obsessive-compulsive disorder

In 3–4 pages, write a treatment plan for your client in which you do the following:

• Describe the HPI and clinical impression for the client.
• Recommend psychopharmacologic treatments and describe specific and therapeutic endpoints for your psychopharmacologic agent. (This should relate to HPI and clinical impression.)
• Recommend psychotherapy choices (individual, family, and group) and specific therapeutic endpoints for your choices.
• Identify medical management needs, including primary care needs, specific to this client.
• Identify community support resources (housing, socioeconomic needs, etc.) and community agencies that are available to assist the client.
• Recommend a plan for follow-up intensity and frequency and collaboration with other providers.

 

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 Explain the concept of true collaboration in health care and describe the benefits of effective interdisciplinary collaboration. Then, describe the characteristics required for effective collaboration, describe barriers to collaboration, and offer evidence-based strategies to overcome those barriers. 

Every day, in every patient setting, health care professionals must interact with other health care professionals, as well as with providers from other professions to share information, conduct safety and quality checks, and work with patients in a variety of ways to make sure they understand their health care needs and will be more likely to comply with treatment plans.

Research consistently shows that interdisciplinary collaboration and teamwork improves the quality and safety of patient care by recognizing the skills and experience of each team member, allowing the team to function more effectively and efficiently.

You are part of an interdisciplinary team that has been highly effective. Your supervisor asks you to write a short article about why the team has been so successful and submit it to the organizational newsletter for publication.

Preparation

Search the Internet for peer-reviewed journal articles on collaboration and teamwork in health care. You will need at least 3 articles to support your work on this assessment.

Directions

In the article you write for this assessment, be sure you do the following:

• Explain the concept of true collaboration in health care.
• Describe the benefits of effective collaboration and teamwork in health care for the following groups:
  • Patients.
  • Organizations.
  • Team members.
• Describe the characteristics and concepts required for effective interdisciplinary collaboration.
• Describe barriers to effective interdisciplinary collaboration.
• Identify evidence-based strategies to overcome barriers to effective interdisciplinary collaboration.
• Format this assessment according to current APA style and formatting guidelines.

Additional Requirements

• Include a title page and reference page.
• Ensure your assessment is 3–4 pages.
• Use double-spaced, 12-pt., Times New Roman font

 

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Respond to at least two of your colleagues who selected at least one different factor than you in one of the following ways:

Share insights on how the factor your colleague selected impacts the pathophysiology of anaphylactic shock.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

                                                           Main Post

                                               Anaphylactic Shock 

Anaphylactic shock is a life-threatening medical emergency from an allergic reaction that requires immediate treatment. Rapid-onset respiratory compromise, skin/mucosal involvement, and hypotensive end-organ dysfunction are all characteristic presentations (Brasted & Ruppel, 2016). The body’s response to the allergen is to release inflammatory mediators at a local site, but ultimately, the response is systemic, which leads to an overwhelming cascade that affects the homeostasis of the body. Due to an increase in vascular permeability, fluid shift from the intravascular to extravascular space can occur within minutes, resulting in edema, respiratory arrest, and circulatory collapse (Brasted & Ruppel, 2016). The effect leads to vasodilation and consequently, intravascular volume depletion resulting in systemic hypotension; the hypoperfusion affects every end organ. 

Emergency Versus Treating as an Outpatient

Hindsight is always 20/20, but, the respiratory compromise in this scenario should have led the school nurse to deem this a medical emergency. Urticaria and other skin symptoms were significantly more common in food-induced anaphylaxis (Kim, Kim, & Cho, 2018). I am not aware of emergency medicines available at the school levels, but; the girl did not have any medications specifically assigned to her. First line treatment would have been epinephrine or an Epi-pen, a device that people with known allergies carry with them or in this case; the girl would have had available for the school nurse to administer. Epinephrine is a powerful catecholamine that the body produces naturally for the “fight or flight” response. When administered in an anaphylactic shock situation, it acts on many levels to combat the allergen’s triggered processes. First, it is a potent alpha-1 adrenergic agonist, and it vasoconstricts and increases the peripheral vascular resistance. This increases blood pressure and reduces mucosal edema, especially relevant in alleviation of upper airway obstruction (Brasted & Ruppel, 2016). Epinephrine is also a powerful inotropic agent, allowing the heart to generate an increased cardiac output by strengthening the contractions of the heart. It decreases the inflammatory mediators with its beta-2 adrenergic effect, slowing the process of the allergen response. If an Epi-pen is used, the patient should still go to the emergency room for further evaluation as hypoperfusion may have damaged some organs. There is no situation that anaphylactic shock should be managed in an outpatient setting, especially with a six-year-old child.  

Age and Gender’s Role in Anaphylactic Shock

Anaphylaxis does not differentiate between old and young or male and female if you have an allergy and come in contact with the allergen, you have the potential for anaphylaxis or even anaphylactic shock. However, research by Kim, Kim, and Cho (2018) acknowledged that severe symptoms were more frequent in the drug-induced anaphylaxis, and risk factors for the severe anaphylaxis were found to be age, sex, and drug-induced anaphylaxis. The results showed that older males were at more risk for severe anaphylaxis when the allergen was a drug. 

Conclusion

Anaphylactic shock requires a practitioner’s immediate attention to preserve the life of the patient. All practitioners should know the early warning signs and advanced warning signs when dealing with this life-threatening situation. Understanding the factors associated with anaphylaxis can help guide preventive and management strategies both within and outside of the school setting (White, Silvia, Muniz, Herrem, & Hogue, 2017). All schools should be able to treat anaphylaxis, in the early stages and life-saving medications should be available, even if not available in the child’s medicine bin. 

                                                                                                                                          References

Brasted, I. D., & Ruppel, M. C. (2016). Anaphylaxis and Its Treatment. EMS World, 45(9), 31–37. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=rzh&AN=117794702&site=eds-live&scope=site

Kim, S.-Y., Kim, M.-H., & Cho, Y.-J. (2018). Different clinical features of anaphylaxis according to cause and risk factors for severe reactions. Allergology International, 67(1), 96–102. https://doi-org.ezp.waldenulibrary.org/10.1016/j.alit.2017.05.005

White, M. V., Silvia, S., Muniz, R., Herrem, C., & Hogue, S. L. (2017). Prevalence and triggers of anaphylactic events in schools. Allergy And Asthma Proceedings, 38(4), 286–293. https://doi-org.ezp.waldenulibrary.org/10.2500/aap.2017.38.4066

  Week 5 Forum 2 Discussion Post 6501.doc (58.5 KB) 

 

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Create a one-page patient education tool that explains usage of a  medication and factors that can affect outcomes. Then, write 2–3 pages  in which you explain how the tool promotes patient safety and quality  outcomes, and adheres to the principles and practices of cultural  competence.

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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