NURS 5800 D115 Advanced Pathophysiology for the Advanced Practice Nurse Paper Example
NURS 5800 D115 Advanced Pathophysiology for the Advanced Practice Nurse Assignment
D115 Advanced Pathophysiology for the Advanced Practice Nurse Course
NURS 5800 D115 Advanced Pathophysiology for the Advanced Practice Nurse Assignment Brief
Assignment Instructions Overview
This assignment is designed to enhance students’ understanding of advanced pathophysiology by utilizing the Feynman technique to simplify complex disease processes. The assignment consists of three phases, each requiring students to analyze, refine, and communicate their understanding of a selected disease condition commonly encountered in primary care. Students will engage in self-assessment, peer feedback, and professional collaboration to improve their comprehension and ability to educate both healthcare professionals and patients effectively. This activity supports the development of competencies essential for the Family Nurse Practitioner (FNP) role.
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Understanding Assignment Objectives
The primary objectives of this assignment are:
- Mastering Pathophysiological Concepts: Students will deepen their knowledge of disease mechanisms, clinical manifestations, and diagnostic processes.
- Applying the Feynman Technique: Through iterative learning, students will enhance their ability to explain complex medical conditions in a simplified manner suitable for different audiences.
- Enhancing Communication Skills: Students will develop competency in educating both healthcare professionals and patients about disease processes using clear, accessible language.
- Engaging in Reflective Learning: By analyzing feedback from peers, faculty, and healthcare professionals, students will refine their understanding and teaching methods.
- Developing Evidence-Based Educational Materials: Students will create structured educational content, including written syntheses and video reflections, to demonstrate their ability to convey pathophysiological knowledge effectively.
The Student’s Role
As an advanced practice nursing student, your role in this assignment is to:
- Select a Disease Condition: Choose one from a list of common primary care conditions (e.g., hypertension, diabetes, asthma, pneumonia, UTI, etc.).
- Apply the Feynman Technique: Break down and simplify the pathophysiology, clinical manifestations, and diagnostic methods of the selected condition.
- Engage in Peer and Professional Collaboration: Present your work to an advanced practice nurse or healthcare professional for feedback and refine your synthesis accordingly.
- Educate a Healthcare Consumer: Translate complex medical information into an accessible format suitable for patient education.
- Document and Reflect: Submit written syntheses and video reflections that showcase your learning process and engagement with feedback.
Competencies Measured
This assignment aligns with key competencies for advanced nursing practice, including:
- Scientific Foundation: Demonstrating in-depth understanding of disease pathophysiology and diagnostic processes.
- Clinical Scholarship: Integrating evidence-based knowledge to enhance patient education and interprofessional communication.
- Communication and Collaboration: Effectively explaining disease processes to healthcare professionals and patients.
- Professional and Ethical Practice: Using a patient-centered approach to ensure health information is conveyed accurately and appropriately.
- Reflective and Adaptive Learning: Continuously refining knowledge based on feedback and self-assessment to improve teaching effectiveness.
NURS 5800 D115 Advanced Pathophysiology for the Advanced Practice Nurse Paper Example
Introduction
Advanced pathophysiology is a critical component in the education and practice of family nurse practitioners (FNPs). Understanding disease mechanisms, clinical manifestations, and diagnostic methods allows FNPs to deliver evidence-based, patient-centered care. The Clinical Practice Experience (CPE) for this course is structured into three phases that integrate the Feynman technique, a systematic approach to mastering and teaching complex medical concepts. This paper will comprehensively analyze and apply this technique to a common primary care condition, exploring its pathophysiology, clinical presentation, diagnostic criteria, and patient education strategies.
Phase 1: Application of the Feynman Technique to Learning and Teaching Pathophysiology
Selection of Disease: Hypertension
Hypertension (HTN) is one of the most frequently encountered conditions in primary care. According to the Centers for Disease Control and Prevention (CDC, 2021), approximately 47% of adults in the United States have hypertension, which increases the risk of cardiovascular diseases, stroke, and kidney disease. The condition often remains asymptomatic in its early stages, making early detection and management essential.
Pathophysiology of Hypertension
Hypertension is characterized by sustained elevated blood pressure (BP) levels, defined as a systolic BP ≥ 130 mmHg or a diastolic BP ≥ 80 mmHg (American Heart Association [AHA], 2018). The pathophysiology of hypertension is multifactorial, involving genetic predisposition, environmental factors, and physiological dysregulation. The renin-angiotensin-aldosterone system (RAAS) plays a crucial role in BP regulation. Overactivation of RAAS leads to vasoconstriction and sodium retention, contributing to increased blood volume and pressure. Endothelial dysfunction and arterial stiffness further exacerbate hypertension, reducing vascular compliance and increasing afterload (Whelton et al., 2018).
Clinical Manifestations
Hypertension is often termed the “silent killer” due to its asymptomatic nature. However, in advanced stages, patients may present with symptoms such as headache, dizziness, blurred vision, and palpitations (Fuchs & Whelton, 2020). Severe hypertension can lead to hypertensive emergencies characterized by end-organ damage, including left ventricular hypertrophy, nephropathy, and retinopathy.
Diagnostic Methods
The diagnosis of hypertension requires multiple BP measurements over different visits. The U.S. Preventive Services Task Force (USPSTF, 2021) recommends ambulatory blood pressure monitoring (ABPM) as the gold standard for confirming a hypertension diagnosis. Additional diagnostic workup includes serum creatinine, lipid profile, urinalysis, and electrocardiogram (ECG) to assess for target organ damage.
