NU245 Unit 5 Long-Acting Injectable Rationale Example

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This NU245 Unit 5 medication rationale explains, at nursing level, why a composite twenty-nine-year-old with schizophrenia is being switched from oral risperidone, which he stopped three times in a year, to a once-monthly long-acting injectable form of a closely related drug. The rationale was written for Purdue Global NU 245, Mental Health Nursing, in the prelicensure BSN. Each admission followed a stop. A nationwide cohort linking long-acting injectables to fewer rehospitalizations supports the choice. Screening before the first injection covers tolerance, a metabolic baseline and kidney function, monitoring covers injection sites, movement, prolactin and weight, and four likely reasons he might stop again are each paired with a nursing action.

CourseNU245 Mental Health Nursing
UnitUnit 5
Paper typeMedication rationale
LengthAbout 860 words, 6 pages double-spaced
FormatAPA 7 student paper
SchoolPurdue University Global
ProgramBSN (prelicensure)
UpdatedOctober 2026

Free sample paper for NU245 Unit 5

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One Injection a Month Instead of Pills He Stops: A Medication Rationale for Starting a Long-Acting Injectable Antipsychotic in a Composite Twenty-Nine-Year-Old With Schizophrenia After Three Admissions in a Year

[Student Name]

Purdue University Global

NU245: Mental Health Nursing

Unit 5 Medication Rationale

[Instructor Name]

[Date]

The patient is composite; the medication, doses and schedule are the prescriber's, doses are bracketed or omitted, and the paper explains the nursing rationale for screening, monitoring and teaching.

What this part is doingThe rationale starts from why the last treatment ended, which is what makes the new choice make sense.
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The Patient and the Prior Treatment

[Mr. W.], composite, 29, diagnosed with schizophrenia at [22]. Oral risperidone controlled his voices and suspiciousness when he took it. Over the past year he stopped it three times, each time a few weeks after discharge, saying he forgot doses, then felt well and saw no need, and once that it made him "slow in the mornings." Each relapse led to an admission, the last after he stopped eating, believing his food was poisoned. He lives with his mother, who would like to help but cannot make him take pills.

The Ordered Medication and Why It Fits

Paliperidone palmitate is a long-acting injectable form of paliperidone, the main active metabolite of risperidone. It is given into the deltoid or gluteal muscle, with two starting injections about a week apart and then once a month, as ordered. Because it is closely related to risperidone, which he has tolerated, the risk of an unexpected reaction is lower. The main advantage is that he does not need to remember a daily pill, and a missed dose is known to the team as soon as he misses an appointment rather than weeks later. In a nationwide cohort of nearly 30,000 people with schizophrenia, long-acting injectable antipsychotics were associated with a substantially lower risk of psychiatric rehospitalization than the equivalent oral forms, and once-monthly paliperidone was among the treatments with the lowest rehospitalization risk (Tiihonen et al., 2017).

The pills worked when he took them; the problem was every day he had to decide again, and a monthly injection removes thirty decisions.

What this part is doingThe choice is linked to his pattern of stopping, which shows the nurse understands the purpose of the change.
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Screening Before the First Dose

Confirm he has tolerated oral risperidone or paliperidone without a serious reaction. Record a baseline: weight, waist, blood pressure, fasting glucose or A1c and lipids, since antipsychotics can cause weight gain and metabolic changes (American Diabetes Association et al., 2004). Ask about movement problems, sexual side effects and breast changes. Check kidney function, because poor renal clearance would change the dosing. Ask about falls or dizziness on standing.

Monitoring and Teaching

After each injection: check the site for pain, redness or swelling, and alternate sites. Watch for restlessness, stiffness or tremor, and for dizziness on standing. Over the following months, weigh him at each visit and repeat metabolic labs as ordered, at least at about three months and then yearly according to the consensus schedule. Ask directly about sexual side effects and breast symptoms, since raised prolactin is common with this drug. Report fever with muscle rigidity and confusion at once. Teaching for him and his mother, in plain words: why the injection replaces the pill; that the medicine stays in his body for weeks, so any side effect will not disappear the next day and should be reported early; the date of the next injection, written down; and that feeling well is a sign the medicine is working, not a sign it is no longer needed (Halter, 2022).

What Might Make Him Stop This One

1. Feeling "slow in the mornings" again. Ask at every visit; the dose or timing can be discussed with the prescriber.

2. Weight gain. Early weighing and teaching about food and activity matter, since weight gain is a common reason young men stop antipsychotics.

3. Sexual side effects he is embarrassed to mention. Ask directly and privately.

4. Missed appointments. A reminder call and his mother's support help, and a missed injection is followed up within days.

What this part is doingEach likely reason for stopping is paired with a nursing action, which makes the plan preventive rather than reactive.
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Talking About the Injection Without Coercion

A long-acting injection can feel like control to someone who has stopped pills before. The decision is presented as his, with the reasons from his own history: three admissions, each after stopping. The nurse asks what worries him about an injection, answers honestly and does not suggest that refusing would lead to admission. If he agrees, he chooses the injection site and the day of the month that suits his schedule, which keeps some control in his hands. If he refuses, his reasons are recorded and the team returns to the conversation, since a forced start is likely to end in another stop.

