In this Blog, you will have the opportunity to teach your peers about a specific substance use and/or addiction/impulse control disorder. A Blog is a conversational, informal written piece on a topic. Your faculty will assign you a particular illness and the approved treatment for the illness to create a presentation to share with your peers.

Constructa Blog post, not to exceed 1,500–2,000 words, written for a PMHNP provider audience to post in the Discussion area.

Although you are not required to respond to colleagues, collegial discussion is welcome. Also, it will be important for you to read your peers’ Blog posts in order to learn about all of the medications on the assigned list.

You will be assigned from the following list:

• Opioid Use Disorder
  • Vivitrol
  • Suboxone
  • Methadone
  • Lofexidine
• Alcohol Use Disorder
  • Acamprosate
  • Naltrexone
  • Disulfiram
  • Phenobarbital (seizure control due to alcohol withdrawal)
  • Chlordiazepoxide
• Cannabis Use Disorder
  • Nefazodone*
  • Fluoxetine*
  • Gabapentin*
  • Buspirone*
• Stimulant Use Disorder (cocaine, methamphetamine)
  • Antipsychotic Medications*
  • Combination Injectable Naltrexone*
  • Bupropion*
  • Gabapentin*
• Tobacco Use Disorder
  • Nicotine replacement patch
  • Nicotine replacement gum
  • Nicotine replacement inhaler
  • Zyban
• Sedative/Hypnotic Anxiolytic Use Disorder
  • Gabapentin*
  • Buspirone*
  • Flumazenil*
  • Trazodone*
• Binge Eating Disorder (BED)
  • Lisdexamphetamine

*Indicates not FDA approved.

 

 

 

Post your Blog response by doing the following:

• Identify the substance or addiction with discussion on pertinent diagnostic criteria for the use disorder.
• Identify the street names of the substance for the use disorder.
• Describe how someone can use or abuse the substance (oral, smoke, IV, etc.).
• Describe the symptoms of someone under the influence of this substance.
• Describe the symptoms of someone under the withdrawal of this substance.

After describing the substance, discuss the treatment recommendations by doing the following:

• Identify the first-line treatment options.
• Identify the FDA-approved medications for the substance.

Note: If there are no FDA-approved medications, describe any evidenced-based, clinically acceptable off-label medications to treat the illness.

• Identify the proposed mechanisms of action for the medication to treat the illness.
• Describe the common side effects of the medication.
• Describe how the patient should take the medication.
• Identify any baseline and/or ongoing tests and assessment(s) needed when taking the medication.
• Describe the non-pharmacologic intervention recommendations.

This Assignment requires a minimum of three (3) peer-reviewed, evidence-based scholarly references outside of course Learning Resources.

Note: You will need to include the APA formatting citation of all references used with a Reference list

Construct a 3 page paper discussing each of the four traditional mood stabilizer medications: carbamazepine, lamotrigine, lithium, and valproate products. Support your answers withfive (5)evidence-based, peer-reviewed scholarly literature.

Note:APA style format will apply.

Your paper should include the following for each:

• Proposed mechanism of action
• Baseline assessment, laboratory considerations, and frequency of ongoing labs and assessmentsNote:Discuss the importance of assessment and labs.
• Special population considerations (birth assigned gender, age, other medical comorbidity considerations)
• FDA approval indications
• Typical dosing with discussion on therapeutic endpoints for psychiatric use
• Major drug–drug interaction considerations
  • For each of these medications, please review potential drug–drug interactions listed below. Consider alternative dosing schedules, clinical implications for the drug interactions, additional patient education needed, any additional monitoring recommended, or collaboration needed with other medical professions (such as, primary care providers)
    • Lamotrigine + Valproate
    • Lamotrigine + Rifampin
    • Valproate + Estrogen containing birth control.
    • Valproate + Amitriptyline
    • Lithium + Furosemide
    • Lithium + Lisinopril
    • Carbamazepine + Lurasidone
    • Carbamazepine + Grapefruit juice
  • Discuss the ethical, legal, and social implications related to prescribing bipolar and other related mood-disorder diagnoses therapy for patients.

create a Medication Study Guide to share with your peers. This guide is intended to be a useful learning tool for you to use as you prepare for your clinical courses.

