The difference in a thrombolytic, antiplatelet, and an anticoagulant

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Complete a two to three, page scholarly paper. Thoroughly discuss the difference in a thrombolytic, antiplatelet, and an anticoagulant by incorporating the mechanism of action for each drug category. Thoroughly discuss commonly used drugs in each category and common conditions treated.  Thoroughly discuss the different lab test for these medications. Thoroughly discuss specific teaching related to the drug categories.
**Minimum of two pages**

Sample Solution

Thrombolytic, antiplatelet, and antiplatelet are drugs used to treat strokes, mycordial infarctions, pulmonary embolisms, disseminated intravascular coagulation (DIC) and deep vein thrombosis (DVT) – all potentially life-threatening conditions. The effectiveness of thrombolytics “clot busters) is inversely related to the time elapsed since the thrombic crisis began – these drugs are most effective within 6 hours of onset of symptoms. The major classes of anticoagulant drugs have distinctly different mechanisms of action, routes of administration and adverse effects. The mechanisms of action include: activation of anticlotting factors (especially antithrombin III), direct inhibition of thrombin, inhibition of synthesis of blood coagulation factor precursors (zymogens), and activation of protein C.

regards to the osmosis of pieces into lumps. Mill operator recognizes pieces and lumps of data, the differentiation being that a piece is comprised of various pieces of data. It is fascinating to take note of that while there is a limited ability to recall lumps of data, how much pieces in every one of those lumps can change broadly (Miller, 1956). Anyway it’s anything but a straightforward instance of having the memorable option huge pieces right away, somewhat that as each piece turns out to be more natural, it very well may be acclimatized into a lump, which is then recollected itself. Recoding is the interaction by which individual pieces are ‘recoded’ and allocated to lumps. Consequently the ends that can be drawn from Miller’s unique work is that, while there is an acknowledged breaking point to the quantity of pieces of data that can be put away in prompt (present moment) memory, how much data inside every one of those lumps can be very high, without unfavorably influencing the review of similar number

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