His Mother's Role

His mother is involved with his permission. She learns the injection dates, the side effects to watch for and how to encourage him without nagging. She is also told that relapse warning signs, such as poor sleep, withdrawal from family or new suspicion about food, should be reported early to the clinic rather than waiting for a crisis.

Weeks, Not Days

Improvement after the switch is judged over weeks to months. Success looks like a year without an admission, steady weight and his own report that he can live with the side effects.

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References

American Diabetes Association, American Psychiatric Association, American Association of Clinical Endocrinologists, & North American Association for the Study of Obesity. (2004). Consensus development conference on antipsychotic drugs and obesity and diabetes. Diabetes Care, 27(2), 596-601. https://doi.org/10.2337/diacare.27.2.596

Halter, M. J. (2022). Varcarolis' foundations of psychiatric-mental health nursing: A clinical approach (9th ed.). Elsevier.

Tiihonen, J., Mittendorfer-Rutz, E., Majak, M., Mehtälä, J., Hoti, F., Jedenius, E., Enkusson, D., Leval, A., Sermon, J., Tanskanen, A., & Taipale, H. (2017). Real-world effectiveness of antipsychotic treatments in a nationwide cohort of 29 823 patients with schizophrenia. JAMA Psychiatry, 74(7), 686-693. https://doi.org/10.1001/jamapsychiatry.2017.1322

The Purdue Global NU245 Unit 5 instructions

Unit 5 commonly asks students to write a rationale for a psychiatric medication ordered for a patient, at a nursing rather than prescribing level. Prompts usually want the patient's history with earlier medications, how the ordered drug works and why it fits, what to assess before the first dose, what to monitor and teach, and the side effects most likely to stop treatment. Instructors look for reasoning tied to the patient's own history, accurate monitoring based on guidelines, teaching in plain language and attention to adherence. Doses belong to the prescriber and are bracketed or omitted. Four pages or so is typical, supported by recent outcome studies as well as the textbook.

How this NU245 Unit 5 example is built

The rationale begins with his history: oral risperidone that worked when taken, three stops and three admissions. The next section explains the long-acting injectable, its link to risperidone and its practical advantage, citing a Swedish cohort on rehospitalization, with a highlighted line about thirty daily decisions and a margin note. Screening lists tolerance, metabolic baseline from the antipsychotic consensus statement, kidney function and movement problems. Monitoring and teaching cover injection sites, prolactin effects and weight, with teaching for his mother. Four reasons he might stop are each paired with an action, with a margin note. Sections on coercion and his mother's role precede a closing note on timescale.

NU245 Unit 5 rubric: what earns full points

Medication rationale rubrics in NU 245 typically award credit for patient history, pharmacologic explanation, pre-administration assessment, monitoring, teaching, adherence planning and APA writing. History credit depends on linking prior treatment to the new choice. Pharmacology credit rewards an accurate, nursing-level explanation of the drug and why it suits him. Assessment credit goes to a complete baseline, including metabolic measures. Monitoring credit requires specific side effects with timing. Teaching credit is earned by plain language for the patient and his family. Adherence credit rewards anticipating why he might stop and planning for it. Writing credit covers citations. A rationale that respects his choice about the injection shows the ethical awareness the course expects.

NU245 Unit 5 help from the desk

Medication rationales often lose credit by describing the drug from a reference without connecting it to the patient's history. Another frequent gap is skipping the metabolic baseline, even though weight gain and glucose changes are common with antipsychotics. Some students present a long-acting injection as a way to force adherence, ignoring consent. Others list side effects without saying when or how they are checked. Start from why the last treatment ended, explain why this one fits, list baseline checks, set a monitoring schedule, teach the patient and family in plain words and plan for the reasons people stop. Leave doses and schedule to the prescriber and say so.

Get an NU245 Unit 5 example written to your instructions

Psychotropic rationales vary by class: an antidepressant, an antipsychotic with metabolic monitoring, lithium with its levels, a benzodiazepine taper. Tell us which drug your Unit 5 case orders and for whom, then add the rubric and required drug reference. The sample explains that choice for a composite person, citing the prescribing information throughout. First custom sample free in 24-48h. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.

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NU245 Unit 5 questions, answered

Where can I find a free NU245 Unit 5 sample paper?

This page holds the complete NU245 Unit 5 medication rationale for a composite young man switching to a monthly long-acting injectable antipsychotic, with screening, monitoring, teaching and three sources. Tell us the medication in your own assignment and we can help frame the rationale.

What is a long-acting injectable antipsychotic?

An antipsychotic given by intramuscular injection that releases slowly over weeks, so the person does not need to take a daily pill.

Why switch to an injection in NU245 Unit 5?

He stopped oral medication three times, each followed by an admission. Monthly injections remove daily decisions, and missed doses are known quickly.

What metabolic monitoring is needed with antipsychotics?

Starting measurements of body weight and waist size, blood pressure, fasting sugar or A1c and a lipid panel, then frequent weights and labs repeated at about three months and then yearly.

Can a patient refuse a long-acting injection?

Yes. The decision is presented as his, his concerns are answered honestly and a refusal is recorded and revisited rather than overridden.