You get Medication Orders:Albuterol (Ventolin) inhaler 2 puffs q4h

/in /by

Question Answered step-by-step You get Medication Orders:Albuterol (Ventolin) inhaler 2 puffs q4hAlbuterol 2.5mg plus ipratropium 250mcg nebulizer treatment STATMetaproterenol sulfate (Alupent) 0.4% nebulizer treatment q3h.Fluticasone (Flovent) 250mcg by MDI twice dailyWhat is the rationale for the albuterol 2.5mg plus ipratropium 250mcg nebulizer treatment STAT (immediately)?Identify the drug classification and expected outcomes B.T. should experience through using metaproterenol sulfate (Alupent) and Fluticasone (Flovent).B.T. stated he had taken his Advair that morning, then again when he started to feel short of breath. Is fluticasone/salmeterol (Advair) appropriate for use during an acute asthma attack? Explain.What are your responsibilities while administering aerosol therapy?When combination inhalation aerosols are prescribed without specific instructions for the sequence of administration, you need to be aware of the proper recommendations for drug administration. What is the correct sequence for administering B.T.’s treatments?List five independent nursing interventions that may help relieve B.T.’s symptoms.Progress:After several hours of IV and PO rehydration and aerosol treatments, B.T.’s wheezing and chest tightness resolve, and he is able to expectorate his secretions. The physician discusses B.T.’s asthma management with him; B.T. says he has had several asthma attacks over the last few weeks. The physician discharges B.T. with a prescription for oral steroid “burst” (prednisone 40mg/day x 5 days), fluticasone/salmeterol (Advair), 100/50mcg two puffs twice daily, albuterol (Proventil) metered-dose inhaler (MDI) two puffs q6h as needed using a spacer, and montelukast (Singulair) 10mg daily each evening. He recommends that B.T. call the pulmonary clinic for follow-up with a pulmonary specialist.What is the rationale for B.T. being on the oral steroid “burst”?What issues will you address in discharge teaching with B.T.?You ask B.T. to demonstrate the use of his MDI. He vigorously shakes the canister, holds the aerosolizer at an angle (pointing toward his cheek) in front of his mouth, and squeezes the canister as he takes a quick, deep breath.What common mistakes has B.T. made when using the inhaler?What would you teach B.T. about the use of his MDI? Health Science Science Nursing MEDSURG 170 Share QuestionEmailCopy link Comments (0)

You might also like
HOW WOULD VERTIGO EFFECT PERSON SEATING POSITION
A 24-year-old male is a newly diagnosed type 1 diabetic. He weighs
While trying to convince her friends that more than half of all...
Compare ICD 9 and ICD 10. it has to be 250 or more words and no copy past from online.
what is organ donation and what are ethical and legal considerations for organ donation
Question Answered step-by-step How will becoming a nurse help make a difference in others' lives? How will becoming a nurse help make a difference in others' lives? Health Science Science Nursing Share QuestionEmailCopy link Comments (0)
Question Answered step-by-step Use your lecture materials to determine what CPT E&M Codeand ICD-10 diagnosis code to utilize for this 'new patient' encounter using the medical decision-making (complexity) approach. Provide justification for the code you assigned by including the following information in your discussion: Case:This patient presents to a local health center.  As the provider, you must conduct a full physical on the patient as well as a psychiatric intake. Liam is a 22-year-old who reports to you that he feels depressed and is experiencing a significant amount of stress about school, noting that he'll "probably flunk out." He spends much of his day in his dorm room playing video games and has a hard time identifying what, if anything, is enjoyable in a typical day. He states once he leaves the room he begins sweating and feels as if he has heart palpations. He rarely attends class and has avoided reaching out to his professors to try to salvage his grades this semester. Liam has always been a self-described shy person and has had a very small and cohesive group of friends from elementary through high school. Notably, his level of stress significantly amplified when he began college. You learn that when meeting new people, he has a hard time concentrating on the interaction because he is busy worrying about what they will think of him - he assumes they will find him "dumb," "boring," or a "loser." When he loses his concentration, he stutters, is at a loss for words, and starts to sweat, which only serves to make him feel more uneasy. After the interaction, he replays the conversation over and over again, focusing on the "stupid" things he said. Similarly, he has a long-standing history of being uncomfortable with authority figures and has had a hard time raising his hand in class and approaching teachers. Since starting college, he has been isolating more, turning down invitations from his roommate to go eat or hang out, ignoring his cell phone when it rings, and habitually skipping class. His concerns about how others view him are what drive him to engage in these avoidance behaviors. After conducting your assessment, you give the patient feedback that you believe he has social anxiety disorder, which should be the primary treatment target. You explain that you see his fear of negative evaluation, and his thoughts and behaviors surrounding social situations, as driving his increasing sense of hopelessness, isolation, and worthlessness. Significant Symptoms:  -Anxiety -Depression -Ruminations -Social Anxiety -Physical symptoms; sweating, heart palpationsVitals: 127/80 98 18 60 90% BMI 30 225 lbs 72" Physical exam: General: Well appearing, well-nourished, in no distress. Oriented x 3, normal mood and affect. Ambulating without difficulty.  Skin: Good turgor, no rash, unusual bruising, or prominent lesions  Hair: Normal texture and distribution.  Nails: Normal color, no deformities  HEENT: Head: Normocephalic, atraumatic, no visible or palpable masses, depressions, or scaring. Eyes: Visual acuity intact, conjunctiva clear, sclera non-icteric, EOM intact, PERRL, fundi have normal optic discs and vessels, no exudates or hemorrhages  Ears: EACs clear, TMs translucent & mobile, ossicles nl appearance, hearing intact.  Nose: No external lesions, mucosa non-inflamed, septum, and turbinates normal  Mouth: Mucous membranes moist, no mucosal lesions.  Teeth/Gums: No obvious caries or periodontal disease. No gingival inflammation or significant resorption. Pharynx: Mucosa non-inflamed, no tonsillar hypertrophy or exudate  Neck: Supple, without lesions, bruits, or adenopathy, thyroid non-enlarged and non-tender  Heart: No cardiomegaly or thrills; regular rate and rhythm, no murmur or gallop  Lungs: Clear to auscultation and percussion  Abdomen: Bowel sounds normal, no tenderness, organomegaly, masses, or hernia  Back: Spine normal without deformity or tenderness, no CVA tenderness  Rectal: Normal sphincter tone, no hemorrhoids or masses palpable  Extremities: No amputations or deformities, cyanosis, edema or varicosities, peripheral pulses intact  Musculoskeletal: Normal gait and station. No misalignment, asymmetry, crepitation, defects, tenderness, masses, effusions, decreased range of motion, instability, atrophy or abnormal strength or tone in the head, neck, spine, ribs, pelvis or extremities.  Neurologic: CN 2-12 normal. Sensation to pain, touch, and proprioception normal. DTRs normal in upper and lower extremities. No pathologic reflexes.  Psychiatric: Oriented X3, intact recent and remote memory, judgment and insight, anxious mood and affect.  Breast: No nipple abnormality, dominant masses, tenderness to palpation, axillary or supraclavicular adenopathy.  G/U: Penis circumcised without lesions, urethral meatus normal location without discharge, testes and epididymides normal size without masses, scrotum without lesions.  -The level of medical complexity encompassed by including the number of points for the diagnoses/management options and the amount/complexity of data reviewed; then identify the level of risk for complications, morbidity, mortality -In the discussion explore how the ICD-10 Codes that you assigned impact third-party payor reimbursement for this visit. Health Science Science Nursing NU 673 Share QuestionEmailCopy link Comments (0)
e= mc^2 explanation