NR-507: Advanced Pathophysiology Course Assignments & Discussions Study Guide
NR 507 Advanced Pathophysiology Course Description
Contact Hours: Lecture – 48, Lab – 0, Clinical – 0
Semester Hours: Theory 3
In this course, the student encounters advanced content in pathophysiology and human physiologic responses across the lifespan. The student explores, analyzes, applies and evaluates the normal and abnormal human responses to selected pathophysiologic mechanisms and conditions.
Prerequisites Effective January 2024:
NR-581 or NR-581NP, NR-582 or NR-582NP, NR-583 or NR-583NP, NR-584 or NR-584NP, NR-585 or NR-585NP, NR-586 or NR-586NP
Prerequisites: NR-500NP or NR-500, NR-501NP or NR-501, NR-503, NR-505NP or NR-505, NR-506NP, NR-599
Prerequisites (students enrolled prior to May 2019): NR-500, NR-501, NR-503, NR-505, NR-506, NR-510, NR-512
NR 507 Advanced Pathophysiology Course Syllabus
NR 507 Coursework Weeks 1 – 8
NR 507 Course Assignments Week 1 – 8
NR 507 Case Study Assignments Week 1, 3, and 6
NR 507 Discussions Week 1, 2, 3, 4, 5 and 7
NR 507 Week 1 Assignments, Case Study, Introduction, Edapt Content, Readings
NR 507 Week 1 Case Study: Allergic Rhinitis
NR 507 Week 2 Assignments, Discussion, Edapt Content, Readings
NR 507 Week 2 Assignments: Cardiovascular Disorders plus Hematological Disorders
NR 507 Week 2 Discussion: Heart Failure
NR 507 Week 3 Assignment, Case Study, Open Forum, Readings
NR 507 Week 3 Assignment: Alterations in Pulmonary Function
NR 507 Week 3 Case Study: Pulmonary
NR 507 Week 4 Midterm Exam
NR 507 Week 5 Assignments, Discussion, Readings
NR 507 Week 5 Discussion: Diverticulitis
NR 507 Week 6 Assignments
NR 507 Week 6 Assignment: Case Study
NR 507 Week 7 Discussion: Alzheimer’s Disease
NR 507 Week 7 Assignment, Discussion, Readings
NR 507 Week 8 Final Exam
NR 507 Week 4 Midterm Exam
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Syllabus Overview
| Course Number: |
NR507 |
| Course Title: |
Advanced Pathophysiology |
| Course Credits: |
3 credits |
| Prerequisite: |
NR503 |
Course Description
This course will provide students with advanced content in pathophysiology and human physiologic responses. The student will explore, analyze, apply, and evaluate the normal and abnormal human responses to selected pathophysiologic mechanisms and conditions.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Author, A. A., & Author, B. B. (year of publication). Title of textbook in italics (X ed.). City, ST: Publisher.
Information regarding supplementary material, software, etc.
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
You can also read another study guide on nursing assignments for students from another post on NR-508: Advanced Pharmacology Course Assignments & Discussions.
Optional Textbooks
The following books are required for this course:
Book Title
Information regarding supplementary material, software, etc.
Physical Books and Supplies
To obtain all your books and supplies, visit the online Chamberlain bookstore at https://bookstore.chamberlain.edu/.
eBook Details
First Time Using VitalSource?
Step 1: View the VitalSource Video
Step 2: Register with VitalSource Bookshelf Online
- Click the cover or title of your eBook. A new window will open.
- Enter email address and password. Bookshelf Online will open.
Step 3: Access the Desktop and Mobile Versions
You must complete Step 2 prior to using the desktop or mobile versions.
Already Registered? 3 Ways to Access Your eBooks
Online
Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.
Desktop
Download your eBooks and use them whether you’re connected to the Internet or not.
Mobile
Download the app and get your eBooks on your iPhone, iPad, or Android device.
Textbooks and Resources
Required Textbooks
The following books are required for this course:
Access E-Book
McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.
Access E-Book
McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Study guide for pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.
The following book is required across all FNP courses:
American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
The following book is recommended across all FNP courses:
Access E-Book
Goroll, A. H., & Mulley, A. G. (2014). Primary care medicine: Office evaluation and management of the adult patient (7th ed.). China: Wolters Kluwer.
eBook Details
First Time Using VitalSource?
Step 1: View the VitalSource Video
Step 2: Register with VitalSource Bookshelf Online
- Click the cover or title of your eBook. A new window will open.
- Enter email address and password. Bookshelf Online will open.
Step 3: Access the Desktop and Mobile Versions
You must complete Step 2 prior to using the desktop or mobile versions.
Already Registered? 3 Ways to Access Your eBooks
Online
Access your eBook by clicking on the book cover or title in the syllabus page. Bookshelf Online will open.
Desktop
Download your eBooks and use them whether you’re connected to the Internet or not.
Mobile
Download the app and get your eBooks on your iPhone, iPad, or Android device.
Program Outcomes
Program Outcomes of Chamberlain nursing programs can be found in the Program Descriptions section of your College Catalog. You can access your College Catalog at http://www.chamberlain.edu/msncatalog.
The MSN program outcomes are aligned with the American Association of Colleges of Nursing publication, The Essentials of Master’s Education in Nursing (2011). Upon completion of the MSN degree program, the graduate will be able to:
- Practice safe, high-quality advanced nursing care based on concepts and knowledge from nursing and related disciplines.
- Construct processes for leading and promoting quality improvement and safety in advanced nursing practice and healthcare delivery.
- Use contemporary communication modalities effectively in advanced nursing roles.
- Evaluate the design, implementation and outcomes of strategies developed to meet healthcare needs.
- Develop a plan for lifelong personal and professional growth that integrates professional values regarding scholarship, service and global engagement.
- Apply legal, ethical and human-caring principles to situations in advanced nursing practice.
- Design patient-centered care models and delivery systems using the best available scientific evidence.
- Manage human, fiscal and physical resources to achieve and support individual and organizational goals.
- Compose a plan for systematic inquiry and dissemination of findings to support advanced nursing practice, patient-care innovation, and the nursing profession.
- Collaborate interprofessionally in research, education, practice, health policy and leadership to improve population health outcomes.
- Apply principles of informatics to manage data and information in order to support effective decision making.
NR-507: Advanced Pathophysiology: A Comprehensive Guide
NR 507 Coursework Weeks 1 – 8:
The coursework for NR 507 Advanced Pathophysiology covers a wide variety of topics, giving you the opportunity to build an in-depth understanding of advanced pathophysiological ideas.
NR 507 Course Assignments Week 1 – 8:
You will have projects due at various times throughout the week as a part of your education. Your knowledge of the topic as well as your ability to apply it will be tested with these assignments.
NR 507 Case Study Assignments Week 1, 3, and 6:
NR 507 Case studies provide you the chance to apply what you’ve learned about pathophysiology to situations that actually occur in the real world. You will examine and assess particular situations that pertain to allergic rhinitis, pulmonary function, and other pertinent subjects.
NR 507 Discussions Week 1, 2, 3, 4, 5, and 7:
Participating in discussions gives you the opportunity to communicate with your contemporaries and exchange ideas on a variety of pathophysiological subjects. Your knowledge of the topic will likely improve as a result of participating in these discussions.
NR 507 Week 1 Assignments, Case Study, Introduction, Edapt Content, Readings:
During the first week of the class, you will be given an overview of the material that will be covered, as well as an introduction to the required readings, as well as the first of your NR 507 assignments and a case study centered on allergic rhinitis.
NR 507 Week 2 Assignments, Discussion, Edapt Content, Readings:
The second week of the course covers cardiovascular and hematological illnesses. Heart failure is explicitly addressed in both the assignments and the conversations that take place during this week.
NR 507 Week 3 Assignment, Case Study, Open Forum, Readings:
Changes in pulmonary function are the primary topic of discussion during NR 507 Week 3 of the study. You will investigate a case study that focuses on disorders affecting the lungs (pulmonary conditions).
