NR 508 Week 5: Thyroid Disorders and Diabetes
NR 508 Week 5: Thyroid Disorders and Diabetes
NR 508 Week 5: Discussion – Maria is a 46-year-old woman who presents for her yearly physical examination. Her medical history is notable for borderline hypertension and moderate obesity. Six months ago her fasting lipid profile was normal. Maria report that her mother and brother have diabetes and hypertension. She reports that she knows she should be on a low calorie, low fat diet and exercising but with her full time job and four children, she finds it difficult to exercise, and she eats out most of the time. She is 66″ tall and weighs 219lbs today, no current medication. She does report taking a multivitamin, biotin Vit-C when she remembers. She is a nonsmoker, only drinks sweet tea with each meal, 3-4 cups of coffee per day.
Today: BP 120/70 mm Hg, pulse 76, temperature 98.7, respirations 18, weight 219 pounds. Urine dip + glucose, fasting plasma glucose 179 mg/dl, HgbA1C is 7.4%. Physical Exam reveals notable for acanthosis nigricans at the neck but otherwise is normal.
- What are your treatment goals for Maria?
- What is your plan for drug therapy? What is the mechanism of action for each drug?
- Please give five teaching points for each drug prescribed.
- How would you change the plan if her initial HbgA1C was 10.2mg/dL and her fasting blood glucose was 305mg/dL? Provide a detailed alternative plan with the rationale.
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- What are your treatment goals for Maria?
Treatment goals for Maria include oral medication implementation to treat the new onset diabetes type II and to educate Maria on the lifestyle changes that need to occur to manage this disease. It is essential that she understands the diet parameters as well as the need to incorporate exercise. Many support groups are available for newly diagnosed diabetes patients to help in the transition needed for the lifestyle changes as well as the ability to converse with professionals when questions arise. Maria will need to be educate on the use of operating a blood glucose machine and signs and symptoms to be aware of for both hypoglycemia and hyperglycemia. According to Melmer, Kempf, and Laimer (2018), studies showed that a diet program in combination with resistance training for 6 moths revealed a significant decrease in the HbA1c levels and after just 4 months many of the participants reduced the need for medications to control blood glucose levels. It is important to educate Maria that this disease can be controlled and possibly even eliminated with the proper lifestyle changes. According to the lab results both the fasting blood glucose level as well as the HbA1c were elevated but are manageable if changes and proper medication is applied.
NR 508 Week 5: Thyroid Disorders and Diabetes
- What is your plan for drug therapy? What is the mechanism of action for each drug?
The drug that I have chosen to start Maria on as treatment for diabetes is metformin. According to Inzucchi, et al., (2015), Metformin is the chosen drug for monotherapy at this time. Metformin works by lowering hepatic glucose production as well as intestinal glucose absorption. When this occurs, it results in increased insulin sensitivity ultimately lowering the blood glucose level. For Maria I would choose to give the extended- release form of metformin and begin with a dose of 500 mg per day for 1 week and increase dose weekly as tolerated by 500mg until with the maximum dose being 2000mg per day (Epocrates). It is essential that Maria is monitoring her blood glucose levels and keeping a log in order to monitor effectiveness. I will follow up weekly until a 3-month scheduled visit when her HbA1c level will be reassessed and the need for further treatment options such as additional medications. I chose a one daily oral medication as the first treatment choice because this will hopefully increase the risk for compliance and management of the disease. In addition to medication treatment Maria will need to incorporate proper diet and exercise to avoid worsening symptoms and progression of diabetes. Metformin has also been shown to cause weight loss which is also beneficial in the management of diabetes.
- Please give five teaching points for each drug prescribed.
- Monitor and document blood glucose levels upon waking and before meals to monitor efficacy of medication. If blood glucose level less than 70 hold dose and contact our provider.
- Take Metformin at the same time each day, preferably in the morning to avoid hypoglycemic episodes throughout the day.
- Do not cut, crush, or chew metformin extended release. Performing these actions will change the efficacy of medication and possibly result in hypoglycemia.
- Common side effects of this medication include: diarrhea, nausea, vomiting, abdominal pain, headache, rash, metallic taste, indigestion, and ovulation induction. Signs of hypoglycemia symptoms include: excessive sweating, light headiness, fainting, blurred vision, fatigue, and confusion.
- If you experience severe fatigue, yellowing of the skin or eyes, persistent muscle cramps, loss of appetite, or altered mental status contact an MD immediately to be assessed for serious conditions.
(Epocrates)
- How would you change the plan if her initial HbgA1C was 10.2mg/dL and her fasting blood glucose was 305mg/dL? Provide a detailed alternative plan with the rationale.
If Maria had presented with the above lab results I would change her treatment plan to subcutaneous insulin rather than a oral medication. I would choose to place Maria Humulin N (NPH). This insulin in intermediate- acting insulin and would allow for one once daily administration subcutaneous injection. This particular medication works by “stimulating peripheral glucose uptake, inhibits hepatic glucose production, inhibits lipolysis and proteolysis, regulating glucose metabolism” (Epocrates). I would begin by prescribing 0.1 units/ kg/ day resulting in a dose of 10 units of NPH subcutaneous injection daily. According to Woo (2016), when a patient presents with blood glucose levels above 300 and a HbA1c over 10 insulin should be started rather than oral medications. According to Inzucchi, et al., (2015), it might also be reasonable to use combination therapy such as insulin and metformin as the beginning treatment for a HbA1c greater than 9. This is another option to discuss with the patient based on lifestyle, weight, and lab results. The patient will need follow up in three months to assess updated lab values and evaluate need for changes in the treatment plan.
