course material

1. Create a one-page patient education tool that explains usage of a
medication and factors that can affect outcomes.
Create a one-page patient education tool that explains usage of a medication and factors
that can affect outcomes.Create a one-page patient education tool that explains usage of a
medication and factors that can affect outcomes.Permalink: https:// /create-a-one-pag…-
affect-outcomes/OverviewCreate a one-page patient education tool that explains usage of a
medication and factors that can affect outcomes. Then, write 2– 3 pages in which you
explain how the tool promotes patient safety and quality outcomes, and adheres to the
principles and practices of cultural competence.By successfully completing this assessment,
you will demonstrate your proficiency in the following course competencies and
assessment criteria:Competency 1: Apply practice guidelines and standards of evidence-
based practice related to pharmacology for safe and effective nursing practice.Explain the
appropriate use of a medication.Explain how a patient education tool promotes patient
safety related to pharmacology.Competency 2: Explain the relationship between quality
patient outcomes, patient safety, and the appropriate use of pharmacology and
psychopharmacology.Identify specific factors that may affect the efficacy of a
medication.Describe possible chemical reactions, side effects, or other negative reactions a
patient may experience from a medication.Explain correct handling, storage, and disposal of
a medication.Competency 3: Apply the principles and practices of cultural competence with
regard to pharmacological interventions.Explain how a patient education tool adheres to
the principles and practices of cultural competence.Competency 4: Communicate in a
manner that is scholarly, professional, and consistent with the expectations of a nursing
professional.Write content clearly and logically with correct use of grammar, punctuation,
and mechanics.Correctly format paper, citations, and references using current APA
style.ContextDo any of these sound familiar?“ I felt better right away, so I did not think I had
to take the rest of the medicine.” “ Every time I took it, I threw up, so I just did not take it
anymore.” “ I lost my health insurance a couple of months ago and cannot afford my
medication all the time. I take it when I can afford to buy it. This is better than nothing,
right?” In aIDition to administering medications, nurses are assigned the responsibility of
educating patients about the proper use of the medications that have been prescribed for
them. Not an easy task! With all the demands on a nurse’ s time, it is easy to fall into the
habit of reciting instructions without taking the time to make sure those instructions have
been understood. When considering patient education, you have to understand the

2. differences between drug reactions, interactions, allergies, and individual variations in drug
responses.In order to promote better patient safety and quality outcomes, the instruction
that nurses provide must be patient-centered and clearly understood. Proper education
helps patients learn about their medications, how to take them correctly, avoid potentially
harmful errors or drug interactions, and have the desired quality outcome.Medication
errors can occur at any point in the drug administration process. As the last person who
touches a medication before the patient actually takes it, it is vital that nurses are familiar
with the process of administration and be able to evaluate any discrepancies.Questions to
ConsiderTo deepen your understanding, you are encouraged to consider the questions
below and discuss them with a fellow learner, a work associate, an interested friend, or a
member of your professional community.How do the rights of patient medication affect the
ability of a nurse to make sure a patient receives medication that is ordered in a safe,
effective manner?What types of communication tools, such as the Pyxis machine, facilitate
effective communication and reduce or eliminate medication errors?Suggested
ResourcesThe following optional resources are provided to support you in completing the
assessment or to provide a helpful context. For aIDitional resources, refer to the Research
Resources and Supplemental Resources in the left navigation menu of your
courseroom.Library ResourcesThe following e-books or articles from the Capella University
Library are linked directly in this course:Anderson, P., & Townsend, T. (2015). Preventing
high-alert medication errors in hospital patients. American Nurse Today, 10(5),
18– 23.Cadwell, S. M., & McDaniel Hohenhaus, S. (2011). Medication errors and secondary
victims. Journal of Emergency Nursing, 37, 562– 563.Cleary-Holdforth, J., & Leufer, T.
(2013). The strategic role of education in the prevention of medication errors in nursing:
Part 2. Nurse Education in Practice, 13(3), 217– 220.Cohen, M. R. (2015). Medication errors.
Nursing, 45(3), 72.Leufer, T., & Cleary-Holdforth, J. (2013). Let’ s do no harm: Medication
errors in nursing: Part 1. Nurse Education in Practice, 13(3), 213– 216.Sequeira, R. P.
(2015). Patient safety in medical education: Medication safety perspectives. Indian Journal
of Pharmacology, 47(2), 135– 136. Internet ResourcesAccess the following resources by
clicking the links provided. Please note that URLs change frequently. Permissions for the
following links have either been granted or deemed appropriate for educational use at the
time of course publication.The Joint Commission. (2015). 2015 National Patient Safety
Goals. Retrieved from
http://www.jointcommission.org/standards_information/npsgs.aspxU.S. Food and Drug
Administration (FDA). (2015). MedWatch: The FDA Safety Information and Adverse Event
Reporting Program. Retrieved from http://www.fda.gov/Safety/MedWatch/Institute for
Safe Medication Practices. (n.d.). Retrieved from http://ismp.org/Bookstore
ResourcesBurchum, J., & Rosenthal, L. (2016). Lehen’ s pharmacology for nursing care (9th
ed.) St. Louis, MO: Elsevier Saunders.Chapters 6, 7, 8, and 109.Assessment
InstructionsImagine your supervisor has asked you to develop a patient education tool for
new medication starts in your current area of practice. This tool needs to provide important
information to the patient, yet be concise enough to require no more than one
page.PreparationReview the suggested list of possible topics in Part 1 of the Requirements
and then search the Capella library and the Internet for supporting resources. You will need