NR 507 Week 4 Midterm Exam Solutions plus Study Guide:
The NR 507midterm exam will be given during NR 507week 4, and it will assess your knowledge and comprehension of the material that has been presented up to this point. There are study guides and answers available for you to use so that you can become ready.
NR 507 Week 5 Assignments, Discussion, Readings:
During NR 507 Week 5, the topic of diverticulitis is front and center, since both the assignments and the discussions are centered around it.
NR 507 Week 6 Assignments:
In NR 507 week 6, you will have extra assignments to complete, all of which are designed to further hone your comprehension of advanced pathophysiology.
NR 507 Week 7 Discussion:
NR 507 Alzheimer’s Disease: During the seventh week of the course, you will participate in a conversation about Alzheimer’s disease and investigate the pathophysiological features of the condition.
NR 507 Week 7 Assignment, Discussion, Readings:
The readings and assignments for NR 507 Week 7 are intended to supplement the conversation that was held about Alzheimer’s illness.
NR 507 Week 8 Final Exam:
The final test for NR 507 will serve as the capstone of your educational experience. To perform exceptionally well on this in-depth test, thoroughly prepare utilizing the study guide that has been provided.
NR 507 Week 4 Midterm Exam:
Note that there are older versions of the Week 4 midterm exam that have been abandoned, and it is possible that these older versions may not apply to the present course.
Our team of experts is well-versed in NR-507: Advanced Pathophysiology Course Assignments & Discussions :
Able to offer complete support for each of the categories above, and with the necessary skills. You can count on us to provide first-rate assistance with any aspect of your online course, whether it be homework, case studies, class discussions, or studying for exams. Don’t hesitate to ask for help if you want to get ahead in NR-507: Advanced Pathophysiology Course Assignments & Discussions.
FAQs
Question: The coronary ostia are located in the:
The ascending aorta walls above the aortic valve include the coronary ostia. Right and left coronary ostia are common. These openings allow aortic blood to enter the coronary arteries, which oxygenate the heart muscle.
Question: Which manifestations of Vaso occlusive crisis are associated with sickle cell disease (SCD) in infants?
Vaso occlusive crises can cause acute discomfort, fever, hand and foot swelling, irritability, fussiness, and decreased appetite in sickle cell disease (SCD) newborns. Jaundice, priapism, and acute chest syndrome (chest discomfort, cough, and difficulty breathing) may also occur.
Question: Decreased lung compliance means that the lungs are demonstrating which characteristic?
Decreased lung compliance means stiffness or reduced lung expansion. It reduces lung capacity. Pulmonary fibrosis, pneumonia, and lung fluid accumulation can cause this.
Question: What is the life span of an erythrocyte (in days)?
Erythrocytes, or red blood cells, live 120 days. Red blood cells carry oxygen from the lungs to tissues and eliminate carbon dioxide. The spleen and liver remove old red blood cells after 120 days, and bone marrow produces new ones.
Question: Infants are most susceptible to significant losses in total body water because of an infant’s:
Due to their bigger body surface area, higher metabolic rate, and immature kidney function, infants lose more total body water. Their higher metabolic rate requires more water, and their immature kidneys cannot concentrate urine and preserve water. Infants are especially susceptible to dehydration since they have more body fluids.
Question: Causes of hyperkalemia include:
Hyperkalemia is high blood potassium. Acute kidney injury or chronic kidney disease, potassium-sparing diuretics, angiotensin-converting enzyme inhibitors, adrenal gland disorders like Addison’s disease, tissue trauma or burns, acidosis, and excessive potassium intake can cause hyperkalemia.
Question: Erythrocyte life span of less than 120 days, ineffective bone marrow response to erythropoietin, and altered iron metabolism describe the pathophysiologic characteristics of which type of anemia?
Hemolytic anemias are associated with erythrocyte lifespans of less than 120 days, poor bone marrow response to erythropoietin, and abnormal iron metabolism. Hemolytic anemias cause premature red blood cell breakdown and anemia. Hemolytic anemias include autoimmune, inherited, and sickle cell.
Question: The lung is innervated by the parasympathetic nervous system via which nerve?
The vagus nerve (tenth cranial nerve or pneumogastric nerve) controls lung parasympathetic innervation. The vagus nerve regulates bronchoconstriction, mucus secretion, and airway smooth muscle tone through parasympathetic fibers.
Question: When an individual aspirates food particles, where would the nurse expect to hear decreased or absent breath sounds?
The nurse expects to hear fewer or no breath sounds in the afflicted lung when food particles are aspirated. Food particles can block airways and limit sound transmission. The nurse may also notice coughing, wheezing, or increased breathing effort.
Question: Which T-lymphocyte phenotype is the key determinant of childhood asthma?
Th2-lymphocytes are important in pediatric asthma. Th2 lymphocytes release inflammatory cytokines such IL-4, IL-5, and IL-13, which cause airway inflammation, mucus formation, and eosinophil recruitment. Immune responses cause asthma’s bronchoconstriction and airway hyperresponsiveness.
Question: What is the final stage of the infectious process?
Resolution or convalescence ends the infectious process. The immune system destroys or controls the infectious pathogen in this stage. The person recovers when the infection symptoms fade. Infection type and intensity determine convalescence length.
Course Outcomes
Chamberlain College of Nursing courses are built to align course content with specific Course Outcomes (COs). The COs define the learning objectives that the student will be required to comprehend and demonstrate by course completion. The COs that will be covered in detail each week can be found in the Overview page in that particular week. Whenever possible, a reference will be made from a particular assignment or discussion back to the CO that it emphasizes.
Upon completion of this course, the student will be able to do the following.
- Analyze pathophysiologic mechanisms associated with selected disease states. (PO 1)
- Differentiate the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of specific disease processes. (PO 1)
- Examine the way in which homeostatic, adaptive, and compensatory physiological mechanisms can be supported and/or altered through specific therapeutic interventions. (PO 1, 7)
- Distinguish risk factors associated with selected disease states. (PO 1)
- Describe outcomes of disruptive or alterations in specific physiologic processes. (PO 1)
- Distinguish risk factors associated with selected disease states. (PO 1)
- Explore age-specific and developmental alterations in physiologic and disease states. (PO 1, 4)
- Reflect on personal and professional growth toward achieving competence as a family nurse practitioner. (PO 5, 10)
Course Schedule
| Week, COs, and Topics |
Readings |
Assignments |
| Week 1
CO 1, 2, 3, 4, 5, 6, 7
Altered Immune System and Altered Inflammatory Response |
McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.
- Chapter 8: Adaptive Immunity
- Chapter 9: Alterations in Immunity and Inflammation
- Chapter 10: Infection
- Chapter 11: Stress and Disease
- Chapter 12: Cancer Biology
- Chapter 13: Cancer Epidemiology
|
Case Sudy
Quiz (required, but not graded) |
| Week 2
CO 1, 2, 3, 4, 5, 6, 7
Respiratory Disorders and Alterations in Acid/Base Balance, Fluid and Electrolytes |
McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.
- Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids and Bases
- Chapter 34: Structure and Function of the Pulmonary System
- Chapter 35: Alterations in Pulmonary Functions
- Chapter 36: Alterations in Pulmonary Function in Children
|
Case Study
Quiz (required, but not graded) |
| Week 3
CO 1, 2, 3, 4, 5, 6, 7
Cardiovascular, Cellular, and Hematologic Disorders |
McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.
- Chapter 26: Sexually Transmitted Infections
- Chapter 27: Structure and Function of the Hematologic System
- Chapter 28: Alterations in Erythrocyte Function
- Chapter 29: Alterations of Leukocyte, Lymphoid, and Hemostatic Function
- Chapter 30: Alterations in Hematologic Function in Children
- Chapter 31: Structure and Function of the Cardiovascular and Lymphatic System
- Chapter 32: Alterations of Cardiovascular Function
- Chapter 33: Alterations of Cardiovascular Function in Children
|
Case Study
Quiz (required, but not graded) |
| Week 4
CO 1, 2, 3, 4, 5, 6, 7
Alterations in Renal Function |
McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.
