Cardiovascular Assessment Case Study Paper
Order ID |
53563633773 |
Type |
Essay |
Writer Level |
Masters |
Style |
APA |
Sources/References |
4 |
Perfect Number of Pages to Order |
5-10 Pages |
Description/Paper Instructions
Cardiovascular Assessment
Choose ONE of the following topics to provide a structured essay of no more than 2,000 and a maximum of 10 references.
Option A
Hypertension is a common cardiovascular condition.
- What is known of the causes of primary hypertension?
- Outline the current recommendations from NICE in terms of managing hypertension and consider:
- How therapy is tailored to individual patients in relation to age, ethnicity and co-morbidities.
- In each case, you should explain the rationale for the recommendations and explain the pharmacological basis of therapy.
Option B
Atrial fibrillation is the commonest form of arrhythmia.
- Outline the pathophysiology of atrial fibrillation
- How is atrial fibrillation managed? In each case, you should discuss the mode of action of pharmacological agents.
- How is the risk of thromboembolic stroke reduced in atrial fibrillation? In each case, you should discuss the mode of action of the pharmacological agents.
Option C
Compare and contrast the anti-platelet agents ticagrelor, clopigrel, prasugrel and eptifibatide in terms of their:
- a) chemical structure and class of inhibitor
- b) illustrate bonding interactions formed with each drug and the target protein binding site and describe the mode of inhibition
- c) Prepare a table to show the clinical strengths and weaknesses of each agent as an anti-platelet agent.
- d) Will ticagrelor replace clopidogrel as the main anti-platelet agent used by prescribers?
Option D
Calcium-channel blockers (CCB) are a class of drugs which can be used for the treatment of hypertension.
You are asked to address the following
- Identify the main classes of CCBs and discuss the pharmacological basis of their use for the treatment of hypertension
- Discuss the main limitations of CCBs short-acting formulations
- Provide two examples of modified/extended release CCDs formulations and, with the aid of appropriate illustrations, describe and discuss their mechanism of action.
Option E
Organic nitrates are a class of drugs which can be used for the treatment of angina.
You are asked to address the following
- Describe the clinically approved organic nitrates from a chemical point of view, and discuss the pharmacological basis of their use for the treatment of angina.
- Explain why some organic nitrates are particularly suited for transdermal administration.
- Describe the main designs transdermal patches that can be used to deliver organic nitrate drugs, and discuss both advantages and challenges of continuously delivering organic nitrates over prolonged periods of time.
The best essays are likely to demonstrate:
- Authorship, where the candidate takes ownership of the essay
- Synthesis of information
- Research from a variety of resources
- Critical evaluation of the evidence
- Appropriate use of self-drawn figures
- Conclusions where appropriate
Degree Class Descriptors
First Class : “Outstanding” or “Excellent” [72%, 75%, 85%, 95%, 100%]
Work which is excellent in both range and command of materials covered and arguments presented. The work should show an excellent understanding and appreciation of the subject and should engage the material closely. The work should show originality, treating evidence critically and incorporating information from a wide range of appropriate sources. In the case of lecture-related material, evidence of wider research would be expected, with the material fully synthesized into the body of the work. The product should be well structured and focused.
First Class marks must reflect Excellent work at the very upper end of undergraduate performance.
- Deep understanding of subject; carefully balanced arguments clearly presented; all material highly relevant to the question
- Considerable and effective use of literature information, beyond that supplied as taught material.
- Clear evidence of critical thinking, originality and novelty.
- Excellent structure and good use of illustrative diagrams etc; evidence of originality/novelty in presentation.
Upper Second Class “Highly competent” or “Very Good” [62%, 65%, 68%]
Work in this class should show a good broad-based knowledge of the topic and lecture material which is presented in a clearly argued, logical and focused manner.
Work at the upper end of the class should show evidence of critical evaluation of material from different sources. Work at the lower end of this class would be a competent reproduction of lecture material but may lack focus or have omitted too much factual knowledge.
- Sound grasp of subject material; presentation of logical arguments relevant to the question; only minor conceptual/factual errors.
- Reasonable evidence of wider study beyond lecture material.
- Some evidence of independent thinking and originality.
- Well organized answer; appropriate use of illustrative diagrams; clear presentation.
Lower Second Class “Satisfactory” [52%, 55%, 58%]
This class reflects an adequate piece of work which although broadly relevant and competent shows lack of focus and organisation, misunderstandings of the lecture material/topic and omits important relevant material.
Material at the top of the class would show competent understanding of much of the lecture material and work at the lower end of the class would show significant gaps with poor organisation and focus.
- Reasonable understanding of subject material, but some flaws in the logic of arguments and factual errors; possibly some irrelevant material.
- Little or no evidence of wider study and use of literature information.
- Little evidence of independent thinking or originality.
- Fairly clear presentation; generally conforming with accepted format but with some flaws in style; little correct use of illustrative diagrams.
Third Class “Poor” [42%, 45%, 48%]
Work that shows some knowledge of the topic but with serious deficiencies in understanding and coverage. This class will include work which misses the point of the question/assessment or is unduly brief.
- Limited understanding of subject; numerous flaws in the logic of arguments; considerable factual errors and/or irrelevant material.
- Virtually no inclusion of literature information beyond lecture material.
- Virtually no evidence of independent thinking or originality.
- Little attention given to structure; very limited use of illustrative diagrams; serious flaws in presentation.
Soft fail ““Unsatisfactory” [35, 38 %]
- Minimal understanding of subject; serious factual errors; general lack of any logical arguments; considerable amount of irrelevant material.
- No inclusion of relevant literature information.
- No evidence of independent thinking or originality.
- Very poorly structured answer; disorganized and untidy; missing sections; virtually no use of illustrative diagrams.
Fail “Very Poor” or “Unsatisfactory” [0%, 10%, 25%]
Work that is irrelevant, showing a considerable degree of ignorance and/or in which the question is barely attempted.
- 25%
- Insubstantial answer; very poor coverage of material with little information that is relevant.
- Virtually no evidence of understanding the question and minimal attempt at structure
- 10%
- A few lines of relevant material.
- 0%
- No relevant material.
- Question not addressed.
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