{"id":5284,"date":"2024-08-17T01:39:42","date_gmt":"2024-08-17T01:39:42","guid":{"rendered":"https:\/\/nurs.essaybishops.com\/?p=5284"},"modified":"2024-08-17T01:39:44","modified_gmt":"2024-08-17T01:39:44","slug":"brochure-for-nurses-medication-teaching-plan-for-tirzepatide","status":"publish","type":"post","link":"https:\/\/www.colapapers.com\/nursing\/brochure-for-nurses-medication-teaching-plan-for-tirzepatide\/","title":{"rendered":"Brochure for Nurses: Medication Teaching Plan for Tirzepatide"},"content":{"rendered":"

NR293 RUA Medication Teaching Plan<\/strong><\/h3>\n

Brochure for Nurses: Medication Teaching Plan for Tirzepatide<\/strong><\/h3>\n

Key\/Relevant Drug Information<\/p>\n

Drug Class:<\/p>\n

Tirzepatide belongs to the class of glucose-dependent insulinotropic polypeptide (GIP) receptor and glucagon-like peptide-1 (GLP-1) receptor agonists.<\/p>\n

Mechanism of Action:<\/p>\n

Tirzepatide activates both GIP and GLP-1 receptors, enhancing glucose-dependent insulin secretion, reducing glucagon secretion, and slowing gastric emptying. This dual action improves glycemic control and promotes weight loss in patients with type 2 diabetes.<\/p>\n

Drug Administration and Dosage:<\/p>\n

Administered subcutaneously once weekly<\/p>\n

Initial dose: 2.5 mg once weekly for 4 weeks<\/p>\n

Dose escalation: Increase to 5 mg once weekly, then gradually increase to 10 mg and 15 mg at 4-week intervals as tolerated<\/p>\n

Maximum recommended dose: 15 mg once weekly<\/p>\n

Drug Interactions:<\/p>\n

May increase the risk of hypoglycemia when used with sulfonylureas or insulin<\/p>\n

May affect the absorption of oral medications due to delayed gastric emptying<\/p>\n

Lab Effects\/Interference:<\/p>\n

Monitor HbA1c and fasting plasma glucose levels regularly<\/p>\n

May cause a slight increase in heart rate and lipase levels<\/p>\n

Patient Education Considerations<\/p>\n

Nursing Management:<\/p>\n

Assess patient’s understanding of diabetes management and injection technique<\/p>\n

Monitor for signs of hypoglycemia, especially when used with other glucose-lowering medications<\/p>\n

Evaluate for gastrointestinal side effects and provide supportive care as needed<\/p>\n

Patient Education Considerations:<\/p>\n

Geriatric Clients:<\/p>\n

Emphasize the importance of proper hydration and monitoring for signs of dehydration<\/p>\n

Discuss fall risk and strategies to prevent falls due to potential dizziness or hypoglycemia<\/p>\n

Pediatric Clients:<\/p>\n

Tirzepatide is not currently approved for use in pediatric patients<\/p>\n

Stress the importance of lifestyle modifications for managing diabetes in children<\/p>\n

Pregnant Clients:<\/p>\n

Advise that tirzepatide should be used during pregnancy only if the potential benefit justifies the potential risk to the fetus<\/p>\n

Encourage discussion with healthcare provider about alternative diabetes management strategies during pregnancy<\/p>\n

Patient Assessment:<\/p>\n

Regular monitoring of blood glucose levels<\/p>\n

Assess for gastrointestinal symptoms, particularly nausea and vomiting<\/p>\n

Evaluate for signs of pancreatic inflammation or gallbladder disease<\/p>\n

Side Effects\/Adverse Effects\/Toxicities:<\/p>\n

Common side effects:<\/p>\n

Nausea, vomiting, diarrhea, abdominal pain<\/p>\n

Decreased appetite<\/p>\n

Fatigue<\/p>\n

Headache<\/p>\n

Serious adverse effects (rare):<\/p>\n

Pancreatitis<\/p>\n

Gallbladder disease<\/p>\n

Hypersensitivity reactions<\/p>\n

Acute kidney injury<\/p>\n

Visual Effects\/Creativity:<\/p>\n

[Note: The brochure would be designed with appropriate graphics, color scheme, and layout to enhance readability and visual appeal for nursing professionals. Key information would be presented in easily digestible formats such as bullet points, tables, and infographics.]<\/p>\n

