Safety Profile of Lisinopril-Hydrochlorothiazide On Pregnant Women
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
Safety Profile of Lisinopril-Hydrochlorothiazide On Pregnant Women
Ms. BD is a 33-year-old G2P1 African-American female who presents to your clinic today complaining of unusual fatigue, nausea, and vomiting for the last five days. She has a medical history of chronic hypertension (HTN) that was diagnosed shortly after her first pregnancy two years ago and GERD. MS. BD’s blood pressure is controlled on Lisinopril-Hydrochlorothiazide 20/12.5mg by mouth twice a day, and GERD controlled on Bismuth Subsalicylate 262mg by mouth every 6 hours as needed.
During the interview, you learn that she is single, sexually active, has one partner and that her menses is ten days late. She performed a home pregnancy the three days after missing her menstrual cycle, and the results were inconclusive. She states she feels terrible and needs relief. She has no other medical problems, symptoms, or concerns.
Assessment: Physical examination is unremarkable. BP128/68, HR is 74, Urine human chorionic gonadotropin (HCG) positive, beta HCG sent, potassium 4.2, blood
urea nitrogen (BUN) 14, creatinine is 0.6, Alanine aminotransferase (ALT) 29, White blood cells (WBCs) 6.5, hemoglobin (Hgb) 12.8, hematocrit (Hct) 39, and platelets 330,000.List the additional questions you would need to ask this patient. Explain.
What is the safety profile of Lisinopril-hydrochlorothiazide and bismuth subsalicylate in pregnant women? What are the possible complications to the pregnant woman and her fetus?
What is the importance of assessing laboratory values when prescribing medications? How might the laboratory values, in this case, impact your treatment plan?
Would you make any changes to Ms. BD’s blood pressure and GERD medications? Explain. If yes, what would you prescribe? Discuss the medications safety in pregnancy, mechanism of action, route, the half-life; how it is metabolized in and eliminated from the body; and contraindications and black box warnings.
How does ethnopharmacology apply to this patient if she were NOT pregnant? Explain.
What health maintenance or preventive education do you provide in this client case based on your choice of medications/treatment?
Would you treat this patient or refer her? Explain. If you refer, where would you refer this patient?
You’re just wrapping up the Teams video meeting with your international colleagues to discuss the next section of your collaborative report – the meeting you scheduled earlier in this case.
In the last few minutes of your meeting, your colleagues Nico, from the Munich office, and Riya, from the Bengaluru office, send you private messages, asking if you can stick around for a few minutes after the meeting to discuss an issue. Nico and Riya are, like you, entry-level research analysts. You’ve been working closely with Nico and Riya ever since you started at MCC eighteen months ago, and since then you’ve developed a friendly, trusting relationship.
As the meeting ends and the rest of your colleagues disconnect from the Teams video meeting, you ask Nico and Riya what they would like to talk about. Both of them look reluctant to speak. Finally, Riya describes the issue. “It’s Kevin,” she says, referring to an entry-level research analyst at the London office. “He’s been saying some … inappropriate things.”
Emboldened by Riya’s comment, Nico joins the conversation. “He won’t stop making comments to me about the World Wars! Remember when I made that trip to visit our client in Brussels? He sent me an email reminding me not to invade Belgium! And every time I ask him to do something, he writes back and says ‘Sure, just please don’t blitz me with emails!’”
“And with me,” Riya continues, “he’s always singing these made-up Bollywood songs during our one-on-one meetings! He can’t even be bothered to learn real ones! He just sings these ridiculous love songs and does these terrible dances. It’s actually quite embarrassing!”
You sit quietly as you process this information.
“I don’t think Kevin means to be unkind,” says Nico.
“No,” Riya interjects, “I think he finds these jokes funny. He’s ‘taking the piss,’ or whatever British people say. But it’s annoying! And can you imagine? What if he said something like this to a client? It would be a disaster!”
You nod. “Well, should we go to Marta or HR about this situation?” you ask.
“Goodness, no!” Riya exclaims. “We don’t even want the senior analysts to know about these behaviors! That’s why we’re coming to you. Kevin is not a bad person. But he needs to know that he can’t talk to his coworkers like we’re at a social gathering.”
“So, what do you think we should do?” you ask.
“Please just talk to him,” Nico replies. “If Riya and I try to talk to him, it might just make matters worse. I don’t want him to think that I’m just another humorless German. But if you talk to him – if he knows that you, as an outsider, take this matter seriously – he might be more likely to listen.”
Eager to help your colleagues, you reassure Nico and Riya that you’ll talk to Kevin. To address this situation, you decide that a one-on-one Teams video meeting would be the best way to address this situation. So, you send Kevin an email, requesting his availability for a brief meeting.
In this email, you hint at the issue with Nico and Riya and make a brief case for why Kevin should behave differently. You then pull out a notebook and jot down some persuasive talking points for your meeting. Having initiated this process, you take a deep breath and sip your coffee. This chat is going to be uncomfortable, but you know it’s for the best.
Assignment Instructions
Assignment Instructions
Send a routine / persuasive email and outline a persuasive argument. These writing tasks should correspond to the tasks that appear in the Scenario Update above.
In your first message, you will send a routine / persuasive email to Kevin. In this email, you should ask Kevin if he’s available for a brief meeting, hint at the issue with Nico and Riya, and identify one of Kevin’s problems / needs that you seek to address during your meeting.
To be clear: in this message, you do not need to make a robust, persuasive case for why Kevin should alter his behavior. You should, however, give Kevin a broad sense of what you plan to discuss during the meeting and how, generally speaking, this meeting will benefit him. Giving him a preview of the meeting’s focus will ensure that he is not blindsided by your comments. It will also help prime him in favor of your arguments.
Your email should:
- Contain a strong, action-oriented subject line
- Blend elements of routine and persuasive message structure
- More specifically, it should begin with a clear call-to-action (i.e. your meeting invitation), then proceed to identify how this meeting will help address a problem or need that Kevin faces
- Provide a clear sense of your availability and propose 2-3 realistic, considerate meeting times
- Specify the medium in which you would like to meet (i.e. via Teams)
- Translate your meeting time into your reader’s local time zone
- Indicate that you will follow-up your email with a calendar invite containing meeting logistics
- Adhere to all of the 4-C style principles
- Use block formatting to make the document visually appealing
- Conclude with specific, personalized goodwill and a call-to-action
In your persuasive argument outline, you will plan the arguments that you will use during your Teams video meeting with Kevin. This argument should aim at persuading Kevin to alter his behavior toward Nico and Riya. To be clear, this outline is for your eyes only; Kevin will not see this document. Nevertheless, you should use this document to rehearse the kinds of arguments and talking points you hope to use during your conversation with Kevin.
Your outline should:
- Open by identifying how Kevin’s behavior is creating a problem, not just for Nico and Riya, but for Kevin as well (in other words, you should identify how Kevin’s jokes are failing to produce their desired outcome)
- Propose a solution to this problem
- For instance, you might ask Kevin to avoid these kinds of jokes altogether, you might encourage him to channel his sense of humor in a less offensive direction, or you might encourage him to pursue his goals by some means other than humor
- Identify 2-3 arguments / persuasive appeals supporting your proposal
- This section must include at least one logos appeal, but it may include other kinds of persuasive appeals
- This section should clearly indicate how your proposed solution will help Kevin achieve his goals
- Specify how you plan to establish goodwill and trust with Kevin during this conversation
- Propose concrete next steps for how to begin remedying this situation
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. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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