You will be assigned one of the following medications to create your guide: 

Chlorpromazine

Fluphenazine

Haloperidol

Loxapine

Perphenazine

Aripiprazole

Asenapine

Clozapine

Iloperidone

Olanzapine

Paliperidone

Quetiapine

Risperidone

Ziprasidone

Lurasidone

Brexpiprazole

Cariprazine

Lumateperone

Benztropine

Propranolol

Deutetrabenazine

Valbenazine

 

 

The Assignment

Createa 3- to 4-page (excluding visual elements) Medication Study Guide for your assigned psychotropic medication agents that may be utilized by you and colleagues for study. Your medication guide should be in the form of an outline and should include a title page, citations, and references. You should incorporate visual elements, such as concept maps, charts, diagrams, images, color coding, mnemonics, and/or flashcards. Be creative!

Note:Your Medication Study Guide shouldnotbe in the format of an APA paper.

Also Note:Your guide should be informed by the FDA-Approved and Evidenced-Based, Clinical Practice Guidelines Research.

Areas of importance that you should address—but are not limited to—include:

• Title page
• Description of the psychopharmacological medication agent, including brand and generic names, as well as appropriate FDA indication uses
• Any supporting, valid, and reliable research for non-FDA uses
• Drug classification
• The medication mechanism of action
• The medication pharmacokinetics
• The medication pharmacodynamics
• Appropriate dosing, administration route, and any considerations for dosing alterations
• Considerations of use and dosing in specific specialty populations, such as children, adolescents, elderly, pregnant people, those exhibiting suicidal behaviors, etc.
• Definition of half-life, why half-life is important, and the half-life for your assigned medication
• Side effects/adverse reactions potential
• Discuss clinical concerns with EPS and Tardive DyskinesiaNote:Be sure to include screening tools that would be utilized.
• Contraindications for use including significant drug to drug interactions
• Overdose considerations
• Diagnostics and labs monitoring comorbidities considerations
• Legal, ethical, and social considerations
• Pertinent patient education considerations
• References page

Support your rationale with a minimum ofthree (6)academic resources.

his week, you will present and defend your assigned stance (pro or con) and specific medication for your patient case study scenario with your peers. Within the debate, you will also share your perspective on why the alternative medication class would not be appropriate for the patient case scenario. 

Support your answers with evidence-based, peer-reviewed scholarly literature.

Note: APA style format with citations and references will apply.

As a reminder, these were the assigned medications:

Pro                                                        Con

Amphetamine                                       Amphetamine

Methylphenidate                                   Methylphenidate

Alpha Adrenergic Agonist                   Alpha Adrenergic Agonist

Non-Stimulant                                    Non-Stimulant

 

 

Post your response detailing your argument for the following:

• What is the proposed mechanism of action of the medication(s)? Why might this be appropriate for the patients?
• What are the advantages or disadvantages to your class of medication (options for different administration, length of duration, etc.)?
• What are the advantages or disadvantages to the other medication options?
• What possible side effects or considerations need to be evaluated?
• Provide one example for each consideration—legal, ethical, and social implications—for prescribing the medication category.

Note: Your response needs to be supported by three 7 scholarly peer-reviewed resources located outside of your course learning resources.

 

What is the importance of de-prescribing? How might you assist a patient to taper from a medication safely or transition to a new medication?

In this Assignment, you will use the following patient examples to write a 5- to 6-page paper on considerations you have for how you might de-prescribe. Support your answers with five (5) evidence-based, peer-reviewed scholarly literature resources outside of Required Learning Resources in this course.

Note:APA style format guidelines will apply.

Patient Examples:

Patient 1:A 36-year-old male presents to your office being prescribed by his primary care physician (PCP) for the past 3 years an opioid analgesic medication for a work accident. He has chronic pain and is attending a pain clinic. It is determined the best course of treatment for pain is to remain on opioid medication. The patient is also being prescribed clonazepam 1mg BID for “relaxation” and panic attacks.

Patient 2:A 42-year-old female on alprazolam 1mg BID for panic attacks. Panic attacks have been in remission and the patient wants to taper off the medication. But, every time she has attempted to do so in the past, she experienced withdrawal effects. She is wondering how to safely taper off the benzodiazepine medication without having withdrawal effects.

Patient 3:A 24-year-old female prescribed lorazepam 1mg TID for generalized anxiety disorder. She recently found out she is pregnant (9 weeks gestation). She was referred to you by her OB-GYN to discuss this medication for her current situation. The patient is wondering if she can stay on the lorazepam through her pregnancy and postpartum, as it is an effective medication for anxiety symptoms. She plans to exclusively breastfeed for the first 6 months postpartum. She has not had any other trials of medication to treat anxiety as lorazepam has been effective.

