https:\/\/doi.org\/10.1080\/17425255.2017.1325873<\/a><\/p>\nCase of a dialysis patient who has atrial fibrillation, irregular rhythm, increased heart rate, and CHF. Patient has been fluid overload, no leg edema but with crackles on both lungs. \u00a0Hemoglobin and hematocrit level are within normal limits. She went to the hospital for SOB. Initial treatment was dialysis to relieve SOB. Orders were Amiodarone IV drip, and oxygen.<\/p>\n
Atrial fibrillation (AF) is a dangerous heart condition where there is an irregular and rapid heart rate. The heart beats out of coordination with the ventricles. People with AF have a four to fivefold increased risk of stroke and a two to threefold increased risk of heart failure (McCance, & Huether, 2019).<\/p>\n
Amiodarone, a potent antiarrhythmic medication is used in treatment of irregular heart rate, such as atrial fibrillation, supraventricular and ventricular tachyarrhythmia. It is used to restore normal heart rhythm and maintain regular heart rate. This medication stays in the body for weeks to months, even after taking it.<\/p>\n
Pharmacokinetics of Amiodarone<\/h3>\n
Pharmacokinetics is divided into four phases which are absorption, distribution, metabolism and excretion. Amiodarone has oral and IV medications. Oral amiodarone has a slow and variable absorption of about 40 % in the body. IV Amiodarone begins to act within one hour, with rapid onset of action within minutes after an infusion. The bioavailability may be influenced by age, liver disease, and interactions with other drugs or substances that inhibit or induce cytochrome (CYP) 450, thus affecting efficacy) (Biancatelli, et al, 2019). Amiodarone is a lipophilic drug, which absorption is enhanced if taken with foods high in fat content, and has a large but variable volume distribution (66 L\/kg of body weight) (Biancatelli, et al, 2019).My patient weighs 70 kg and there is good volume distribution of the medication. She is below 65, so there is less likely of a adverse effects due to age. There is no information as to gender issue problems with Amiodarone.<\/p>\n
Pharmacodynamics<\/h3>\n
She was given an IV dose of Amniodarone and according to hospital report she converted from atrial fibrillation to normal sinus rhythm. Pharmacodynamics is the study of the biochemical and physiologic effects of drugs on the body and the molecular mechanism by which those effects are produced (Rosenthal, & Burchum, 2021).<\/p>\n
The short half-life for disappearance of amiodarone from plasma after intravenous administration is likely a measure of drug redistribution from vascular\u00a0space into tissue and not body elimination.\u00a0 Amiodarone is metabolized by eliminated by hepatic metabolism and biliary excretion, so it is very beneficial for my patient. About less than 1% of the dose is excreted unchanged in the urine. Biliary excretion may have a role in the overall elimination of the drug<\/p>\n
Evidence from literature suggests that dronedarone (amiodarone derived) causes a specific partial inhibition of tubular organic cation transporters leading to a limited increase in serum creatinine not related with a decline in renal function (Conti, et al, 2015).<\/p>\n
<\/p>\n
NUR 6521 Discussion: Pharmacokinetics and Pharmacodynamics References<\/h3>\n
Conti, V., Biagi, C., Melis, M., Fortino, I., Donati, M., Vaccheri, A., Venegoni, M., Motola, D.\u00a0\u00a0\u00a0 (2015). Acute renal failure in patients treated with dronedarone or amiodarone: a large population-based cohort study in Italy. European Journal of Clinical Pharmacology, Vol. 71<\/em>(9). ISSN: 0031-6970. DOI 10.1007\/s00228-015-1903-2<\/p>\nBiancatelli, R.M., Congedo, V., Calvosa, L., Ciacciarelli, M., Polidoro, A., Iuliano, L. Adverse reactions of Amniodarone. Journal of geriatric cardiology, (JGC) Vol. 16 <\/em>(7) ISSN: 1671-5411. doi: 10.11909\/j.issn.1671-5411.2019.07.004<\/p>\nMcCance, K.L. and Huether, S.E. (2019). Pathophysiology: The biologic basis for disease in adults and children<\/em> (8th ed.). St. Louis, MO: Mosby Elsevier.<\/p>\nRosenthal, L.D., and Burchum, J.R., 2021. Lehne\u2019s pharmacotherapeutics for advanced practice nurses and physicians assistants<\/em> (2nd ed.) St. Louis, MO: Elsevier<\/p>\nNUR 6521 Discussion: Pharmacokinetics and Pharmacodynamics Grading Rubric Guidelines<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n10<\/strong><\/td>\n9<\/strong><\/td>\n8<\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\n| Scholarliness<\/strong><\/p>\n Demonstrates achievement of scholarly inquiry for professional and academic decisions.<\/strong><\/td>\n\n\n- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions<\/li>\n
- Evaluates literature resources to develop a comprehensive analysis or synthesis.<\/li>\n
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion<\/li>\n<\/ul>\n<\/td>\n
\n\n- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.<\/li>\n
- Evaluates information from source(s) to develop a coherent analysis or synthesis.<\/li>\n
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) with some interpretation\/evaluation, but not enough to develop a coherent analysis or synthesis.<\/li>\n
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.<\/li>\n
- Demonstrates little or no understanding of the topic.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.<\/li>\n
- Information is taken from source(s) without any interpretation\/evaluation.<\/li>\n
- The posting uses information that is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n
\n\n- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.<\/li>\n
