America’s number one problem
Question Description W.E.B. DuBois invites all readers, regardless of ethnic background, to consider his proposition that the color-line will continue […]
Question Description W.E.B. DuBois invites all readers, regardless of ethnic background, to consider his proposition that the color-line will continue […]

APA format 2 pages 3 peer references 2 from walden university library
Discussion 2: Pediatrics and Geriatrics
Throughout this course, you have explored pharmacokinetics and pharmacodynamics. While many patient factors may impact these processes and result in adverse drug reactions, age is often the cause. This creates the potential for a variety of issues when prescribing drugs to pediatric and geriatric patients. In terms of drug therapy for these two patient groups, it is essential to consider the harm versus benefit ratio of drug treatments. Are the benefits worth the risk? According to a study published in The New England Journal of Medicine, nearly half of hospitalizations for adverse drug events involved geriatric patients (Budnitz, Lovegrove, Shehab, and Richards, 2011). Pediatric patients follow closely behind due to issues with dosing and polypharmacy.
Due to aging and alterations of disease, the cellular structure of the body changes across the lifespan—from pediatrics to geriatrics. As a result, body systems begin to function differently and may react to drugs differently through pharmacokinetic and pharmacodynamic processes. In pediatric and geriatric patients, the body absorbs, distributes, metabolizes, and excretes drugs differently than the average adult’s body. Since the dosing guidelines for most drugs are not written to account for these differences, the potential for adverse reactions in pediatric and geriatric patients increases. When prescribing drugs to pediatric and geriatric patients, health care providers have to weigh benefits against potential harmful effects.
To prepare:
Review this week’s media presentation.
Review Chapter 4 and Chapter 6 in theArcangelo text, as well as the Hilmer, et al, article in the Learning Resources.
Select one of the following patient groups to be the focus of your Discussion: pediatric or geriatric.
Select a body system. Consider the pathophysiology of the system and how this body system absorbs, distributes, metabolizes, and excretes drugs for the group you selected.
Select two classes of drugs. Consider the benefits and limitations of prescribing these classes of drugs to the group you selected.
By Day 4
Post an explanation of the pathophysiology of the body system you selected in the patient group you selected. Then, explain how this body system absorbs, distributes, metabolizes, and excretes drugs in the patient group you selected. Finally, describe the benefits and limitations of prescribing two particular classes of drugs to patients in this group.


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Assignment: Late Penalty Policy
8–10 pages; APA formatDetails:Weekly tasks or assignments (Individual or Group Projects) will be due by Monday and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.Key Assignment DraftPart 1 Tasks (Week 4 )Training ManualIn this assignment, you will develop a training manual that will be utilized for training new employees (certified medical administrative assistants [CMAAs]) who join the clinic.Physicians are hiring more CMAAs to help manage the increasing complexities of patient care and practice management, while also helping to implement cost-effectiveness and efficiency.
Assignment: Late Penalty Policy
The responsibilities of a CMAA can be tailored to the needs of the practice. You will manage front-office functions, manage patient flow, and handle a wide range of tasks that have been discussed in the past few weeks. As a CMAA, you may convey clinical information on behalf of the physician and follow clinical protocol when speaking with patients, but you cannot exercise independent medical judgments. You will also help to optimize patient flow, enabling the physician to see more patients with efficiency, all while following your Stateâ€
s scope of practice and working under the supervision of a licensed physician.Note: Content from Weeks 1–3 IPs and DBs can be wholly or partially used as necessary to address the specific Key Assignment tasks shown below. You should take into account any instructor feedback from those IPs and DBs.The project deliverables are as follows:Training ManualTitle pageCourse number and nameProject nameYour nameDateThe training manual should include the following topics:An introduction to the health care systemThe organizationâ€
s structureThe process of checking patients in and outScheduling patientsVarious community and patient resourcesProcesses for how to interact with patientsHealth insurance plansFinancial procedures related to the policies of the organizationClean claimsFinancial procedures related to the organizationâ€
s cash flowBilling policy and proceduresProtecting patients’ privacyAccounting and bookkeeping procedures and processesOffice procedures for various forms of documentation (release of information, electronic health record)Health Insurance Portability and Accountability Act (HIPAA) rules and regulationsHIPAA formsAdvance directivesMedical record responsibilitiesObtaining patient demographics and insurance informationReceive, triage, and route phone callsReview records for medical necessityRelease of information guidelinesApply office procedures related to customer service, scheduling, records, healthcare team members, community resources, and health information research in a healthcare organization.Demonstrate financial procedures related to the policies and cash flow in a healthcare organization
You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.
Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.
Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.
The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.
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