Patient 4:A 71-year-old-male who comes to see you at the insistence of his daughter. His daughter expresses concern of memory loss and is wondering if he has the beginning stages of dementia. He is forgetful and seems to be tripping on things or walking into walls, although he has lived in the same home for the past 35 years. The patient does not agree with his daughter but does admit he has had a “few stumbles and falls” lately. Medication reconciliation shows the following medications: metoprolol ER 50mg q day, omeprazole 20mg q day, clonazepam 1mg TID, levothyroxine 75mcg q am. His daughter is wondering if he should be started on a “dementia medication.”

 

The Assignment

Answer the following questions using the patient examples described above.

Patient 1

• What are the concerns of the patient remaining on the opioid medication and clonazepam?
• How might you educate the patient about these risks and concerns?

The patient agrees that he should not continue both medications in combination. He would like to “get off” the clonazepam but worries about “bad withdrawals” that he’s heard about from stopping clonazepam “cold turkey” and is concerned about re-occurring panic attacks. How might you respond to the following:

• How would you instruct the patient to taper off clonazepam?
• What other medication would you recommend for the patient for the treatment of his panic attacks? Keep in mind, he will continue the opioid medication for pain relief.
• How would you start the new recommended psychotropic medication for the patient?
• Discuss one legal, ethical, or social consideration with the treatment plan.

Patient 2

• The patient reports withdrawal symptoms when previously tapering off the alprazolam. What symptoms are common withdrawal symptoms from this medication?
• Provide the patient education of withdrawal symptoms that range from common and less serious to withdrawal symptoms that are a cause for concern and that should prompt patient should seek medical attention.
• Given the patient’s history of having withdrawal effects from attempting to taper off alprazolam, what longer-acting benzodiazepine would you choose to convert the patient to?
• What is the dose you would prescribe and how would you taper off the medication?

Patient 3

• Review the potential risks, benefits, and side effects of continuing lorazepam throughout the pregnancy and postpartum for both the patient and fetus.
• Review other alternative medications to treat generalized anxiety disorder. Include risks, benefits, and potential side effects to both the patient and the developing fetus. Keep in mind, the patient is looking to breast feed for 6 months postpartum.
• The patient agrees that it would be safest for her pregnancy and fetus to discontinue the lorazepam. How would you recommend she discontinue lorazepam? Provide education on potential side effects from tapering off the medication, including common side effects to more serious side effects and when to seek medical attention.
• The patient would like to forgo medications at this time, given she is early in her pregnancy and is concerned about “damage” to the fetus if she were to continue medications. Provide education to the patient about the risks of untreated anxiety symptoms during pregnancy for both the patient and the fetus.

Patient 4

• Review potential side effects for elderly on benzodiazepines providing education to both the patient and the patient’s daughter. What are the risks of continuing the benzodiazepine for this patient?
• How would you evaluate the patient for these side effects?
• The patient and daughter agree he will need to taper off the clonazepam given the risks of continuing this medication. How would you recommend tapering off this medication?
• Review with the patient and daughter potential side effects of tapering off the medication. Review with them common side effects to more serious side effects and when to seek medical attention.

 

_Assignment_Rubric

CriteriaRatingsPts

This criterion is linked to a Learning OutcomePatient 1: Describes concerns for patient remaining on the medication and how these risks and concerns will be addressed to the patients. Describes how to assist Patient 1 in tapering medication, as well as what other medication might be prescribed with considerations of legal, ethical, or social considerations to the plan.

20 to >18.0 pts

Excellent

The response comprehensively describes medication risks and concerns. The response comprehensively and clearly explains how the patient will be educated. The response comprehensively and clearly explains considerations for medication tapering. The response comprehensively and clearly reflects on legal, ethical, or social considerations of the plan.

18 to >15.0 pts

Good

The response clearly describes medication risks and concerns. The response clearly explains how the patient will be educated. The response clearly explains considerations for medication tapering. The response clearly reflects on the legal, ethical, or social considerations of the plan.

15 to >10.0 pts

Fair

The response inaccurately or vaguely describes medication risks and concerns. The response inaccurately or vaguely explains how the patient will be educated. The response inaccurately or vaguely explains considerations for medication tapering. The response inaccurately or vaguely reflects on legal, ethical, or social considerations of the plan.