- Information is not valid, relevant, or reliable<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category<\/strong><\/td>\n\u00a010<\/strong><\/td>\n9 <\/strong><\/td>\n8 <\/strong><\/td>\n4<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\n| Application of Course Knowledge –<\/strong><\/p>\n Demonstrate the ability to analyze, synthesize, and\/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations<\/strong><\/td>\n\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;<\/li>\n
- Applies concepts to personal experience in the professional setting and or relevant application to real life.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.<\/li>\n
- Applies concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.<\/li>\n
- Posts are superficial and do not reflect an understanding of the lesson content<\/li>\n
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n
\n\n- Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored<\/li>\n
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\nPerformance Category <\/strong><\/td>\n\u00a05<\/strong><\/td>\n4 <\/strong><\/td>\n3 <\/strong><\/td>\n2<\/strong><\/td>\n0<\/strong><\/td>\n<\/tr>\n\n| Interactive Dialogue<\/strong><\/p>\n Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.<\/strong><\/p>\n(5 points possible per graded thread)<\/em><\/strong><\/td>\n\n\n- Exceeds minimum post requirements<\/li>\n
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.<\/li>\n
- Replies to a post posed by faculty and to a peer<\/li>\n
- Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days<\/li>\n
- Replies to a question posed by a peer<\/li>\n<\/ul>\n
Summarizes what was learned from the lesson, readings, and other student posts for the week.<\/td>\n \n\n- Meets expectations of 2 posts on 2 different days.<\/li>\n
- The main post is not made by the Wednesday deadline<\/li>\n
- Does not reply to a question posed by a peer or faculty<\/li>\n<\/ul>\n<\/td>\n
\n\n- Has only one post for the week<\/li>\n
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments<\/li>\n<\/ul>\n<\/td>\n
\n\n- Does not post to the thread<\/li>\n
- No connections are made to the topic<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\nMinus 1 Point<\/strong><\/td>\nMinus 2 Point<\/strong><\/td>\nMinus 3 Point<\/strong><\/td>\nMinus 4 Point<\/strong><\/td>\nMinus 5 Point<\/strong><\/td>\n<\/tr>\n\n| Grammar, Syntax, APA<\/strong><\/p>\n Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.<\/strong><\/p>\nPoints deducted for improper grammar, syntax and APA style of writing.<\/strong><\/p>\nThe source of information is the APA Manual 6th Edition<\/strong><\/td>\n\n\n- 2-3 errors in APA format.<\/li>\n
- Written responses have 2-3 grammatical, spelling, and punctuation errors.<\/li>\n
- Writing style is generally clear, focused, and facilitates communication.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 4-5 errors in APA format.<\/li>\n
- Writing responses have 4-5 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is somewhat focused.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 6-7 errors in APA format.<\/li>\n
- Writing responses have 6-7 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is slightly focused making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- 8-10 errors in APA format.<\/li>\n
- Writing responses have 8-10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style is not focused, making discussion difficult to understand.<\/li>\n<\/ul>\n<\/td>\n
\n\n- Post contains greater than 10 errors in APA format.<\/li>\n
- Written responses have more than 10 grammatical, spelling and punctuation errors.<\/li>\n
- Writing style does not facilitate communication.<\/li>\n
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| <\/td>\n | 0 points lost<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n\u00a0<\/strong><\/td>\n-5 points lost<\/strong><\/td>\n<\/tr>\n\n| Total Participation Requirements<\/strong><\/p>\n per discussion thread<\/em><\/strong><\/td>\n| The student answers the threaded discussion question or topic on one day and posts a second response on another day.<\/td>\n | <\/td>\n | <\/td>\n | <\/td>\n | The student does not meet the minimum requirement of two postings on two different days<\/td>\n<\/tr>\n | \n| Early Participation Requirement<\/strong><\/p>\n per discussion thread<\/em><\/strong><\/td>\n| The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.<\/td>\n | <\/td>\n | <\/td>\n | <\/td>\n | The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":" NUR 6521 Discussion: Pharmacokinetics and Pharmacodynamics NUR 6521 Discussion Pharmacokinetics and Pharmacodynamics For few years that I worked at long term care facility, there were constant cases of urinary tract infections. These infections became so high that many of our patients required admission into acute care setting. According to (Wesolek, et, al, 202) UTI is […]<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-1499","post","type-post","status-publish","format-standard","hentry","category-nursing-papers"],"blocksy_meta":{"styles_descriptor":{"styles":{"desktop":"","tablet":"","mobile":""},"google_fonts":[],"version":6}},"yoast_head":"\n NUR 6521 Discussion: Pharmacokinetics and Pharmacodynamics - Nursing Assignment Crackers<\/title>\n<meta name=\"description\" content=\"NUR 6521 Discussion: Pharmacokinetics and Pharmacodynamics-As an advanced practice nurse assisting physicians in thediagnosis and treatment of disorders\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" 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