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Drug Therapy NUR231 Task 3 Written Piece – Nursing Students This assessment comprises two parts: Part A – The goal is to provide professional focused information on a medication; Part B – The goal is to provide person-centred information on a medication. As a nurse, you will be required to interpret and use pharmacotherapeutic information and reliable clinical evidence to support your colleagues and patients in the quality use of medicines. You will interpret and use evidence to inform safe and comprehensive practice when designing professional focused and person-centred medication information. Assessment Information: Please enter your responses in the sections of the template below. This is not an essay format and does not require an introduction or conclusion. Use the third person in your responses. Do not use bullet points in your responses. Use academic writing. Use Arial 11 font with 1.5 line spacing. Approximate word counts have been provided to guide you in each section. Use APA 7th edition referencing. References are to be placed in the section at the end as indicated. The reference list is not included in your overall word count. Part A: The goal is to provide professional focused information on a medication Consider the patient situation Jarrah Barrett is newly diagnosed with type 1 diabetes. Jarrah is 19 years old, weighs 70 kg (non-obese) and has always been very active in team sports. He is of Aboriginal descent and lives with his father in Cherbourg. He usually plays football at weekends. Over the last month, Jarrah has been constantly thirsty and often hungry. He has been passing urine frequently and having to get up to the toilet in the night. His father became concerned when he noticed that Jarrah has lost interest in sports because he was complaining of headaches and felt tired all the time. Jarrah is an inpatient in Cherbourg Hospital. He has been reviewed by an endocrinologist and is prescribed a ‘basal-bolus’ regime of insulin as part (Novorapid) before each meal, and insulin glargine (Optisulin) before bedtime (both types in cartridge form). Criterion 1: Application of pathophysiological concepts to justify clinical decision-making Collect cues/information As a nursing student, your clinical facilitator has allocated you to care for Jarrah. After the morning handover, you are asked to explain the pathophysiology of type 1 diabetes to the clinical facilitator. What is your response? Your clinical facilitator tells you that Jarrah would rather not have multiple daily injections. He wants to know why he cannot just have tablets to manage his type 1 diabetes like his friend who has type 2 diabetes. What is your response? Responses: (approx. 250 words) Criterion 2: Application of pharmacotherapeutic concepts to explain safe medication practice Process information Jarrah is disappointed that he has to administer two different types of insulin. Your clinical facilitator asks if you can explain to her how Jarrah’s prescribed regime works to achieve glycaemic control. Explain the ‘time-course’ of formulations of NovoRapid and Optisulin. Explain the principles underpinning a ‘basal-bolus’ regime of insulin (see Bryant & Knights, 2019, p. 682 – 683). *See also MimsOnline 2022 Full Prescribing Information NovoRapid and Optisulin Explain the mechanism of the action of NovoRapid and Optisulin in attaining glycaemic control. Responses: (approx. 350 words) 2. 3. Criterion 3: Evidenced based argument and justification of decisions Identify problems/issues You are on a night shift and Jarrah rings his bell at 0200hrs and states he feels unwell. You take his blood glucose level (BGL) and find it to be 3.0mmol/L. This is the second consecutive night this has happened. What are the registered nurse’s responsibilities relating to the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice in providing safe care to Jarrah? Identify one standard and apply it to your responsibility in this situation. Identify two possible causes of his hypoglycaemia. Take action What are the appropriate nursing actions after taking Jarrah’s BGL? Give a rationale for the nursing actions. If Jarrah appears to have altered consciousness, explain the nursing actions you would take and provide a rationale. Responses: (approx. 350 words) Part B: The goal is to provide person-centred information on a medication *Integrate the ACQHS Quality Use of Medicines principles into any of your responses below Jarrah and his father require information and education about diabetes and medication management before discharge. Standard 3.2 of the NMBA Registered Nurse Standards for Practice requires nurses to ‘provide the information and education required to enhance people’s control over health’ (2016, p. 4). Criterion 4: Application of social justice principles and the Quality Use of Medicines when describing mechanisms of action, adverse effects, benefits, risks and management of pharmacotherapy using person-centred approaches Take time to educate Jarrah is struggling to come to terms with his type 1 diabetes diagnosis and the need to have multiple daily injections. What information would you give him about the long-term benefits of having the insulin and closely monitoring his BGL? What information would you provide to Jarrah and his father about recognising symptoms of hypoglycaemia? What education would you provide regarding techniques around self-administration of insulin? Identify one aspect that you would have to consider in relation to social justice. How could this impact Jarrah’s ongoing health needs? What solution might you offer to address this? What issues could affect Jarrah’s ongoing glycaemic control in relation to a) his age and b) engagement in sport once he is discharged? Responses: (approx. 550 words) (a) (b) References:

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