10 to >0 pts

Poor

The response vaguely or inaccurately describes medication risks and concerns, or it is missing. The response includes inaccurate and vague examples that does not explain how the patient will be educated, or it is missing. The response vaguely or inaccurately explains considerations for medication tapering, or it is missing. The response includes inaccurate and vague examples that does not reflect on legal, ethical, or social considerations of the plan, or it is missing.

20 pts

This criterion is linked to a Learning OutcomePatient 2: Describes common withdrawal symptoms and patient education information. Describes which benzodiazepine might be prescribed to convert the patient, as well as the specific dosing and tapering information.

20 to >18.0 pts

Excellent

The response comprehensively and clearly explains withdrawal symptoms. The response comprehensively and clearly provides patient education information. The response comprehensively and clearly identifies a benzodiazepine for the patient. The response comprehensively and clearly details dosing and tapering information.

18 to >15.0 pts

Good

The response clearly explains withdrawal symptoms. The response clearly provides patient education information. The response clearly identifies a benzodiazepine for the patient. The response clearly details dosing and tapering information.

15 to >10.0 pts

Fair

The response inaccurately or vaguely explains withdrawal symptoms. The response inaccurately or vaguely provides patient education information. The response inaccurately or vaguely identifies a benzodiazepine for the patient. The response inaccurately or vaguely details dosing and tapering information.

10 to >0 pts

Poor

The response vaguely or inaccurately explains withdrawal symptoms, or it is missing. The response includes inaccurate and vague examples that does not provide patient education information, or it is missing. The response vaguely or inaccurately identifies a benzodiazepine for the patient, or it is missing. The response includes inaccurate and vague examples that does not detail dosing and tapering information, or it is missing.

20 pts

This criterion is linked to a Learning OutcomePatient 3: Describes potential risks, benefits and side effects of lorazepam, as well as alternative medications that might be prescribed for the patient. Describes how the patient might discontinue lorazepam, with necessary patient education regarding discontinuing medication and patient/fetus needs.

20 to >18.0 pts

Excellent

The response comprehensively and clearly describes risks, benefits and side effects of lorazepam. The response comprehensively and clearly identifies potential alternative medications. The response comprehensively and clearly describes how the patient might discontinue the medication. The response comprehensively and clearly provides necessary education for discontinuing the medication for patient and fetus.

18 to >15.0 pts

Good

The response clearly describes risks, benefits and side effects of lorazepam. The response clearly identifies potential alternative medications. The response clearly describes how the patient might discontinue the medication. The response clearly provides necessary education for discontinuing the medication for patient and fetus.

15 to >10.0 pts

Fair

The response inaccurately or vaguely describes risks, benefits and side effects of lorazepam. The response inaccurately or vaguely identifies potential alternative medications. The response inaccurately or vaguely describes how the patient might discontinue the medication. The response inaccurately or vaguely provides necessary education for discontinuing the medication for patient and fetus.

10 to >0 pts

Poor

The response vaguely or inaccurately describes risks, benefits and side effects of lorazepam, or it is missing. The response includes inaccurate and vague examples that does not identify potential alternative medications, or some or all are missing. The response vaguely or inaccurately describes how the patient might discontinue the medication, or it is missing. The response includes inaccurate and vague examples that does not provide necessary education for discontinuing the medication for patient and fetus, or some or all are missing.

20 pts

This criterion is linked to a Learning OutcomePatient 4: Describes potential risks and side effects of continuing benzodiazepine. Describes how to taper the medication and education regarding the tapering.

20 to >18.0 pts

Excellent

The response comprehensively and clearly describes potential side effects and risks. The response comprehensively and clearly describes how to taper the medication. The response comprehensively and clearly provides necessary patient education for tapering.

18 to >15.0 pts

Good

The response clearly describes potential side effects and risks. The response clearly describes how to taper the medication. The response clearly provides necessary patient education for tapering.

15 to >10.0 pts

Fair

The response inaccurately or vaguely describes potential side effects and risks. The response inaccurately or vaguely describes how to taper the medication. The response inaccurately or vaguely provides necessary patient education for tapering.

10 to >0 pts

Poor

The response vaguely or inaccurately describes potential side effects and risks, or it is missing. The response vaguely or inaccurately describes how to taper the medication, or it is missing. The response includes inaccurate and vague examples that does not provide necessary patient education for tapering, or some or all are missing.

