Comm 1015 Business Communications 1 Assignment 4 Information

Comm 1015 Business Communications 1assignment 4 Information Request

COMM 1015: Business Communications 1 Assignment 4: Information Request Letter Due Date: See LEARN Calendar or Assigned Dropbox Assignment Type: Individual Information Request Letter Assignment: An information request letter is one of the most common and basic types of routine business correspondence. The purpose of this assignment is to develop necessary skills to write a routine business letter using the direct writing pattern. Assignment Details: You are writing from the perspective of a front office manager. You are considering purchasing Beekeeper a text messaging service that allows internal customers such as, in-house guests and employees to communicate. Beekeeper is a cutting-edge service tool, and runs from an external website. When making a purchase decision you may need to know specific details regarding cost (including set up and training costs), lead-time (time that will elapse between purchase date and installation/implementation), availability of technical support, and any other details regarding the product. You found Beekeeper , ( ) and have decided to make a detailed enquiry before you make a purchase recommendation to your boss. You will write an information request letter to the business address indicated on their website: You will be expected to: 1 – Write your letter using the format discussed in class. 2 – Ask your most important question first, in the opening paragraph of your letter. 3 – Explain your request logically, using polite business language. 4 – Ask questions that will contribute to your understanding of the product. 5 – Close the letter with an expected timeframe for follow-up, and show appreciation. Late assignments will be deducted 10% per day (weekend counts as 2 days). The Assignment: 5 pages Examine Case Study: A Young Caucasian Girl with ADHD. You will be asked to make three decisions concerning the medication to prescribe to this patient. Be sure to consider factors that might impact the patient’s pharmacokinetic and pharmacodynamic processes. At each decision point, you should evaluate all options before selecting your decision and moving throughout the exercise. Before you make your decision, make sure that you have researched each option and that you evaluate the decision that you will select. Be sure to research each option using the primary literature. Introduction to the case (1 page) · Briefly explain and summarize the case for this Assignment. Be sure to include the specific patient factors that may impact your decision making when prescribing medication for this patient. Decision #1 (1 page) · Which decision did you select? · Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. · Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. · What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). · Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Decision #2 (1 page) · Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. · Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. · What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). · Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Decision #3 (1 page) · Why did you select this decision? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. · Why did you not select the other two options provided in the exercise? Be specific and support your response with clinically relevant and patient-specific resources, including the primary literature. · What were you hoping to achieve by making this decision? Support your response with evidence and references to the Learning Resources (including the primary literature). · Explain how ethical considerations may impact your treatment plan and communication with patients. Be specific and provide examples. Conclusion (1 page) · Summarize your recommendations on the treatment options you selected for this patient. Be sure to justify your recommendations and support your response with clinically relevant and patient-specific resources, including the primary literature. Prince, J. B., Wilens, T. E., Spencer, T. J., & Biederman, J. (2016). Stimulants and other medications for ADHD. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum. (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 99–112). Elsevier. American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Hodgkins, P., Shaw, M., McCarthy, S., & Sallee, F. R. (2012). The pharmacology and clinical outcomes of amphetamines to treat ADHD: Does composition matter? CNS Drugs, 26 (3), 245–268.

Paper For Above instruction

The case of a young Caucasian girl with Attention Deficit Hyperactivity Disorder (ADHD) presents several complex clinical considerations that influence medication management. ADHD, a neurodevelopmental disorder characterized by symptoms of inattention, hyperactivity, and impulsivity, requires tailored pharmacological intervention considering the patient's unique biological and psychosocial factors. This paper explores three critical decisions regarding medication therapy for this patient, supported by current primary literature, with an emphasis on pharmacokinetics, pharmacodynamics, ethical issues, and personalized treatment strategies.

Introduction to the Case

This case involves a young Caucasian girl diagnosed with ADHD, whose age, weight, genetic background, comorbidities, and potential response to medication are essential factors impacting prescribing decisions. Given her age, developing physiology, and possibly variable metabolism, pharmacokinetic processes such as absorption, distribution, metabolism, and excretion can significantly influence medication efficacy and safety. Moreover, psychosocial factors—including family support, socioeconomic status, and behavioral history—may affect treatment adherence and response. Evidence suggests that genetic polymorphisms, particularly CYP2D6 and other cytochrome P450 enzymes, may modify drug metabolism, affecting plasma levels and therapeutic outcomes (Hodgkins et al., 2012). The importance of careful assessment and individualized therapy in pediatric ADHD management is thus paramount.