3. to provide support for the information you choose to include in the patient education
tool.RequirementsComplete both Part 1 and Part 2 of this assessment. You may submit both
parts in one document or submit them as separate documents. Be sure you complete both
parts!Submit a total of 4– 5 pages. Write no more than one page for Part 1. Write 2– 3 pages,
plus a separate reference page, for Part 2.Part 1: Patient Education ToolComplete the
following:Choose one of the following topics as the basis for your patient education
tool:Antibiotics (Amoxil/Amoxicillin) for pediatric ear infections.Statin therapy
(Zocor/Simvastatin) for a newly diagnosed patient with
hypercholesterolemia.Antihypertensive (ACE inhibitors/Lisinopril/Zestril) for a patient
who was discovered to have hypertension at a health screening at work.Drugs for treating
gastric acidity (Proton pump inhibitors/antacids/H2 blockers) for a patient complaining of
chronic indigestion and heartburn.Ear drops or eye drops (or both) for an elderly
patient.Any newly released medication for a patient in your area of practice. This might be a
new drug for diabetes, hypertension, or arthritis or a new antibiotic.Include the following in
your patient education tool:Explain appropriate use of the medication.Identify specific
factors (age, access, culture, and so on) that may affect the efficacy of the
medication.Describe possible chemical interactions, side effects, or other negative reactions
patients need to be aware of.Explain correct handling, storage, and disposal of the
medication.Include any other information you feel would be beneficial and promote patient
safety and quality outcomes.You may format Part 12, the patient education tool, any way
you wish, but be sure it is logical and understandable by the typical patient who would use
it. Feel free to include pictures or diagrams to reinforce the information.Part 2: Evidence-
Based PracticeProvide evidence for the information you included in the patient education
tool:Explain how the information in the patient education tool promotes patient safety and
quality outcomes.Explain how the patient education tool adheres to the principles and
practices of cultural competence. In other words, is the tool appropriate for all cultures,
genders, ages, et cetera; or could it be easily adapted for specific needs?Format Part 2
according to APA guidelines. This is not a document you would provide to a patient but, for
this assessment, it will provide faculty with the academic and professional principles
necessary to evaluate your work.AIDitional RequirementsAt least 2 current scholarly or
professional resources.For Part 2 only:Use Times New Roman font, 12 point, double-spaced
font.