- Chapter 37: Structure and Function of the Renal and Urologic Systems
- Chapter 38: Alterations of Renal and Urinary Tract Function
- Chapter 39: Alterations of Renal and Urinary Tract Function in Children
|
Midterm (graded) |
| Week 5
CO 1, 2, 3, 4, 5, 6, 7
Hormonal Regulation |
McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.
- Chapter 21: Mechanisms of Hormonal Regulation
- Chapter 22: Alterations of Hormonal Regulation
- Chapter 40: Structure and Function of the Digestive System
- Chapter 41: Alterations of Digestive Function
- Chapter 42: Alterations of Digestive Function in Children
|
Case Study
Quiz (required, but not graded) |
| Week 6
CO 1, 2, 3, 4, 5, 6, 7
Musculoskeletal Disorders |
McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.
- Chapter 43: Structure and Function of the Musculoskeletal System
- Chapter 44: Alterations of Musculoskeletal Function
- Chapter 45: Alterations of Musculoskeletal Function in Children
- Chapter 46: Structure, Function and Disorders of the Integument
- Chapter 47: Alterations of the Integument in Children
|
Case Study
Quiz (required, but not graded) |
| Week 7
CO 1, 2, 3, 4, 5, 6, 7
Behavioral, Neurologic, and Digestive System |
McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.
- Chapter 16: Pain, Temperature Regulation, Sleep and Sensory Function
- Chapter 17: Alterations in Cognitive Systems, Cerebral Hemodynamics, and Motor Function
- Chapter 18: Disorders of the Central and Peripheral Nervous Systems and the Neuromuscular Junction
- Chapter 19: Neurobiology of Schizophrenia, Mood Disorders, and Anxiety Disorders
- Chapter 20: Alterations of Neurologic Function in Children
|
Reflection (graded)
Quiz (required, but not graded) |
| Week 8
CO 8
Genomes, Genetic Alterations, and Reproductive Disorders |
McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.
- Chapter 4: Genes and Genetic Diseases
- Chapter 5: Genes, Environment, and Common Diseases
- Chapter 23: Structure and Function of the Reproductive Systems
- Chapter 24: Alterations of the Female Reproductive System
- Chapter 25: Alterations of the Male Reproductive System
|
Final Comprehensive Exam (graded) |
Late Assignment Policy
Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.
In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.
This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.
Evaluation Methods
The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.
| Graded Item |
Points |
Weighting |
| Case Study Discussion (Weeks 1, 2, 3, 5, 6) 135 points each week |
675 |
67.5% |
| Midterm Exam (Week 4) |
120 |
12% |
| Reflection (Week 7) |
55 |
5.5% |
| Final Exam (Week 8) |
150 |
15% |
| Total |
1,000 |
100% |
No extra credit assignments are permitted for any reason.
All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.
| Letter Grade |
Points |
Percentage |
| A |
940–1,000 |
94% to 100% |
| A- |
920–939 |
92% to 93% |
| B+ |
890–919 |
89% to 91% |
| B |
860–889 |
86% to 88% |
| B- |
840–859 |
84% to 85% |
| C+ |
810–839 |
81% to 83% |
| C |
760–809 |
76% to 80% |
| F |
759 and below |
75% and below |
NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Participation for MSN
Threaded Discussion Guiding Principles
The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.
Participation Guidelines
Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.
Direct Quotes
Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.
Grading Rubric Guidelines
| Performance Category |
10 |
9 |
8 |
4 |
0 |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. |
- Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
- Evaluates literature resources to develop a comprehensive analysis or synthesis.
- Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
|
- Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
- Evaluates information from source(s) to develop a coherent analysis or synthesis.
- Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
|
- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
- Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
- Demonstrates little or no understanding of the topic.
|
- Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
- Information is taken from source(s) without any interpretation/evaluation.
- The posting uses information that is not valid, relevant, or reliable
|
- No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
- Information is not valid, relevant, or reliable
|
| Performance Category |
10 |
9 |
8 |
4 |
0 |
| Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations |
- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
- Applies concepts to personal experience in the professional setting and or relevant application to real life.
|
- Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
- Applies concepts to personal experience in their professional setting and or relevant application to real life
- Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
|
- Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
- Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
|
- Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
- Posts are superficial and do not reflect an understanding of the lesson content
- Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
|
- Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
- No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
|
| Performance Category |
5 |
4 |
3 |
2 |
0 |
| Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread) |
- Exceeds minimum post requirements
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
- Replies to a post posed by faculty and to a peer
- Summarizes what was learned from the lesson, readings, and other student posts for the week.
|
- Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
- Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week. |
- Meets expectations of 2 posts on 2 different days.
- The main post is not made by the Wednesday deadline
- Does not reply to a question posed by a peer or faculty
|
- Has only one post for the week
- Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
|
- Does not post to the thread
- No connections are made to the topic
|
| |
Minus 1 Point |
Minus 2 Point |
Minus 3 Point |
Minus 4 Point |
Minus 5 Point |
| Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition |
- 2-3 errors in APA format.
- Written responses have 2-3 grammatical, spelling, and punctuation errors.
- Writing style is generally clear, focused, and facilitates communication.
|
- 4-5 errors in APA format.
- Writing responses have 4-5 grammatical, spelling and punctuation errors.
- Writing style is somewhat focused.
|
- 6-7 errors in APA format.
- Writing responses have 6-7 grammatical, spelling and punctuation errors.
- Writing style is slightly focused making discussion difficult to understand.
|
- 8-10 errors in APA format.
- Writing responses have 8-10 grammatical, spelling and punctuation errors.
- Writing style is not focused, making discussion difficult to understand.
|
- Post contains greater than 10 errors in APA format.
- Written responses have more than 10 grammatical, spelling and punctuation errors.
- Writing style does not facilitate communication.
- The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
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0 points lost |
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-5 points lost |
| Total Participation Requirements
per discussion thread |
The student answers the threaded discussion question or topic on one day and posts a second response on another day. |
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The student does not meet the minimum requirement of two postings on two different days |
| Early Participation Requirement
per discussion thread |
The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. |
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The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT. |
NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.
Participation for MSN
Participation Guidelines
The weekly case study discussion is worth up to 135 points. Students are expected to participate a minimum of four times (once in Part One by Tuesday, 11:59 p.m. MT, once in Part Two by Thursday, 11:59 p.m. MT, once in Part Three by Sunday, 11:59 p.m. MT, and one post to a student peer as required in the interactive dialogue criterion).
Grading Rubric
| Criteria |
Exceptional
Outstanding or highest level of performance |
Exceeds
Very good or high level of performance |
Meets
Satisfactory level of performance |
Needs Improvements
Poor or failing level of performance |
Developing
Unsatisfactory level of performance |
| Total Points Possible= 135 |
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40 Points |
35 Points |
32 Points |
15 Points |
0 Points |
| Application of Course Knowledge |
Student fully answers discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, and are applicable to the discussion/case presentation.
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Student fully answers discussion questions in Parts One, Two, and Three which contribute unique perspectives and insights, but may be lacking some applicability to the discussion/case presentation.
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Student fully answers discussion questions in Parts One, Two, and Three but some responses have limited perspectives and insights, and have limited application to discussion/case presentation, or only two of the three posts have been fully answered.
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Student fully answers discussion questions in Parts One, Two, and Three but posts are not consistent with current practice, or only one post has been fully answered.
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Student does not fully answer discussion questions in all of the parts or responses offer neither insight,nor application to discussion/case presentation.
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40 Points |
35 Points |
32 Points |
15 Points |
0 Points |
| Support from Evidence-Based Practice (EBP) |
All three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.
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All three discussion posts are from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided.