NR 508 Week 5: Discussion References
Epocrates an athenahealth service. [Mobile Application Software]. Retrieved from https://services.epocrates.com
Inzucchi, S. E., Bergenstal, R. M., Buse, J. B., Diamant, M., Ferrannini, E., Nauck, M., … Matthews, D. R. (2015). Management of hyperglycemia in type 2 diabetes, 2015: a patient-centered approach: update to a position statement of the American Diabetes Association and the European Association for the Study of Diabetes. Diabetes Care, 38(1), 140–149. https://doi-org.chamberlainuniversity.idm.oclc.org/10.2337/dc14-2441
Melmer, A., Kempf, P., & Laimer, M. (2018). The Role of Physical Exercise in Obesity and Diabetes. Praxis (16618157), 107(17/18), 971. Retrieved from https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=131542645&site=eds-live&scope=site
Woo, T. M., & Robinson, M. V. (2016). Pharmacotherapeutics for Advance Practice Nurse prescribers (4th ed.). Philadelphia, PA: F. A. Davis Company. Chapter 33.
Participation: RN-to-BSN
In discussions, you, as a student, will interact with your instructor and classmates to explore topics related to the content of this course. You will be graded for the following.
1. Attendance
Discussions (graded): Discussions are a critical learning experience in the online classroom. Participation in all discussions is required.
2. Guidelines and Rubric for Discussions
PURPOSE: Threaded discussions are designed to promote dialogue between faculty and students, and students and their peers. In the discussions students:
- Demonstrate understanding of concepts for the week
- Integrate scholarly resources
- Engage in meaningful dialogue with classmates
- Express opinions clearly and logically, in a professional manner
Participation Requirement: You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday.
Participation points: It is expected that you will meet the minimum participation requirement described above. If not:
- You will receive a 10% point deduction in a thread if your response to the initial question is not posted by 11:59 p.m. MT on Wednesday
- You will also receive a 10% point deduction in a thread if you do not post at least three (3) times in each thread on at least two (2) separate days.
3. Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
4. Participation Guidelines
You are required to post a minimum of three (3) times in each graded discussion. These three (3) posts must be on a minimum of two (2) separate days. You must respond to the initial discussion question by 11:59 p.m. MT on Wednesday. Discussions for each week close on Sunday at 11:59 p.m. Mountain Time (MT). To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. For courses with Week 8 graded discussions, the threads will close on Wednesday at 11:59 p.m. MT. All discussion requirements must be met by that deadline.
5. Grading Rubric
Discussion Criteria | A (100%) Outstanding or highest level of performance |
B (87%) Very good or high level of performance |
C (76%) Competent or satisfactory level of performance |
F (0) Poor or failing or unsatisfactory level of performance |
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Answers the initial graded threaded discussion question(s)/topic(s), demonstrating knowledge and understanding of concepts for the week. 16 points |
Addresses all aspects of the initial discussion question(s) applying experiences, knowledge, and understanding regarding all weekly concepts.
16 points |
Addresses most aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of most of the weekly concepts.
14 points |
Addresses some aspects of the initial discussion question(s) applying experiences, knowledge, and understanding of some of the weekly concepts.
12 points |
Minimally addresses the initial discussion question(s) or does not address the initial question(s).
0 points |
Integrates evidence to support discussion. Sources are credited.* ( APA format not required) 12 points |
Integrates evidence to support your discussion from:
Sources are credited.* 12 points |
Integrates evidence to support discussion from:
Sources are credited.* 10 points |
Integrates evidence to support discussion only from an outside source with no mention of assigned reading or lesson.
Sources are credited.* 9 points |
Does not integrate any evidence.
0 points |
Engages in meaningful dialogue with classmates or instructor before the end of the week. 14 points |
Responds to a classmate and/or instructor’s post furthering the dialogue by providing more information and clarification, thereby adding much depth to the discussion.
14 points |
Responds to a classmate and/or instructor furthering the dialogue by adding some depth to the discussion.
12 points |
Responds to a classmate and/or instructor but does not further the discussion.
10 points |
No response post to another student or instructor.
0 points |
Communicates in a professional manner. 8 points |
Presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).
8 points |
Presents information in an organized manner (few errors in English grammar, spelling, syntax, and punctuation).
7 points |
Presents information using understandable language but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).
6 points |
Presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).
0 points |
PARTICIPATION: Response to initial question: Responds to initial discussion question(s) by Wednesday, 11:59 p.m. M.T. |
0 points lost
Student posts an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
-5 points
Student does not post an answer to the initial discussion question(s) by Wednesday, 11:59 p . m. MT. |
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PARTICIPATION Total posts: Participates in the discussion thread at least three times on at least two different days. |
0 points lost
Posts in the discussion at least three times AND on two different days. |
-5 points
Posts fewer than three times OR does not participate on at least two different days. |
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NOTES: * Credited means stating where the information came from (specific article, text, or lesson). Examples: Our text discusses…. The information from our lesson states…, Smith (2010) claimed that…, Mary Manners (personal communication, November 17, 2011)…. APA formatting is not required. |
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** Assigned readings are those listed on the syllabus or assignments page as required reading. This may include text readings, required articles, or required websites. | ||||
*** Scholarly source – per the APA Guidelines in Course Resources, only scholarly sources should be used in assignments. These include peer reviewed publications, government reports, or sources written by a professional or scholar in the field. Wikipedia, Wikis, .com website or blogs should not be used as anyone can add to these. For the discussions, reputable internet sources such as websites by government agencies (URL ends in .gov) and respected organizations (often ends in .org) can be counted as scholarly sources. Outside sources do not include assigned required readings. | ||||
NOTE: A zero is the lowest score that a student can be assigned. |