20 pts

This criterion is linked to a Learning OutcomePaper demonstrates critical thinking and synthesis of literature with five (5) evidence-based, peer reviewed scholarly references

5 to >4.0 pts

Excellent

Paper demonstrates critical thinking and synthesis of literature with five (5) evidence-based, peer reviewed scholarly references outside of course resources.

4 to >3.0 pts

Good

Paper demonstrates some critical thinking and/or vague synthesis of literature with four (4) evidence-based, peer reviewed scholarly references outside of course resources.

3 to >1.0 pts

Fair

Paper demonstrates vague critical thinking and/or little synthesis of literature with three (3) evidence-based, peer reviewed scholarly references.

1 to >0 pts

Poor

Paper demonstrates no critical thinking and/or synthesis of literature with two (2) or less evidence-based, peer reviewed scholarly references.

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting—Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided, which delineates all required criteria.

5 to >4.0 pts

Excellent

Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 to >3.0 pts

Good

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the Assignment is stated yet is brief and not descriptive.

3 to >1.0 pts

Fair

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the Assignment is vague or off topic.

1 to >0 pts

Poor

Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. No purpose statement, introduction, or conclusion was provided.

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation

5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.0 pts

Good

Contains one or two grammar, spelling, and punctuation errors.

3 to >1.0 pts

Fair

Contains several (three or four) grammar, spelling, and punctuation errors.

1 to >0 pts

Poor

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.

5 to >4.0 pts

Excellent

Uses correct APA format with no errors.

4 to >3.0 pts

Good

Contains one or two APA format errors.

3 to >1.0 pts

Fair

Contains three or four APA format errors.

1 to >0 pts

Poor

Contains many (five or more) APA format errors.

5 pts

For this Assignment, you will choose a vulnerable patient and develop a 2- to 3-page Medication Guide for them and their family. In your guide, you will consider their ages, birth-assigned sex, FDA approvals, and considerations for increased or decreased risk for side effects. You will choose the most appropriate medication for each of these individuals. Support your answers with evidence-based, peer-reviewed scholarly literature. APA style format title page, citations and references will apply.

Note:You will not set up this Medication Guide as a paragraph-formatted paper but, instead, as a creative, visually appealing guide.

 

To prepare for this Assignment:

• Select a vulnerable patient from the list provided.
• Consider age, birth-assigned sex, FDA approvals, and risk and side-effect consideration.
• Select the most appropriate medication for your selected patient based upon the information provided.
• Review the textbook for commonly prescribed antidepressants,Fast Facts for Psychopharmacology for Nurse Practitioners.
• Review the textbook Stahl’s essential psychopharmacology: Neuroscientific basis and practical applications (5th ed.). Chapters assigned
• Conduct research through theFDA websiteLinks to an external site..
• Review prescriber information for professionals of the medications.Note:These can be located free online with web search.
• Review national guidelines for prescribing for these vulnerable individuals:
  • Depression Treatments for AdultsLinks to an external site.
  • Depression Treatments for Older AdultsLinks to an external site.
  • Depression Treatments for Children and AdolescentsLinks to an external site.

The Assignment

Step 1: Chooseone of the following vulnerable patients to create a Medication Guide for the patient:

• Patient 1:26-year-old female with a diagnosis of major depressive disorder and social anxiety disorder who is increasing in isolation and poor self-care. She is in her third trimester of pregnancy.
• Patient 2:16-year-old male with a diagnosis of major depressive disorder, severe. He has seen a therapist weekly for the past 6 months and has had minimal change in symptoms. He has expressed thoughts of wanting to die.
• Patient 3: 72-year-old male with diagnosis of major depressive disorder and panic disorder. He has cardiac history and takes antihypertensive medications.
• Patient 4: 8-year-old Asian female with a diagnosis of severe depressive disorder presents to the office with a report of worsening symptoms. She has never taken psychotropic medication before.

Step 2:Createa Medication Guide for a patient. In your guide, you should provide the following specific instructions for the patient:

• Describe the chosen classification of medications, from the classification category, for your chosen vulnerable patient. Explain your rationale for your choice.
• Explain what dose you would start the chosen medication with and the frequency.
• Discuss how the medication works to treat their symptoms.
• Explain how long they should take the medication.
• Discuss the typical or common side effects of the medication.
• Explain the urgent or emergent considerations for the patient taking the medication.

