Adverse Drug Reaction in elderly

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Dissemination of EBP and research, such as presenting results at a conference or writing an article for a journal, is an important part of professional practice. Identify one professional journal and one nursing or health care conference where you might present your project. Discuss why each of your choices is the best option for you to disseminate your new knowledge.

 

Sample Solution

Falls, orthostatic hypotension, dementia, renal failure, gastrointestinal and cerebral hemorrhage are among the most prevalent clinical symptoms of adverse drug reactions (ADRs) in older persons. ADR risk rises as pharmacokinetics and pharmacodynamics alter with age, as does the burden of comorbidities, polypharmacy, incorrect prescribing, and inadequate drug monitoring. ADRs are a preventable source of patient damage as well as a waste of healthcare resources. There are several ADR risk tools available, but none of them has a high enough predictive value for clinical use. Detail documentation and regular assessment of prescribed and over-the-counter medications through standardized medication reconciliation are good professional practices for recognizing and predicting ADRs in vulnerable patients.

In the Coventry’s (2009) research, it was suggested that the absence of teachers’ knowledge in this field contributes to a great deal of suffering by teachers because they cannot live up to the unrealistic expectations of technologies practices imposed to them. Teachers are expected to change their knowledge beliefs and professional culture. As part of this change, teachers are expected to unlearn habits that have been useful in the past but may no longer be useful in the future, and create new pedagogies that are meaningful to leaners when learning is intertwined with technologies advance (McWilliam 2008).

Also, the attitude of the science teacher interviewed placement 2 suggests that even if the school invested in the purchase of some whiteboards, the teachers are feeling disaffection towards its use. This view is supported by many teachers, as research shows. In a study made in 2012 by Ciftci and Kurt, the teachers stated what works in a classroom, yet they were not consulted in change process. As a result, they stated there were many inappropriate decisions made for teachers regarding organisation of technology and expectations for the type of technology to be used. Lack of support provided as part of reform process for educational technology was problematic for teachers. They emphasised that they had no say in policies changes (as it happens most of the time), yet they were required to invest many hours into making the plans imposed into their work.

Maintenance of technology is also another problem for the teachers. They argue that they are not technicians, and there is a need for continuous professional hardware and software maintenance for technology to sustain its stability (Ciftci and Kurt 2012).

Therefore, can all these factors influence the learning of students? Comparing both schools’ performances there seems to be very little difference. In fact, placement 2 (where very little technology is used) have better results in the progress 8 scores and subsequently an increased number of pupils achieving A*- C in the GCSE res

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