One-Page Paper<\/p>\n

Name: [Your Name]<\/p>\n

Date: [Current Date]<\/p>\n

Class: NR293 Pharmacology for Nursing Practice<\/p>\n

Intended Use of Brochure:<\/p>\n

The tirzepatide medication teaching brochure is designed as a comprehensive educational tool for nursing professionals. Its primary purpose is to provide nurses with essential information about this newly introduced pharmacological agent for type 2 diabetes management. The brochure aims to enhance nurses’ understanding of tirzepatide’s mechanism of action, administration guidelines, and patient care considerations. By offering a concise yet thorough overview, this resource enables nurses to deliver safe and effective care to patients prescribed tirzepatide, as well as provide accurate patient education.<\/p>\n

Adaptation for Low Health Literacy:<\/p>\n

To adapt the brochure information for an audience with low health literacy, several modifications would be necessary:<\/p>\n

Simplify language: Replace medical terminology with plain language equivalents. For example, “glucose-dependent insulinotropic polypeptide” could be simplified to “a hormone that helps control blood sugar.”<\/p>\n

Use visual aids: Incorporate more illustrations and infographics to explain concepts like the medication’s mechanism of action and proper injection technique.<\/p>\n

Emphasize key points: Utilize bullet points, larger font sizes, and bold text to highlight crucial information such as dosing instructions and common side effects.<\/p>\n

Implement teach-back methods: Include prompts for healthcare providers to ask patients to repeat key information in their own words, ensuring comprehension.<\/p>\n

Focus on action-oriented instructions: Provide clear, step-by-step guidelines for medication administration and side effect management.<\/p>\n

Use culturally appropriate examples: Incorporate relatable analogies and examples that resonate with the target audience’s cultural background and daily experiences.<\/p>\n

Include a glossary: Provide simple definitions for unavoidable medical terms used in the brochure.<\/p>\n

In implementing these modifications, the brochure can effectively communicate essential information about tirzepatide to patients with varying levels of health literacy, promoting better medication adherence and patient outcomes.<\/p>\n

References:<\/p>\n

Grimes, T. C., & Guinan, E. M. (2023). Interprofessional education focused on medication safety: A systematic review. Journal of Interprofessional Care, 37(1), 131-149.<\/p>\n

Hanshaw, S. L., & Dickerson, S. S. (2020). High fidelity simulation evaluation studies in nursing education: A review of the literature. Nurse Education in Practice, 46, 102818.<\/p>\n

Hawes, E. M., & Sanders, K. A. (2023). Medication management and treatment adherence. In Chronic Illness Care: Principles and Practice (pp. 181-193). Cham: Springer International Publishing.<\/p>\n

Li, C. N., Camargo Jr, C. A., Faridi, M., Espinola, J. A., Hayes, B. D., Porter, S., … & Samuels-Kalow, M. (2020). Medication education for dosing safety: a randomized controlled trial. Annals of emergency medicine, 76(5), 637-645.<\/p>\n

Nickles, D., Dolansky, M., Marek, J., & Burke, K. (2020). Nursing students use of teach-back to improve patients’ knowledge and satisfaction: A quality improvement project. Journal of Professional Nursing, 36(2), 70-76.<\/p>\n

Trivedi, S. P., Corderman, S., Berlinberg, E., Schoenthaler, A., & Horwitz, L. I. (2023). Assessment of patient education delivered at time of hospital discharge. JAMA internal medicine, 183(5), 417-423.<\/p>\n