However, evidence-based, peer reviewed journal articles that are cited may not fully support the discussion in any one area. |
Two of the three discussion posts are supported from appropriate sources which are: 1) evidence- based, 2) scholarly in nature, 3) published within the last 5 years *, and; 4) in-text citations and full references are provided. |
Only one of the discussion posts are supported from appropriate sources which are: 1) scholarly in nature, 2) published within the last 5 years, and; 3) in-text citations and full references are provided. |
Discussion posts One, Two, and Three contain no evidence- based practice references or citations.
*Students should note that factitious sources, sources that are clearly not read by the student and used, or sources that have incorrect dates will result in an automatic ZERO for this section for the week. |
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10 Points |
9 Points |
8 Points |
4 Points |
0 Points |
| Organization |
Discussion posts One, Two, and Three present case study findings in a logical, meaningful, and understandable sequence.
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Discussion posts One, Two, and Three present case study findings which are sometimes unclear to follow.
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Discussion posts present case findings in a logical and understandable method but one of the discussion parts contain a significant error. |
Discussion posts are sometimes unclear to follow and/or there are significant errors in two discussion parts.
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Discussion posts are not presented in a logical, understandable sequence and/or there are significant errors in ALL THREE discussion parts.
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40 Points |
35 Points |
32 Points |
15 Points |
0 Points |
| Interactive Dialogue |
Presents case study findings and responds substantively to at least one topic-related post of a peer including evidence from appropriate sources, and all direct faculty questions posted in parts one, two and three.
A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate.
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Presents case study findings and responds substantively to at least one topic-related post of a peer. Does include evidence from appropriate sources.
Responds to some direct faculty questions posted in parts one, two and three.
A substantive post adds content or insights to the discussion and is supported by references and citations as appropriate. |
Responds to a student peer and/or faculty questions but the posts adds limited content or insights to the discussion.
Does include evidence from appropriate sources
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Responds to a student peer and/or faculty, but the nature of the response is not substantial.
Does not include evidence from any resources.
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Does not respond to a topic-related peer post and/or does not respond to faculty questions by Sunday.
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5 Points |
4 Points |
3 Points |
2 Points |
0 Points |
| Grammar, Syntax, APA |
APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors.
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Two to four errors in APA format, grammar, spelling, and syntax noted.
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Five to seven errors in APA format, grammar, spelling, and syntax noted.
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Eight to nine errors in APA format, grammar, spelling, and syntax noted.
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Post contains greater than ten errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback.
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0 Points Deducted |
10% Deduction per Day for Late Discussion Post |
33 Points Deducted per Omitted/Late Discussion Part |
| Participation |
Enters first post to Part One by 11:59 p.m. MT on Tuesday; first post to Part Two by 11:59 p.m. MT on Thursday; and posts Part Three and peer response by Sunday 11:59 p.m. MT.
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Ten percent (10%) per day for each late discussion post.
*See Calculating Late Posting Penalty Document
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Written submissions will not be accepted after Sunday 11:59 p.m. MT of the week they are due.
Thirty three (33) points deducted per part if Part 1, Part 2 or 3 is/are not submitted by Sunday by 11:59 p.m. MT of the week they are due
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| * Refer to “What is a Scholarly Source” and “Reference Guide for FNP Case Studies” in the “Course Resources” section
** Part Three discussion CLOSES at Sunday 11:59 p.m. MT deductions will apply once discussion has closed. |
Webliography Disclaimer
The purpose of the Webliography is to provide students with annotated bibliographies of world wide websites relevant to their courses. These websites are not meant to be all inclusive of what is available for each course’s subjects and have not been sanctioned as academically rigorous or scholarly by Chamberlain College of Nursing. Please exercise caution when using these websites for course assignments and references.
Professional Portfolio
Select assignments from courses across the FNP program will be compiled as artifacts within a Professional Portfolio to demonstrate your professional growth and expertise. Your final portfolio, which will be submitted in the final course NR661, will be assessed against the learning outcomes of the program. The Professional Portfolio will include the following:
- Reflections from Week 8 for all FNP courses
- Five exemplar case studies (student selects top five)
- eLogs portfolio
- Curriculum vitae
- Professional development plan paper from NR510
NR-507: Advanced Pathophysiology Course Assignments & Discussions Study Guide
Week 1: Altered Immune System and Altered Inflammatory Response
– Discussion Part One
This week’s graded topics relate to the following Course Outcomes (COs).
1 Analyze pathophysiologic mechanisms associated with selected disease states. (PO 1)
2 Differentiate the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of specific disease processes. (PO 1)
3 Examine the way in which homeostatic, adaptive, and compensatory physiological mechanisms can be supported and/or altered through specific therapeutic interventions. (PO 1, 7)
6 Distinguish risk factors associated with selected disease states. (PO 1)
5 Describe outcomes of disruptive or alterations in specific physiologic processes. (PO 1)
6 Distinguish risk factors associated with selected disease states. (PO 1)
7 Explore age-specific and developmental alterations in physiologic
and disease states. (PO 1, 4)
Discussion
Discussion Part One (graded)
John is a 19-year-old college football player who presents with sneezing, itchy eyes, and nasal congestion that worsens at night. He states that he has a history of asthma, eczema and allergies
to pollen. There is also one other person on the football team that has similar symptoms. His vitals are BP 110/70, P 84, R 18, T 100 F. Write a differential of at least five (5) possible items from the most likely to less likely. For each disease include information about the epidemiology, pathophysiology and briefly argue why this disease fits the presentation and why it might not fit the presentation.
Week 1: Altered Immune System and Altered Inflammatory Response – Discussion
Part Two
A patient has been admitted into the emergency room that was in the passenger side of a car that collided with another car head on. The patient is pale, barely conscious and has a weak and thready pulse. An IV is started. The vitals are BP 80/50, P 140, T 96.0 and R 26. As the team fights to keep the patient alive they have to remove the spleen. Blood is given but it has been mistyped. A transfusion reaction occurs. Describe the type of hypersensitivity reaction that has occurred and discuss the molecular pathophysiology of the specific type of hypersensitive reaction you have chosen.
In the event that this patient survived the car accident and the transfusion reaction which organs are most likely to be damaged and why?
Week 1: Altered Immune System and Altered Inflammatory
Response – Discussion Part Three
This week’s graded topics relate to the following Course Outcomes (COs).
1 Analyze pathophysiologic mechanisms associated with selected disease states. (PO 1)
2 Differentiate the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of specific disease processes. (PO 1)
3 Examine the way in which homeostatic, adaptive, and compensatory physiological mechanisms can be supported and/or altered through specific therapeutic interventions. (PO 1,
4 Distinguish risk factors associated with selected disease states.(PO 1)
5 Describe outcomes of disruptive or alterations in specific physiologic processes. (PO 1)
6 Distinguish risk factors associated with selected disease states. (PO 1)
7 Explore age-specific and developmental alterations in physiologic and disease states. (PO 1, 4)
Discussion
A 44-year-old patient presents with lump in the chest of approximately 2 cm in diameter. There is a slight dimple over the location of the lump and when the lump is manipulated it seems to be attached to the surrounding tissue. A lumpectomy is performed and the mass is sent to pathology. The pathology report comes back and the mass is confirmed to be an estrogen receptor negative, a progesterone receptor negative and a her2/neu receptor positive breast cancer.
What are some of the risk factors for breast cancer?
What tumor suppressor genes are associated with breast cancer?
What tumor oncogenes are associated with breast cancer?
Compare and contrast tumor suppressor genes from oncogenes?
Week2
Week 2: Respiratory Disorders and Alterations in Acid/Base Balance,
Fluid and Electrolytes – Discussion Part One
This week’s graded topics relate to the following Course Outcomes (COs).
