1. Write 2–3 pages, plus a separate reference page, for Part 2.

Part 1: Patient Education Tool

Complete the following:

1. Choose one of the following topics as the basis for your patient education tool:      
   • Antibiotics (Amoxil/Amoxicillin) for pediatric ear infections.
   • Statin therapy (Zocor/Simvastatin) for a newly diagnosed patient with hypercholesterolemia.
   • Antihypertensive (ACE inhibitors/Lisinopril/Zestril) for a  patient who was discovered to have hypertension at a health screening at  work.
   • Drugs for treating gastric acidity (Proton pump  inhibitors/antacids/H2 blockers) for a patient complaining of chronic  indigestion and heartburn.
   • Ear drops or eye drops (or both) for an elderly patient.
   • Any newly released medication for a patient in your area of  practice. This might be a new drug for diabetes, hypertension, or  arthritis or a new antibiotic.
2. Include the following in your patient education tool:      
   • Explain appropriate use of the medication.
   • Identify specific factors (age, access, culture, and so on) that may affect the efficacy of the medication.
   • Describe possible chemical interactions, side effects, or other negative reactions patients need to be aware of.
   • Explain correct handling, storage, and disposal of the medication.
   • Include any other information you feel would be beneficial and promote patient safety and quality outcomes.

You may format Part 1, the patient education tool, any way you  wish, but be sure it is logical and understandable by the typical  patient who would use it. Feel free to include pictures or diagrams to  reinforce the information.

Part 2: Evidence-Based Practice

Provide evidence for the information you included in the patient education tool:

• Explain how the information in the patient education tool promotes patient safety and quality outcomes.
• Explain how the patient education tool adheres to the principles  and practices of cultural competence. In other words, is the tool  appropriate for all cultures, genders, ages, et cetera; or could it be  easily adapted for specific needs?

Format Part 2 according to APA guidelines. This is not a document  you would provide to a patient but, for this assessment, it will provide  faculty with the academic and professional principles necessary to  evaluate your work.

Additional Requirements

• At least 2 current scholarly or professional resources.
• For Part 2 only:      
  • Use Times New Roman font, 12 point, double-spaced font.

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