Medication Teaching Plan: IMJUDO

Medication Teaching Plan: IMJUDO

The Medication Teaching Plan brochure is intended to serve as a targeted educational resource to nurses. It presents clinically relevant and evidence-based information on IMJUDO (tremelimumab-actrl) in order to inform safe administration, monitoring, and educating patients. At the professional level of literacy, it contains high-level pharmacological language, scientific dosage schedules, interplay schedules, as well as monitoring conditions that are applicable in nursing practice. It gives critical information about the classification, mechanism of action, administration protocol, laboratory surveillance needs, adverse effect profile, and considerations for geriatric, pediatric, and pregnant patients. The brochure is designed to promote critical thinking to enable nurses to identify immune-mediated toxicities early enough in order to intervene early to prevent complications. The content facilitates nursing competency, clinical decision-making, and evidence-based protocol compliance by summarizing valuable clinical information into a short, visually structured format, which, according to Yang et al. (2022), eventually leads to better patient safety, treatment, and interdisciplinary communication within the oncology care sphere.

In the situation where the targeted audience had low health literacy, the brochure would be reworked toward simplicity, accessibility, and appealing pictures, while maintaining accuracy in crucial clinical messages. Medical jargon would be eliminated and instead transformed into simple, non-technical language, and any medical terminology that may be required would be duly elaborated in non-technical terms, which, according to Allen et al. (2023), is essential while educating a patient. Long paragraphs/sentences would be substituted with short, simple statements backed with bulleted lists, color-coded headings, and font styles and sizes that are easy to read. Administration processes, potential side effects, and required follow-up actions would be presented in the form of infographics, pictograms, and flow charts. The overall design would seek to draw the reader in, hold them throughout, and make them understand key information so that they not only take a lead in the care journey but also self-recognize the need to consult care when they need medical help.

References

Allen, K. A., Charpentier, V., Hendrickson, M. A., Kessler, M., Gotlieb, R., Marmet, J., Hause, E., Praska, C., Lunos, S., & Pitt, M. B. (2023). Jargon be gone – Patient preference in doctor communication. Journal of Patient Experience, 10(10), 237437352311589. https://doi.org/10.1177/23743735231158942

Yang, R., Gu, Q., Chen, F., Yang, Y., Gu, L., Zhang, J., Lu, Z., & Zhang, X. (2022). Effect of evidence-based nursing management of protocol compliance in anticancer drug clinical trials. Asia-Pacific Journal of Oncology Nursing, 9(10), 100114. https://doi.org/10.1016/j.apjon.2022.100114

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Purpose

The purpose of this assignment is for the student to synthesize pharmacological knowledge (i.e., core drug knowledge, core patient variables, and nursing implications) of pharmacotherapeutic agents into a useful teaching and learning tool for nurses and patients.

Course outcomes: This assignment enables the student to meet the following course outcomes:

Medication Teaching Plan – IMJUDO

CO1: Apply the concepts of pharmacotherapeutics, pharmacokinetics, pharmacodynamics, and pharmacogenomics to the use of specific medication classifications in specific health conditions and in consideration of medication side/adverse effects, nursing implications, and medication teaching. (POs 1, 2, and 3)

CO2: Apply principles of health promotion, as well as illness and injury prevention, to promote safety and effectiveness of commonly used pharmacologic therapy across the lifespan, taking into consideration sociocultural, genetic/genomic, developmental, and gender implications. (POs 3 and 8)

CO3: Utilize the nursing process in understanding the effects of drug therapy on health outcomes across the lifespan within the framework of a diverse population of individuals, families, and communities. (PO 4)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 100 points

Preparing the assignment

Follow these guidelines when completing this assignment. Speak with your faculty member if you have questions.

1. Choose a pharmacological agent that has been on the market less than 5
2. Research the literature and obtain two to three resources for current, evidence-based information related to the pharmacological
3. Develop a teaching brochure and one page paper following these
   1. Brochure for nurses- Focus on nurses for literacy level
      • Key/Relevant Drug Information (30 points/30%)
        • Drug Class
        • Mechanism of Action
        • Drug Administration and Dosage
        • Drug Interactions
        • Lab effects/interference
      • Patient Education Considerations (35 points/35%)
        • Nursing Management
        • Patient Education Considerations (special considerations)- provide examples specific to client age needs- geriatric, pediatric and pregnant clients
        • Patient Assessment
        • Side Effects/Adverse Effects/Toxicities
      • Visual Effects/Creativity (10 points/10%)
        • Developed per the required standard
        • Appropriate for the intended audience (focus on nurses for literacy level)
        • Graphics enhance the purpose of the brochure
        • Brochure is visually appealing

1. One Page Paper (15 points/15%)

• Describes intended use of brochure (focus on nurses for literacy level)
• Includes:
  • Name
  • Date
  • Class
  • Reference page
• Describe how brochure information would be revised if intended brochure audience had a low health literacy level.

1. APA Format (5 points/5%)

• Includes no more than 3 unique errors with APA format (current )
• At least two (2) scholarly, primary sources from the last 5 years, excluding the textbook, are provided

1. Writing and Mechanics (5 points/5%)

• Clearly written
• Includes no more than three unique errors of grammar
• Includes no more than three unique errors in writing mechanics
• Paper is one page, excluding references and title page

For writing assistance, visit the Writing Center.

Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.