Analyze pathophysiologic mechanisms associated with selected disease states. (PO 1)
Differentiate the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of specific disease processes. (PO 1)
Examine the way in which homeostatic, adaptive, and compensatory physiological mechanisms can be supported and/or altered through specific therapeutic interventions. (PO 1, 7)
Distinguish risk factors associated with selected disease states. (PO1)
Describe outcomes of disruptive or alterations in specific physiologic processes. (PO 1)
Distinguish risk factors associated with selected disease states. (PO1)
Explore age-specific and developmental alterations in physiologic and disease states. (PO 1, 4)
Discussion Part One (graded)
A five-month-old Caucasian female is brought into the clinic as the parent complain that she has been having ongoing foul-smelling , greasy diarrhea. She seems to be small for her age and a
bit sickly but, her parent’s state that she has a huge appetite. Upon examination you find that
the patient is wheezing and you observe her coughing.
Write a differential diagnosis of at least five (5) disorders and explain why each might be
a possibility and any potential weaknesses of each differential.
Why is it that the later in age this disease manifest itself, the less severe the disease is?
What tests would you run to clarify your differential and potentially come to a definitive
diagnosis?
If the same child was African in ancestry would this change your initial differential? Why
or why not?
Week 2: Respiratory Disorders and Alterations in Acid/Base Balance, Fluid and Electrolytes – Discussion Part Two
This week’s graded topics relate to the following Course Outcomes (COs). NR507 Advanced Pathophysiology – Full Course (all essay discussions+ midterm and final exam)
1 Analyze pathophysiologic mechanisms associated with selected disease states. (PO 1)
2 Differentiate the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of specific disease processes. (PO 1)
3 Examine the way in which homeostatic, adaptive, and compensatory physiological mechanisms can be supported and/or altered through specific therapeutic interventions. (PO 1, 7)
4 Distinguish risk factors associated with selected disease states. (PO 1)
5 Describe outcomes of disruptive or alterations in specific physiologic processes. (PO 1)
6 Distinguish risk factors associated with selected disease states. (PO 1)
7 Explore age-specific and developmental alterations in physiologic and disease states. (PO 1, 4)
Tammy is a 33-year-old who presents for evaluation of a cough. She reports that about 3 weeks ago she developed a “really bad cold” with rhinorrhea. The cold seemed to go away but then she developed a profound, deep, mucus-producing cough. Now, there is no rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Tammy has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.
Write a differential of at least five (5) possible diagnosis’s and explain how each may be a possible answer to the clinical presentation above.
Remember, to list the differential in the order of most likely to less likely.
Based upon what you have at the top of the differential how would you treat this patient?
Suppose now, the patient has a fever of 100.4 and complains of foul smelling mucous and breath. Indeed, she complains of producing cups of mucous some days. She has some trouble breathing on moderate exertion but this is only a minor complaint to her. How does this change your differential and why?
Week 2: Respiratory Disorders and Alterations in Acid/Base Balance,
Fluid and Electrolytes – Discussion Part Three
This week’s graded topics relate to the following Course Outcomes (COs).
Analyze pathophysiologic mechanisms associated with selected disease states. (PO 1)
Differentiate the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of specific disease processes. (PO 1)
Examine the way in which homeostatic, adaptive, and compensatory physiological mechanisms can be supported and/or altered through specific therapeutic interventions. (PO 1, 7)
Distinguish risk factors associated with selected disease states.
Describe outcomes of disruptive or alterations in specific physiologic processes. (PO 1)
Distinguish risk factors associated with selected disease states. (PO
Explore age-specific and developmental alterations in physiologic and disease states. (PO 1, 4)
A nursing student comes into your office because they are struggling with the concept of pulmonary function. They know you as an experienced FNP and so they are comfortable asking if you could clarify the terms residual volume (RV), functional reserve capacity (FRC), total lung capacity (TLC) inspiratory reserve volume (IRV), and expiratory reserve volume (ERV).
Give her a definition of each?
List three (3) disorders that can alter the residual volume and explain how they do so?
Week 3: Cardiovascular, Cellular, and Hematologic Disorders – Discussion
Week 3
Part One
This week’s graded topics relate to the following Course Outcomes (COs).
1 Analyze pathophysiologic mechanisms associated with selected disease states. (PO 1)
2 Differentiate the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of specific disease processes. (PO 1).
3 Examine the way in which homeostatic, adaptive, and compensatory physiological mechanisms can be supported and/or altered through specific therapeutic interventions. (PO 1, 7)
4 Distinguish risk factors associated with selected disease states. (PO 1)
5 Describe outcomes of disruptive or alterations in specific physiologic processes. (PO 1)
6 Distinguish risk factors associated with selected disease states. (PO 1)
7 Explore age-specific and developmental alterations in physiologic and disease states
A 17-year-old African American from the inner city complains of severe chest and abdominal pain. Upon examination the attending physician performs and EKG, chest x-ray, and an abdominal and chest clinical examination and finds nothing. Assuming, she is drug seeking he sends her home. She comes back to the ER 4 hours later and now you see the patient. She explains that she was running track this past afternoon at school and that despite being very hot (100 F) she pushed on. Afterwards, she starts feeling extensive pain in her chest and abdomen. She has jaundiced eyes, her blood pressure is 98/50, pulse is 112, T = 99.9 F, R = 28. The pain seems out of proportion to the physical findings.
What is your list of differential diagnoses in this case and explain how each of these fits with the case patient as described above. Be sure to list at least four (4) pertinent differential diagnoses. Indicate which of these you would select as the most likely diagnosis and explain why.
Now, as she is in the ER she begins to exhibit stroke like features. ? Does this change your differential? How do you treat this patient now? Are they any preventative actions that could have been taken?
Week 3: Cardiovascular, Cellular, and Hematologic Disorders –
Discussion Part Two
This week’s graded topics relate to the following Course Outcomes (COs).
1 Analyze pathophysiologic mechanisms associated with selected disease states. (PO 1)
2 Differentiate the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of specific disease processes. (PO 1)
3 Examine the way in which homeostatic, adaptive, and compensatory physiological mechanisms can be supported and/or altered through specific therapeutic interventions. (PO 1, 7)
4 Distinguish risk factors associated with selected disease states. (PO 1)
5 Describe outcomes of disruptive or alterations in specific physiologic processes. (PO 1)
6 Distinguish risk factors associated with selected disease states. (PO 1)
7 Explore age-specific and developmental alterations in physiologic and disease states. (PO 1, 4)
Jesse is a 57-year-old male who presents with gradual onset of dyspnea on exertion and fatigue. He also complains of frequent dyspepsia with nausea and occasional epigastric pain. He states that at night he has trouble breathing especially while lying on his back. This is relieved by him sitting up. His vitals are 180/110, P = 88, T = 98.0 C, R = 20.
Write a differential in this case and explain how each item in your differential fits and how it might not fit.
What tests would you order? What immediate treatment would you consider giving this patient and what treatment when he went home? Assume your first differential is definitive.
Now, he comes back to your clinic 3 months later and both his ankles are slightly swollen. What possible explanations are there for this observation?
Week 3: Cardiovascular, Cellular, and Hematologic Disorders –
Discussion Part Three
A new patient is brought into the office for their annual evaluation. The child is a 6-year-old and appears a bit small for their age but not so small that any alarm bells are set off. The vitals are: P = 116, R = 22, T = 98.6 F, BP = 110/50. (The normal vitals in a 6-year-old are P = 75 – 120, R = 16 – 22, T = 98.6 , BP = (85-115)/(48-64). Examination of the lungs is normal, HEENT is normal, as is the abdominal exam. The heart however, seems laterally displaced and there appears to be only a continuous murmur which can be described as crescendo/decrescendo systolic murmur that extends into diastole. Because, you were trained at Chamberlain College of Nursing you immediately know that this is probably a patent ductus arteriosus.