===========<\/p>\n

NR293 RUA Medication Teaching Plan Guidelines<\/strong>
\nPurpose
\nThe purpose of this assignment is for the student to synthesize pharmacological knowledge (i.e., core drug knowledge, core patient variables, and nursing implications) of pharmacotherapeutic agents into a useful teaching and learning tool for nurses and patients.
\nCourse outcomes: This assignment enables the student to meet the following course outcomes:
\nCO1: Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions and in consideration of medication side\/adverse effects, nursing implications, and medication teaching. (POs 1, 2, and 3)
\nCO2: Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic\/genomic, developmental, and gender implications. (POs 3 and 8)
\nCO3: Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities. (PO 4)<\/p>\n

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.<\/p>\n

Total points possible: 100 points
\nPreparing the assignment
\nFollow these guidelines when completing this assignment. Speak with your faculty member if you have questions.
\n1. Choose a pharmacological agent that has been on the market less than 5 years.
\n2. Research the literature and obtain two to three resources for current, evidence-based information related to the pharmacological agent.
\n3. Develop a teaching brochure and one page paper following these guidelines.
\na. Brochure for nurses- Focus on nurses for literacy level
\n\u2022 Key\/Relevant Drug Information (30 points\/30%)
\no Drug Class
\no Mechanism of Action
\no Drug Administration and Dosage
\no Drug Interactions
\no Lab effects\/interference
\n\u2022 Patient Education Considerations (35 points\/35%)
\no Nursing Management
\no Patient Education Considerations (special considerations)- provide examples specific to client age needs- geriatric, pediatric and pregnant clients
\no Patient Assessment
\no Side Effects\/Adverse Effects\/Toxicities
\n\u2022 Visual Effects\/Creativity (10 points\/10%)
\no Developed per the required standard
\no Appropriate for the intended audience (focus on nurses for literacy level)
\no Graphics enhance the purpose of the brochure
\no Brochure is visually appealing<\/p>\n

b. One Page Paper (15 points\/15%)
\n\u2022 Describes intended use of brochure (focus on nurses for literacy level)
\n\u2022 Includes:
\no Name
\no Date
\no Class
\no Reference page
\n\u2022 Describe how brochure information would be revised if intended brochure audience had a low health literacy level.
\nc. APA Format (5 points\/5%)
\n\u2022 Includes no more than 3 unique errors with APA format (current ed.)
\n\u2022 At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided
\nd. Writing and Mechanics (5 points\/5%)
\n\u2022 Clearly written
\n\u2022 Includes no more than three unique errors of grammar
\n\u2022 Includes no more than three unique errors in writing mechanics
\n\u2022 Paper is one page, excluding references and title page
\nFor writing assistance, visit the Writing Center.<\/p>\n

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.<\/p>\n

Grading Rubric: Criteria are met when the student\u2019s application of knowledge demonstrates achievement of the outcomes for this assignment.
\nAssignment Section and Required Criteria
\n(Points possible\/% of total points available) Highest Level of Performance High Level of Performance Satisfactory Level of Performance Unsatisfactory Level of
\nPerformance Section not present in
\npaper
\nBrochure: Relevant Drug Information
\n(30 points\/30%) 30 points 26 points 23 points 22 points 0 points
\nRequired criteria
\n1. Drug Class
\n2. Mechanism of Action
\n3. Drug Administration and Dosage
\n4. Drug Interactions
\n5. Lab effects\/interference
\n6. Choose a pharmacological agent that has been on the market less than 5 years. Includes no fewer than 6 requirements for section. Includes no fewer than 5 requirements for section. Includes no fewer than 4 requirements for section. Includes 1-3 criteria for section. No requirements for this section present
\nBrochure: Patient Education Considerations
\n(35 points\/35%) 35 points 28 points 26 points 23 points 0 points
\nRequired criteria
\n1. Nursing Management
\n2. Patient Education Considerations (special considerations)- provide examples specific to client age needs – geriatric, pediatric and pregnant clients
\n3. Patient Assessment
\n4. Side Effects\/Adverse Effects\/Toxicities Includes no fewer than 4 requirements for section. Includes no fewer than 3 requirements for section. Includes no fewer than 2 requirements for section. Includes 1 requirement for section. No requirements for this section present.
\nBrochure: Visual Effects\/Creativity
\n(10 points\/10%) 10 points 8 points 7 points 4 points 0 points
\nRequired criteria
\n1. Developed per the required standard
\n2. Appropriate for the intended audience (focus on nurses for literacy level)
\n3. Graphics enhance the purpose of the brochure
\n4. Brochure is visually appealing<\/p>\n

