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NR-526: Advanced Pathophysiology, Health Assessment, and Pharmacology for Nurse Educator
NR-526: Advanced Pathophysiology, Health Assessment,
and Pharmacology for Nurse Educator
Purpose:
NR-526: Advanced Pathophysiology, Health Assessment, and Pharmacology for Nurse Educator. The purpose of this assignment is to synthesize advanced knowledge of the pathophysiology, health assessment and pharmacology gleaned from NR 526.
Course Outcomes
Through this assignment, a student will demonstrate the ability to:
1- Integrate interprofessional collaboration and innovative communication to support and promote the teaching-coaching functions of the nurse educator. (PO 3, 10)
2- Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize patient outcomes in complex disease states. (PO 1, 4)
3- Distinguish the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of complex disease processes in relation to assessment strategies and pharmacologic interventions. (PO 1, 4)
NR-526: Advanced Pathophysiology, Health Assessment,
and Pharmacology for Nurse Educator
4- Analyze risk factors associated with complex disease states in individuals, aggregates, and populations to devise effective disease management and/or health promotion strategies that reflect pertinent psychosocial, cultural, legal, ethical, and safety considerations. (PO 4, 6)
5- Explicate the environmental factors that impinge upon specific physiologic, psychological, and psychosocial states along the health-illness continuum. (PO 1, 4)
6- Examine mechanisms and processes of homeostatic, adaptive, and compensatory physiological functions in complex disease states with an emphasis on appropriate assessment strategies and pharmacologic interventions. (PO 1, 4)
7- Determine clinical data essential to identifying specified pathophysiologic or psychological problems and the best plan of care. (PO 1, 4)
8- Explore age-specific and developmental alterations in physiologic and psychological disease states, assessment strategies, and pharmacologic intervention. (PO 1, 4)
9- Correlate changes and disruptions in major physiological systems and pathophysiological mechanisms with clinical data resulting from physical examination, laboratory data, and diagnostic test data with anticipated pharmacologic treatment. (PO 1, 4, 11)
NR-526: Advanced Pathophysiology, Health Assessment,
and Pharmacology for Nurse Educator
Due Date: Sunday 11:59 PM MT at the end of Week 6
Total Points Possible: 300
Requirements:
Description of the Assignment: This final NR526 paper is designed to facilitate nurse educator track students understanding of the complex role of nurse educator. An in-depth view of the NR 526 patient will be presented in addition to the ways in which in-depth knowledge of pathophysiology, pharmacology, and physical assessments can be used to incite innovative communication, critical thought, and clinical judgment in themselves, in members of the inter-professional team and in the nursing student.
Content
1. Introduction to the paper includes an overview of the role of the nurse educator in assisting students in understanding clinical vignettes. (Be sure to include the importance of the nurse educators’ in-depth understanding of the pathophysiologic mechanisms of disease states, the associated physical assessments and the pharmacologic implications for care.) Introduce the example that you will present (Charles Gibson) to illustrate this point. How would you use this case to illustrate this? Include the sections of the paper.
2. Present Charles Gibson’s case as a vignette. Be sure to include a summation of your findings and the associated pathophysiology, pharmacology and physical assessment findings. How would/could the nurse educator use this clinical data as a teaching case for nursing students?
a. How does Mr. Gibson present? Include any physical assessments. –(How would/could the nurse educator use this clinical data to facilitate clinical judgment and skill for the nursing student)
b. What risk factors can you identify that has pre-disposed Charles Gibson to his disease state?– (How would/could the nurse educator use this clinical data to facilitate clinical judgment and skill for the nursing student)
c. Which clinical data is essential to identifying specified pathophysiologic/ psychological problems?- (How would/could the nurse educator use this clinical data to facilitate clinical judgment and skill for the nursing student)
d. Present a pharmacologic treatment plan for Charles Gibson. (How would/could the nurse educator use this clinical data to facilitate clinical judgment and skill for the nursing student)
3. Conclusion- Present a substantive overview of what was gleaned by writing this paper. How does the understanding of patients on an in-depth level assist the nurse educator in facilitating students’ understanding of pharmacology, pathophysiology and physical assessment? What strategies can be employed in order to facilitate students’ advancing knowledge, critical thought and clinical judgment?
NR-526: Advanced Pathophysiology, Health Assessment,
and Pharmacology for Nurse Educator
Format and Special Instructions
1. Paper length: 7 pages minimum; 10 pages maximum, excluding title page and reference page. Points will be deducted for not meeting these requirements.
2. The textbooks required for this course may not be used as sole references for this assignment.
3. A minimum of 3 scholarly references are used. References must be current – no older than 5 years, unless a valid rationale is provided. Consult with the course instructor about using an older source.
4. Title page, body of paper, and reference page(s) must be in APA format as presented in the 6th edition of the manual
5. Ideas and information from readings and other sources must be cited and cited correctly.
6. Grammar, spelling, punctuation, and citations are consistent with formal academic writing as presented in the 6th edition of the APA manual