Week 5
Week 5: Alterations in Endocrine Function – Discussion Part One
Week 5: Discussion Part One
Ms. Blake is an older adult with diabetes and has been too ill to get out of bed for 2 days. She has had a severe cough and has been unable to eat or drink during this time. She has a history of Type I diabetes. On admission her laboratory values show:
| Sodium (Na+) |
156 mEq/L |
| Potassium (K+) |
4.0 mEq/L |
| Chloride (Cl–) |
115 mEq/L |
| Arterial blood gases (ABGs) |
pH- 7.30; Pco2-40; Po2-70; HCO3-20 |
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|
| Normal values |
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| Sodium (Na+) |
136-146 mEq/L |
| Potassium (K+) |
3.5-5.1 mEq/L |
| Chloride (Cl–) |
98-106 mEq/L |
| Arterial blood gases (ABGs) |
pH- 7.35-7.45
Pco2- 35-45 mmHg
Po2-80-100 mmHg
HCO3–22-28 mEq/L |
- List three (3) reasons on why she may have become bed ridden?
- Based on these reasons what tests would you order?
- Describe the molecular mechanism of the development of ketoacidosis.
Week 5: Discussion Part Two
13 13 unread replies. 39 39 replies.
A three-month-old baby boy comes into your clinic with the main complaint that he frequently vomits after eating. He often has a swollen upper belly after feeding and acts fussy all the time. The vomiting has become more frequent this past week and he is beginning to lose weight. NR507 Advanced Pathophysiology – Full Course (all essay discussions+ midterm and final exam)
- Write three (3) differential diagnoses at this time?
- Is there any genetic component to the top of your differentials?
- What tests would you order?
Week 5: Discussion Part Three
27 27 unread replies. 38 38 replies.
Write a one (1) paragraph case study of your own for a patient with Ulcerative Colitis?
Week 6
Week 6: Discussion Part One
19 19 unread replies. 38 38 replies.
You are contacted by an attorney representing a client who has been charged with child abuse and whom faces loss of her child and 15 years in prison. The record indicated that the child was 4 years old and presented to the ER room with a broken arm and a broken leg. There also appeared to be multiple previous fractures. Now, you examine the child and find blue sclera, a sunken chest wall, severe scoliosis, and you observe a triangular face and prominent forehead. You confirm that there have been multiple previous fractures by evaluating the previous X-rays. This is a genetic disorder.
- What is the most likely genetic disease that this presents and why?
- What is the molecular basis of this disease?
- Before, calling the police what should the initial clinician have done?
Week 6: Discussion Part Two
22 22 unread replies. 37 37 replies.
Johnny is a 5-year-old Asian boy who is brought to a family practice office with a “runny” nose that started about 1 week ago but has not resolved. He has been blowing his nose quite frequently and “sores” have developed around his nose. His mother states, “The sores started as ‘big blisters’ that rupture; sometimes, a scab forms with a crust that looks like “dried maple syrup” but continues to seep and drain.” She is worried because the lesions are now also on his forearm. Johnny’s past medical and family histories are normal. He has been febrile but is otherwise asymptomatic. The physical examination was unremarkable except for moderate, purulent rhinorrhea and 0.5- to 1-cm diameter weeping lesions around the nose and mouth and on the radial surface of the right forearm. There is no regional lymphadenopathy.
- Write a differential of at least three (3) possible diagnoses and explain how each may be a possible answer to the clinical presentation above. Remember, to list the differential in the order of most likely to less likely.
- Based upon what you have at the top of the differentials how would you treat this patient?
- When would you allow the student back to school? Elaborate on your reasoning?
Week 6: Discussion Part Three
27 27 unread replies. 32 32 replies.
Keisha, a 13-year-old female, has come into your urgent care center. She has red conjunctiva, a cough and a fever of about 104 F, She also has a rash on her face a possibly the beginning of a rash on her arms. About 10 days ago she was around another student who had similar symptoms.
- Write three (3) differential diagnoses?
- What are some of the complications of this disease, assume that the top of your differential is the definitive?
- Assume that the second item you place on your differential is the definitive diagnosis. What are some complications of that disease?
Week 7: Reflection
17 17 unread replies. 56 56 replies.
Reflect back over the past eight weeks and describe how the achievement of the course outcomes in this course have prepared you to meet the MSN program outcome #, MSN Essential VIII, and Nurse Practitioner Core Competencies # 1 Scientific Foundation Competencies
Program Outcome #4: Evaluate the design, implementation, and outcomes of strategies developed to meet healthcare needs (MSN Essentials III, IV, VIII).
MSN Essential VIII: Clinical Prevention and Population Health for Improving Health
- Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.
Nurse Practitioner Core Competencies # 1 Scientific Foundation Competencies
- Critically analyzes data and evidence for improving advanced nursing practice.
- Integrates knowledge from the humanities and sciences within the context of nursing science.
- Translates research and other forms of knowledge to improve practice processes and outcomes.
- Develops new practice approaches based on the integration of research, theory, and practice knowledge.
Midverm
Question 1
2 / 2 pts
Examination of the throat in a child demonstrating signs and symptoms of acute epiglottitis may contribute to which life-threatening complication?
Retropharyngeal abscess
Laryngospasms
Rupturing of the tonsils
Gagging induced aspiration
Question 2
2 / 2 pts
Causes of hyperkalemia include:
Hyperparathyroidism and malnutrition
Vomiting and diarrhea
Renal failure and Addison disease
Hyperaldosteronism and Cushing disease
Question 3
2 / 2 pts
What is the life span of an erythrocyte (in days)?
20 to 30
60 to 90
100 to 120
200 to 240
Question 4
2 / 2 pts
Which substance has been shown to increase the risk of cancer when used in combination with tobacco smoking?
Alcohol
Steroids
Antihistamines
Antidepressants
Question 5
0 / 2 pts
Which hepatitis virus is known to be sexually transmitted?
A
B
C
D
Question 6
2 / 2 pts
What is the purpose of the spirometry measurement?
To evaluate the cause of hypoxia
To measure the volume and flow rate during forced expiration
To measures the gas diffusion rate at the alveolocapillary membrane
To determine pH and oxygen and carbon dioxide concentrations
Question 7
2 / 2 pts
What is the direct action of atrial natriuretic hormone?
Sodium retention
Sodium excretion
Water retention
Water excretion
Question 8
2 / 2 pts
What is the most important negative inotropic agent?
Norepinephrine
Epinephrine
Acetylcholine
Dopamine
Question 9
2 / 2 pts
What is the primary cause of respiratory distress syndrome (RDS) of the newborn?
Immature immune system
Small alveoli
Surfactant deficiency
Anemia
Question 10
2 / 2 pts
An individual is more susceptible to infections of mucous membranes when he or she has a seriously low level of which immunoglobulin antibody?
IgG
IgM
IgA
IgE
Question 11
2 / 2 pts
Low plasma albumin causes edema as a result of a reduction in which pressure?
Capillary hydrostatic
Interstitial hydrostatic
Plasma oncotic
Interstitial oncotic
Question 12
2 / 2 pts
Erythrocyte life span of less than 120 days, ineffective bone marrow response to erythropoietin, and altered iron metabolism describe the pathophysiologic characteristics of which type of anemia?
Aplastic
Sideroblastic
Anemia of chronic disease
Iron deficiency
Question 13
2 / 2 pts
An infant’s hemoglobin must fall below ___ g/dl before signs of pallor, tachycardia, and systolic murmurs occur.
11
9
7
5
Question 14
2 / 2 pts
What part of the kidney controls renal blood flow, glomerular filtration, and renin secretion?
Macula densa
Visceral epithelium
Juxtaglomerular apparatus (JGA)
Filtration slits
Question 15
2 / 2 pts
The lung is innervated by the parasympathetic nervous system via which nerve?
Vagus
Phrenic
Brachial
Pectoral
Question 16
2 / 2 pts
Which statement best describes a Schilling test?
Administration of radioactive cobalamin and the measurement of its excretion in the urine to test for vitamin B12 deficiency
Measurement of antigen-antibody immune complexes in the blood to test for hemolytic anemia
Measurement of serum ferritin and total iron-binding capacity in the blood to test for iron deficiency anemia
Administration of folate and measurement in 2 hours of its level in a blood sample to test for folic acid deficiency anemia.