Includes no fewer than 4 requirements for section. Includes no fewer than 3 requirements for section. Includes no fewer than 2 requirements for section. Includes 1 requirement for section. No requirements for this section present.
\nOne Page Paper
\n(15 points\/15%) 15 points 12 points 11 points 8 points 0 points
\nRequired criteria
\n1. Describes intended use of brochure (focus on nurses for literacy level)
\n2. Includes: Includes no fewer than 6 requirements for section. Includes no fewer than 5 requirements for section. Includes no fewer than 4 requirements for section. Includes 1-3 criteria for section. No requirements for this section present.
\no Name
\no Date
\no Class
\no Reference page
\n3. Describe how brochure information would be
\nrevised if intended brochure audience had a low
\nhealth literacy level.
\nAPA Format
\n(5 points\/5%) 5 points 2 points 0 points
\nRequired criteria
\n1. Includes no more than 3 unique errors with APA format (current ed.)
\n2. At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided Includes 2 requirements for section. Includes 1 requirement for section. No requirements for this section present.
\nWriting Mechanics
\n(5 points\/5%) 5 points 4 points 2 points 0 points
\nRequired criteria
\n1. Clearly written
\n2. Includes no more than three unique errors of grammar
\n3. Includes no more than three unique errors in writing mechanics
\n4. Paper is 1 page, excluding title and reference pages Includes no fewer than 4 requirements for section. Includes no fewer than 3 requirements for section. Includes 1-2 requirements for section. No requirements for this section present.
\nTotal Points Possible = 100 points<\/p>\n","protected":false},"excerpt":{"rendered":"

NR293 RUA Medication Teaching Plan Brochure for Nurses: Medication Teaching Plan for Tirzepatide Key\/Relevant Drug Information Drug Class: Tirzepatide belongs to the class of glucose-dependent insulinotropic polypeptide (GIP) receptor and glucagon-like peptide-1 (GLP-1) receptor agonists. Mechanism of Action: Tirzepatide activates both GIP and GLP-1 receptors, enhancing glucose-dependent insulin secretion, reducing glucagon secretion, and slowing gastric […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[403,1185,1227,1099,1689,1690,89,1568,1178,1688,1414,1349,1182,1491],"tags":[1683,1685,1680,1687,1667,1686,1682,1681,1684],"class_list":["post-5284","post","type-post","status-publish","format-standard","hentry","category-clinical-medicine","category-affordable-medical-assignment-help-online-service","category-medical-academic-writers","category-medical-essay-research-writing-help","category-medication-teaching-plan","category-medication-teaching-plan-examples","category-medicine","category-medicine-essay-writing-services","category-nursing-homework-assignments-help-answers","category-nursing-pharmacology-papers","category-nursing-plan","category-professional-nursing-essay-writers","category-write-my-nursing-research-paper","category-writing-essay-for-nursing-students","tag-diabetes-medication-education","tag-health-literacy-adaptation","tag-medication-teaching-plan","tag-nr293-rua","tag-nursing-education","tag-nursing-pharmacology","tag-patient-education","tag-pharmacotherapy","tag-tirzepatide"],"_links":{"self":[{"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/posts\/5284","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/comments?post=5284"}],"version-history":[{"count":1,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/posts\/5284\/revisions"}],"predecessor-version":[{"id":5285,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/posts\/5284\/revisions\/5285"}],"wp:attachment":[{"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/media?parent=5284"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/categories?post=5284"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.colapapers.com\/nursing\/wp-json\/wp\/v2\/tags?post=5284"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}