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Sensitizing Information for Drug Use
Sensitizing Information for Drug Use
Order ID 53003233773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Sensitizing Information for Drug Use
Instructions: Response must be at least 1500 words written in current APA format with at least two academic references cited. References must be within the last five years. Respond by extending, correcting/refuting, or adding additional nuance.
Angiotensin-converting enzymes (ACEIs) inhibitors are common antihypertensive agents which once administered act within the lungs to inhibit conversion of angiotensin I to form angiotensin II.Angiotensin II is a vasoconstrictor within the human body. To decrease blood pressure, production of angiotensin II which is also an aldosterone release stimulator has to be prevented. This also results in the subsequent increase in serum potassium with a decrease in serum sodium and fluid loss. ARBs work to raise the effects caused by renin-angiotensin-aldosterone system which blocks a patient’s blood pressure (Victor et al., 2018).
Calcium-channel blockers inhibit calcium ion movement across cell membranes within the arterial muscle. This causes alteration of the cells leading to blockage of cell contractions. Due to the alteration on the cells, cardiac impulse is relatively slowed as arterial dilation and relaxation is achieved.
Diuretics such as thiazide diuretics are first drug treatment used for high blood pressure. These drug work by widening blood vessels and increasing amount of urine produced which helps get rid of sodium and water released as urine (Schellack & Naicker, 2020). This reduces the fluid going through one’s arteries and veins thus reducing blood pressure.
Sympathetic nervous system drugs are used to increase low blood pressure and avert cardiac arrest through blocking breakdown as well as enhancing reuptake of neurotransmitters with stimulation for the release of produced catecholamines.
Through this processes, activation of the sympathetic nervous system which modifies its functionality facilitate management of hypertension in patients.
Before patients are prescribed with antihypertensive drugs, healthcare practitioners should ensure patients understand the mechanism of action of the different classes of drugs as they alter the regulatory mechanism. This enhances their knowledge of the possible side effects brought about with their use.When carrying out teaching, patients need to be educated on the essence of adhering to prescribed medication. This is key in enabling them to effectively manage their blood pressure (Prihanti et al.,2020). The health hazards of taking higher doses due to failure to take prior medication should be enhanced. Taking higher doses could lead to very low blood pressure levels which increases the health risks and could result to complications or even death.
Instructions on drug use should be highly sensitized. Creation of effective communication channels and strategies should be sought to encourage patient-provider interactions. This facilitates easier management, monitoring and evaluation of patients even when they are receiving home-care.
Through communication, patients can relay health improvement or deterioration and possible effects of drugs. This guides the healthcare provider to assess the patient condition and apply desirable effective interventions based on the progress. The need to communicate with the healthcare provider before administering new medication should also be addressed.
Constant consultation helps avoid drugs that could lead to contraindication and adverse reactions owing to drug-drug interactions (Prihanti et al., 2020). There is also the need for patients to report adverse side effects or reaction experienced with antihypertensive drugs. This facilitates early interventions protecting patients from extended complications and promote better management of hypertension among the patients.
Sensitizing Information for Drug Use
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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