Question 17
2 / 2 pts
Which disorder results in decreased erythrocytes and platelets with changes in leukocytes and has clinical manifestations of pallor, fatigue, petechiae, purpura, bleeding, and fever?
Idiopathic thrombocytopenic purpura (ITP)
Acute lymphocytic leukemia (ALL)
Non-Hodgkin lymphoma (NHL)
Iron deficiency anemia (IDA)
Question 18
2 / 2 pts
Which compensatory mechanism is spontaneously used by children diagnosed with tetralogy of Fallot to relieve hypoxic spells?
Lying on their left side
Performing the Valsalva maneuver
Squatting
Hyperventilating
Question 19
2 / 2 pts
Which hormone is required for water to be reabsorbed in the distal tubule and collecting duct?
Antidiuretic hormone
Aldosterone
Cortisol
Adrenocorticotropin hormone
Question 20
2 / 2 pts
What is the fundamental physiologic manifestation of anemia?
Hypotension
Hyperesthesia
Hypoxia
Ischemia
Question 21
2 / 2 pts
Continuous increases in left ventricular filing pressures result in which disorder?
Mitral regurgitation
Mitral stenosis
Pulmonary edema
Jugular vein distention
Question 22
2 / 2 pts
Which T-lymphocyte phenotype is the key determinant of childhood asthma?
Cluster of differentiation (CD) 4 T-helper Th1 lymphocytes
CD4 T-helper Th2 lymphocytes
CD8 cytotoxic T lymphocytes
Memory T lymphocytes
Question 23
2 / 2 pts
Innervation of the bladder and internal urethral sphincter is supplied by which nerves?
Peripheral nerves
Parasympathetic fibers
Sympathetic nervous system
Tenth thoracic nerve roots
Question 24
2 / 2 pts
Which of the following is classified as a megaloblastic anemia?
Iron deficiency
Pernicious
Sideroblastic
Hemolytic
Question 25
2 / 2 pts
When an individual aspirates food particles, where would the nurse expect to hear decreased or absent breath sounds?
Left lung
Right lung
Trachea
Carina
Question 26
0 / 2 pts
The most common site of metastasis for a patient diagnosed with prostate cancer is which location?
Bones
Brain
Bladder
Kidney
Question 27
2 / 2 pts
Perceived stress elicits an emotional, anticipatory response that begins where?
Prefrontal cortex
Anterior pituitary
Limbic system
Hypothalamus
Question 28
2 / 2 pts
Which manifestations of vasoocclusive crisis are associated with sickle cell disease (SCD) in infants?
Atelectasis and pneumonia
Edema of the hands and feet
Stasis ulcers of the hands, ankles, and feet
Splenomegaly and hepatomegaly
Question 29
2 / 2 pts
Which cytokines initiate the production of corticotropin-releasing hormone (CRH)?
IL–1 and IL-6
IL-2 and TNF-?
IFN and IL-12
TNF-ß and IL-4
Question 30
2 / 2 pts
The generation of clonal diversity occurs primarily during which phase of life?
Fetal
Neonatal
Infancy
Puberty
Question 31
2 / 2 pts
Where in the respiratory tract do the majority of foreign objects aspirated by children finally lodge?
Trachea
Left lung
Bronchus
Bronchioles
Question 32
2 / 2 pts
Which immunoglobulin (Ig) is present in childhood asthma?
IgM
IgG
IgE
IgA
Question 33
2 / 2 pts
Between which months of age does sudden infant death syndrome (SIDS) most often occur?
0 and 1
2 and 4
5 and 6
6 and 7
Question 34
2 / 2 pts
Which complex (wave) represents the sum of all ventricular muscle cell depolarizations?
PRS
QRS
QT interval
P
Question 35
2 / 2 pts
When a patient has small, vesicular lesions that last between 10 and 20 days, which sexually transmitted infection is suspected?
Genital herpes
Chancroid
Syphilis
Chlamydia
Question 36
2 / 2 pts
What is the chief predisposing factor for respiratory distress syndrome (RDS) of the newborn?
Low birth weight
Alcohol consumption during pregnancy
Premature birth
Smoking during pregnancy
Question 37
2 / 2 pts
Which statement concerning exotoxins is true?
Exotoxins are contained in cell walls of gram-negative bacteria.
Exotoxins are released during the lysis of bacteria.
Exotoxins are able to initiate the complement and coagulation cascades.
Exotoxins are released during bacterial growth.
Question 38
2 / 2 pts
Deficiencies in which element can produce depression of both B- and T-cell function?
Iron
Zinc
Iodine
Magnesium
Question 39
0 / 2 pts
The function of the foramen ovale in a fetus allows what to occur?
Right-to-left blood shunting
Left-to-right blood shunting
Blood flow from the umbilical cord
Blood flow to the lungs
Question 40
2 / 2 pts
Decreased lung compliance means that the lungs are demonstrating which characteristic?
Difficult deflation
Easy inflation
Stiffness
Inability to diffuse oxygen
Question 41
2 / 2 pts
60 to 70
40 to 60
30 to 40
10 to 20
Question 42
2 / 2 pts
Which statement concerning benign tumors is true?
The resulting pain is severe.
Benign tumors are not encapsulated.
Benign tumors are fast growing.
The cells are well-differentiated.
Question 43
2 / 2 pts
How much urine accumulates in the bladder before the mechanoreceptors sense bladder fullness?
75 to 100 ml
100 to 150 ml
250 to 300 ml
350 to 400 ml
Question 44
2 / 2 pts
How high does the plasma glucose have to be before the threshold for glucose is achieved?
126 mg/dl
150 mg/dl
180 mg/dl
200 mg/dl
Question 45
0 / 2 pts
Apoptosis is a(an):
Normal mechanism for cells to self-destruct when growth is excessive
Antigrowth signal activated by the tumor-suppressor gene Rb
Mutation of cell growth stimulated by the TP53 gene
Transformation of cells from dysplasia to anaplasia
Question 46
0 / 2 pts
What is the role of collagen in the clotting process?
Initiates the clotting cascade.
Activates platelets.
Stimulates fibrin.
Deactivates fibrinogen.
Question 47
0 / 2 pts
Infants are most susceptible to significant losses in total body water because of an infant’s:
High body surface–to–body size ratio
Slow metabolic rate
Kidneys are not mature enough to counter fluid losses
Inability to communicate adequately when he or she is thirsty
Question 48
0 / 2 pts
What is the action of urodilatin?
Urodilatin causes vasoconstriction of afferent arterioles.
It causes vasodilation of the efferent arterioles.
Urodilatin inhibits antidiuretic hormone secretion.
It inhibits salt and water reabsorption.
Question 49
0 / 2 pts
Which cardiac chamber has the thinnest wall and why?
The right and left atria; they are low-pressure chambers that serve as storage units and conduits for blood.
The right and left atria; they are not directly involved in the preload, contractility, or afterload of the heart.
The left ventricle; the mean pressure of blood coming into this ventricle is from the lung, which has a low pressure.
The right ventricle; it pumps blood into the pulmonary capillaries, which have a lower pressure compared with the systemic circulation.
Question 50
0 / 2 pts
Research supports the premise that exercise has a probable impact on reducing the risk of which cancer?
Liver
Endometrial
Stomach
Colon
Question 51
0 / 2 pts
What is the trigone?
A smooth muscle that comprises the orifice of the ureter
The inner mucosal lining of the kidneys
A smooth triangular area between the openings of the two ureters and the urethra
One of the three divisions of the loop of Henle
Question 52
2 / 2 pts
What is the most abundant class of plasma protein?
Globulin
Albumin
Clotting factors
Complement proteins
Question 53
2 / 2 pts
The glomerular filtration rate is directly related to which factor?
Perfusion pressure in the glomerular capillaries
Diffusion rate in the renal cortex
Diffusion rate in the renal medulla
Glomerular active transport
Question 54
0 / 2 pts
Which cells have phagocytic properties similar to monocytes and contract like smooth muscles cells, thereby influencing the glomerular filtration rate?