Decision Point 1: Selecting the Initial Medication

After evaluating the clinical presentation, I chose to initiate treatment with a stimulant medication, specifically methylphenidate. This decision was based on its well-established efficacy, rapid onset, and favorable safety profile in pediatric ADHD (Prince et al., 2016). Methylphenidate's mechanism of action involves blocking the reuptake of dopamine and norepinephrine, thereby improving attention and reducing hyperactivity. I prioritized this choice due to its extensive clinical data demonstrating effectiveness and tolerability in young patients. Additionally, methylphenidate is available in various formulations, allowing flexibility tailored to the patient's needs.

I did not opt for non-stimulant medications such as atomoxetine or clonidine initially because of their different side effect profiles and slower onset of action. Atomoxetine, a selective norepinephrine reuptake inhibitor, may be preferred in cases of comorbid anxiety or substance use concerns but generally requires several weeks to achieve full efficacy (American Psychiatric Association, 2013). Clonidine, an alpha-2 adrenergic agonist, is typically reserved for patients with sleep disturbances or tics, conditions not currently specified. The primary goal with methylphenidate was to quickly improve core symptoms while monitoring closely for adverse effects.

Ethically, prescribing medication involves considerations of informed consent, especially with pediatric patients. Engaging the patient's guardians in discussing benefits, risks, and potential side effects ensures shared decision-making and respects autonomy. The decision aims to maximize therapeutic benefits while minimizing harm, aligning with ethical principles of beneficence and non-maleficence.

Decision Point 2: Adjusting Dosage and Monitoring

The next step involved titrating the medication dosage to find an optimal therapeutic window. I selected a cautious, incremental dose increase based on the patient's weight, age, and response, following guidelines emphasizing gradual titration to minimize adverse effects such as insomnia, appetite suppression, and increased heart rate (Prince et al., 2016). Regular monitoring included tracking efficacy, side effects, growth parameters, and cardiac status, considering the child's developing physiology.

I did not select more aggressive titration plans or alternative dosing schedules that could heighten side effect risks. The aim was to balance symptom control with safety, ensuring optimal medication levels without inducing significant adverse effects.

Ethical considerations involved ensuring the child’s safety and well-being, requiring transparent communication with caregivers about potential side effects and the importance of adherence. Respecting family preferences and cultural beliefs about medication use also informed the process, emphasizing an ethical, patient-centered approach.

Decision Point 3: Considering Long-term Treatment and Non-Pharmacological Support

Finally, I decided to incorporate behavioral therapy and psychoeducation alongside medication management to enhance long-term outcomes. Pharmacotherapy alone may not address all aspects of ADHD and can lead to dependency or over-reliance if not complemented by psychosocial interventions (Hodgkins et al., 2012). The goal was to develop a comprehensive treatment plan that promotes skill development and coping strategies, ultimately improving quality of life.

I did not initially choose to escalate medication dosage or switch to alternative drugs without considering non-pharmacological options, aligning with evidence supporting multimodal treatment approaches for pediatric ADHD.

Ethical considerations in this context include promoting autonomy through education, ensuring informed assent from the child when appropriate, and respecting family values and preferences. Clear communication about expected benefits and limitations of combined therapy fosters trust and collaborative care.

Conclusion

In summary, the treatment plan for this young girl with ADHD prioritized initiating methylphenidate therapy due to its proven efficacy and safety, carefully titrating the dose with ongoing monitoring, and supplementing medication with behavioral interventions for sustainable management. Ethical principles guided each decision, emphasizing informed consent, safety, and a holistic approach. Future considerations include ongoing assessment of response, side effects, and adjustments tailored to developmental changes, with a focus on providing patient-centered, ethically sound care.

References

• American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.).
• Hodgkins, P., Shaw, M., McCarthy, S., & Sallee, F. R. (2012). The pharmacology and clinical outcomes of amphetamines to treat ADHD: Does composition matter? CNS Drugs, 26(3), 245–268.
• Prince, J. B., Wilens, T. E., Spencer, T. J., & Biederman, J. (2016). Stimulants and other medications for ADHD. In T. A. Stern, M. Favo, T. E. Wilens, & J. F. Rosenbaum (Eds.), Massachusetts General Hospital psychopharmacology and neurotherapeutics (pp. 99–112). Elsevier.