The Medication Guide should also include:

• Directions you would provide the patient on how to take the prescribed medication
• Instructions on what the patient should do if a medication dose is missed
• List of any other medications, over-the-counter medications, and/or supplements/herbals the patient should avoid while taking the prescribed medication
• List of foods the patient should avoid when taking this medication
• Date when the patient should return for follow-up visit with you
• Discussion about the legal and ethical considerations for the medication being prescribed
• Answers in consideration of Social Determinants of Health on how you would:
  • Assist the patient who cannot not afford to pay financially for the medication you are recommending/prescribing; and/or
  • Has difficulty with transportation that impacts their ability to present for regular appointments with you
• Discuss how financial hardship and lack of transportation could relate to Social Determinants of Health, as well as why they are important considerations for you as a prescriber.

 

Assignment Rubric

 

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeSelected patient guide describes how the medication works, length of use, side effects, and other considerations. The student patient guide addresses all of the specific information for the patient as outlined in the Assignment directions.

40 to >29.0 pts

Excellent

The response comprehensively and clearly explains medication use. The response clearly addresses all the specific information for the patient as outlined in the Assignment directions.

29 to >19.0 pts

Good

The response clearly explains medication use. The response clearly addresses 75% of the specific information for the patient as outlined in the Assignment directions.

19 to >9.0 pts

Fair

The response vaguely explains medication use. The response clearly addresses 50% of the specific information for the patient as outlined in the Assignment directions.

9 to >0 pts

Poor

The response includes inaccurate and vague examples that does not explain medication use, or it is missing. The response clearly addresses 25% of the specific information or does not address the specific information for the patient as outlined in the Assignment directions.

40 pts

This criterion is linked to a Learning OutcomeThe medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.

10 to >7.0 pts

Excellent

The medication guide is accurate in information and written for the appropriate patient audience. The medication guide is creative and visually appealing.

7 to >4.0 pts

Good

The medication guide is accurate in information and written for the appropriate patient audience. The medication guide shows some creativity and/or some visually appealing.

4 to >1.0 pts

Fair

The medication guide contains some inaccurate information. Not written for the appropriate patient audience. The medication guide does not show creativity and/or is not visually appealing.

1 to >0 pts

Poor

The medication guide is not accurate in information and appropriate for the patient audience. The submission is not designed as a patient guide, but the submission is a written paper.

10 pts

This criterion is linked to a Learning OutcomeEthical and Legal considerations are discussed.

20 to >18.0 pts

Excellent

The response comprehensively and clearly explains both the ethical and legal considerations of medication use.

18 to >15.0 pts

Good

The response clearly explains one of the ethical and/or legal considerations of medication use.

15 to >10.0 pts

Fair

The response vaguely explains one of the ethical and/or legal considerations of medication use.

10 to >0 pts

Poor

The response includes inaccurate and vague examples that do not explain the ethical and legal considerations of the medication use, or it is missing.

20 pts

This criterion is linked to a Learning OutcomeSocial determinants of health considerations are applied regarding financial responsibility and ability to attend appointments.

20 to >18.0 pts

Excellent

The response comprehensively and clearly explains considerations for social determinants of health.

18 to >15.0 pts

Good

The response clearly explains considerations for social determinants of health.

15 to >10.0 pts

Fair

The response vaguely explains considerations for social determinants of health.

10 to >0 pts

Poor

The response includes inaccurate and vague examples that do not explain considerations for social determinants of health, or it is missing.

20 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting—English writing standards: Correct grammar, mechanics, and proper punctuation

5 to >4.0 pts

Excellent

Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.0 pts

Good

Contains a couple (one or two) grammar, spelling, and punctuation errors.

3 to >1.0 pts

Fair

Contains several (three or four) grammar, spelling, and punctuation errors.

1 to >0 pts

Poor

Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts

This criterion is linked to a Learning OutcomeWritten Expression and Formatting: The submission contains an APA format for title page, citations, and Reference List.

5 to >4.0 pts

Excellent

Uses correct APA format for title page, citations, and reference list with no errors.

4 to >3.0 pts

Good

Contains one or two APA format errors with title page, citations, and reference list.

3 to >1.0 pts

Fair

Contains three or four APA format errors with title page, citations, and reference list.

1 to >0 pts

Poor

Missing APA format title page, citations, and/or reference list.

5 pts

Total Points: 100