Principle cells
Podocin cells
Mesangial cells
Intercalated cells
Question 55
0 / 2 pts
Why is nasal congestion a serious threat to young infants?
Infants are obligatory nose breathers.
Their noses are small in diameter.
Infants become dehydrated when mouth breathing.
Their epiglottis is proportionally greater than the epiglottis of an adult’s.
Question 56
2 / 2 pts
The risk for respiratory distress syndrome (RDS) decreases for premature infants when they are born between how many weeks of gestation?
16 and 20
20 and 24
24 and 30
30 and 36
Question 57
2 / 2 pts
What is the ratio of coronary capillaries to cardiac muscle cells?
1:1 (one capillary per one muscle cell)
1:2 (one capillary per two muscle cells)
1:4 (one capillary per four muscle cells)
1:10 (one capillary per ten muscle cells)
Question 58
2 / 2 pts
A person with type O blood is considered to be the universal blood donor because type O blood contains which of the following?
No antigens
No antibodies
Both A and B antigens
Both A and B antibodies
Question 59
2 / 2 pts
The drug heparin acts in hemostasis by which processes?
Inhibiting thrombin and antithrombin III (AT-III)
Preventing the conversion of prothrombin to thrombin
Shortening the fibrin strands to retract the blood clot
Degrading the fibrin within blood clots
Question 60
2 / 2 pts
What effects do exercise and body position have on renal blood flow?
Exercise and body position activate renal parasympathetic neurons and cause mild vasoconstriction.
They activate renal sympathetic neurons and cause mild vasoconstriction.
Both activate renal parasympathetic neurons and cause mild vasodilation.
They activate renal sympathetic neurons and cause mild vasodilation.
Final exam
Question 1
2 / 2 pts
What is the major virus involved in the development of cervical cancer?
Herpes simplex virus type 6
Herpes simplex virus type 2
Human papillomavirus
Human immunodeficiency virus
Question 2
2 / 2 pts
Which statement accurately describes childhood asthma?
An obstructive airway disease characterized by reversible airflow obstruction, bronchial hyperreactivity, and inflammation
A pulmonary disease characterized by severe hypoxemia, decreased pulmonary compliance, and diffuse densities on chest x-ray imaging
A pulmonary disorder involving an abnormal expression of a protein, producing viscous mucus that lines the airways, pancreas, sweat ducts, and vas deferens
An obstructive airway disease characterized by atelectasis and increased pulmonary resistance as a result of a surfactant deficiency
Question 3
0 / 2 pts
The ability of the pathogen to invade and multiply in the host is referred to as:
Infectivity
Toxigenicity
Pathogenicity
Virulence
Question 4
2 / 2 pts
Obesity creates a greater risk for dehydration in people because:
Adipose cells contain little water because fat is water repelling.
The metabolic rate of obese adults is slower than the rate of lean adults.
The rate of urine output of obese adults is higher than the rate of output of lean adults.
The thirst receptors of the hypothalamus do not function effectively.
Question 5
2 / 2 pts
Continued therapy of pernicious anemia (PA) generally lasts how long?
6 to 8 weeks
8 to 12 months
Until the iron level is normal
The rest of one’s life
Question 6
2 / 2 pts
Which statement best describes cystic fibrosis?
Obstructive airway disease characterized by reversible airflow obstruction, bronchial hyperreactivity, and inflammation
Respiratory disease characterized by severe hypoxemia, decreased pulmonary compliance, and diffuse densities on chest x-ray imaging
Pulmonary disorder involving an abnormal expression of a protein-producing viscous mucus that obstructs the airways, pancreas, sweat ducts, and vas deferens
Pulmonary disorder characterized by atelectasis and increased pulmonary resistance as a result of a surfactant deficiency
Question 7
2 / 2 pts
What pulmonary defense mechanism propels a mucous blanket that entraps particles moving toward the oropharynx?
Nasal turbinates
Alveolar macrophages
Cilia
Irritant receptors on the nares
Question 8
2 / 2 pts
As stated in the Frank-Starling law, a direct relationship exists between the _____ of the blood in the heart at the end of diastole and the _____ of contraction during the next systole.
Pressure; force
Volume; strength
Viscosity; force
Viscosity; strength
Question 9
2 / 2 pts
The tonic neck reflex observed in a newborn should no longer be obtainable by:
2 years
1 year
10 months
5 months
Question 10
2 / 2 pts
Carcinoma refers to abnormal cell proliferation originating from which tissue origin?
Blood vessels
Epithelial cells
Connective tissue
Glandular tissue
Question 11
2 / 2 pts
Which of the following describes how the body compensates for anemia?
Increasing rate and depth of breathing
Decreasing capillary vasoconstriction
Hemoglobin holding more firmly onto oxygen
Kidneys releasing more erythropoietin
Question 12
2 / 2 pts
What term is used to describe a hernial protrusion of a saclike cyst that contains meninges, spinal fluid, and a portion of the spinal cord through a defect in a posterior arch of a vertebra?
Encephalocele
Meningocele
Spina bifida occulta
Myelomeningocele
Question 13
2 / 2 pts
Chvostek and Trousseau signs indicate which electrolyte imbalance?
Hypokalemia
Hyperkalemia
Hypocalcemia
Hypercalcemia
Question 14
2 / 2 pts
After sexual transmission of HIV, a person can be infected yet seronegative for how many months?
1 to 2
6 to 14
18 to 20
24 to 36
Question 15
2 / 2 pts
Which hormone prompts increased anxiety, vigilance, and arousal during a stress response?
Norepinephrine
Epinephrine
Cortisol
Adrenocorticotropic hormone (ACTH)
Question 16
2 / 2 pts
Which blood cells are the chief phagocytes involved in the early inflammation process?
Neutrophils
Monocytes
Eosinophils
Erythrocytes
Question 17
2 / 2 pts
Where are alveolar macrophages found?
Skin
Breasts
Gastrointestinal tract
Lungs
Question 18
2 / 2 pts
Which normal physiologic change occurs in the aging pulmonary system?
Decreased flow resistance
Fewer alveoli
Stiffening of the chest wall
Improved elastic recoil
Question 19
0 / 2 pts
An infant diagnosed with a small patent ductus arteriosus (PDA) would likely exhibit which symptom?
Intermittent murmur
Lack of symptoms
Need for surgical repair
Triad of congenital defects
Question 20
2 / 2 pts
Hemophilia B is caused by a deficiency of which clotting factor?
V
VIII
IX
X
Question 21
2 / 2 pts
A hypersensitivity reaction that produces an allergic response is called:
Hemolytic shock
Anaphylaxis
Necrotizing vasculitis
Systemic erythematosus
Question 22
2 / 2 pts
Which statement is true regarding pain and cancer?
Pain is primarily a result of pressure caused by the tumor.
Pain indicates the metastasis of a cancer.
Pain is usually the initial symptom of cancer.
Pain is generally associated with late-stage cancer.
Question 23
2 / 2 pts
What is the anomaly in which the soft bony component of the skull and much of the brain is missing?
Anencephaly
Myelodysplasia
Cranial meningocele
Hydrocephaly
Question 24
0 / 2 pts
At birth, which statement is true?
Systemic resistance and pulmonary resistance fall.
Gas exchange shifts from the placenta to the lung.
Systemic resistance falls and pulmonary resistance rises.
Systemic resistance and pulmonary resistance rise.
Question 25
2 / 2 pts
What is the most commonly reported symptom of cancer treatment?
Nausea
Fatigue
Hair loss
Weight loss
Question 26
0 / 2 pts
The common property among the three types of medications used to treat depression is that they:
Increase neurotransmitter levels within the synapse.
Increase neurotransmitter levels in the presynapse.
Decrease neurotransmitter levels in the postsynapse.
Decrease neurotransmitter levels within the synapse.
Question 27
0 / 2 pts
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