Phase 2: Advanced Professional Nurse or Colleague Pathophysiology Synthesis
Presentation to Healthcare Colleagues
After refining the synthesis on hypertension, the next step involved presenting the information to an advanced practice nurse. The Feynman technique was applied to ensure clarity, breaking down complex concepts into simple terms. The discussion emphasized key physiological mechanisms and the importance of early intervention in managing hypertension.
Feedback from Colleague
The healthcare professional provided constructive feedback, noting that while the synthesis was informative, adding a case study would enhance understanding. The revised synthesis incorporated a case study of a 55-year-old male with newly diagnosed hypertension, highlighting risk factors, diagnostic workup, and management strategies (Chobanian et al., 2019).
Revised Pathophysiology Synthesis
Incorporating feedback, the revised synthesis provided a more structured overview, including:
- A flowchart depicting the pathophysiological mechanisms of hypertension.
- A comparison table differentiating primary and secondary hypertension.
- An evidence-based discussion on pharmacological and non-pharmacological management.
Phase 3: Patient or Healthcare Consumer-Focused Synthesis
Adapting the Information for Patients
Patient education is crucial in hypertension management, as lifestyle modifications significantly impact disease progression. Using plain language, the synthesis was tailored for a patient audience, explaining hypertension using analogies. For example, BP regulation was compared to a “water hose system,” where increased pressure leads to strain on the hose (arteries), potentially causing damage over time (AHA, 2020).
Presentation to Healthcare Consumers
The revised synthesis was presented to a group of healthcare consumers, including patients and caregivers. Their feedback highlighted the need for more visual aids and a focus on practical lifestyle interventions. The final version incorporated:
- Infographics illustrating the effects of hypertension on different organs.
- A simple chart outlining DASH (Dietary Approaches to Stop Hypertension) diet recommendations.
- A checklist for daily BP monitoring and medication adherence.
Final Reflection and Learning Outcomes
Applying the Feynman technique to hypertension deepened understanding and improved the ability to convey complex medical information effectively. The iterative process of refining the synthesis based on feedback reinforced the importance of evidence-based communication in nursing practice.
Conclusion
The CPE provided an invaluable learning experience, allowing for the integration of advanced pathophysiology with practical application in clinical and patient education settings. The structured approach enhanced comprehension, fostering the ability to translate intricate disease mechanisms into accessible knowledge for both professionals and patients.
References
American Heart Association. (2018). Hypertension guidelines. https://www.heart.org
Centers for Disease Control and Prevention. (2021). Hypertension facts. https://www.cdc.gov
Chobanian, A. V., et al. (2019). The Seventh Report of the Joint National Committee on Prevention, Detection, Evaluation, and Treatment of High Blood Pressure. Hypertension, 42(6), 1206-1252.
Fuchs, F. D., & Whelton, P. K. (2020). High blood pressure and cardiovascular disease. Hypertension, 75(2), 285-292.
U.S. Preventive Services Task Force. (2021). Screening for hypertension in adults. JAMA, 326(5), 478-488.
Whelton, P. K., Carey, R. M., Aronow, W. S., et al. (2018). 2017 ACC/AHA hypertension guidelines. Journal of the American College of Cardiology, 71(19), e127-e248.
Detailed Assessment Instructions for the NURS 5800 D115 Advanced Pathophysiology for the Advanced Practice Nurse Paper Assignment
Master of Science, Nursing – Family Nurse Practitioner
Clinical Practice Experience (CPE) Record
Student Name:__________________________________________Date:_________________________
(By submitting this CPE Record to Evaluation, you attest that you completed each required activity.)
Course Instructor Name:_________________________________________________________________
Course: Advanced Pathophysiology for the Advanced Practice Nurse
Welcome to the clinical practice experience (CPE) for this course. The CPE for the Master of Science in Nursing, Family Nurse Practitioner program consists of a variety of semi-structured activities. CPE provides the opportunity to integrate new knowledge into practice and to attain the identified professional competencies (AACN, 2016). By completing all the activities and evidence listed within this document, and earning a grade of “competent,” you will earn 40 indirect CPE hours for this course.*
CPE Objective:
You will take on the role of a family nurse practitioner delivering patient-centered primary care. You have advanced knowledge of the pathophysiology of human disease and the unique opportunity to explain complex health information to healthcare consumers and colleagues in a simple and easy-to-understand manner. In order to explain complex material with simple clarity, you must first thoroughly know that material. The Feynman technique is a systematic method you will use to learn complex material at a more rapid pace, with increased breadth and depth, with the intention of being able to teach that material to others in a way that meets the learner’s health information literacy level.
In this CPE, you will gain a better understanding of the role of a family nurse practitioner expanding your knowledge of advanced pathophysiology and communicating that knowledge to others in three phases:
- Phase 1: You will examine the Feynman technique and apply it to learning the pathophysiology, clinical manifestations, and diagnostic methods associated with one of the most commonly seen conditions in primary care: upper respiratory infection (URI), hypertension (HTN), osteoarthritis, diabetes, depression, anxiety, pneumonia, acute otitis media (AOM), back pain/strain, atopic dermatitis, urinary tract infection (UTI), or asthma.
- Feynman technique example 1: https://strategyumwelt.com/frameworks/feynman-technique
- Feynman technique example 2: https://www.youtube.com/watch?v=q-16DPh_VWw&t=67s
- Feynman technique example 3: https://www.youtube.com/watch?v=_f-qkGJBPts
- Phase 2: You will continue to use the Feynman technique to refine your knowledge of the condition you chose in phase 1. Use that refined knowledge to educate an advanced practice nurse or other healthcare professional about the pathophysiology, clinical manifestations, and diagnostic methods associated with the condition you chose.
- Phase 3: You will use the new knowledge you gained by using the Feynman technique and feedback from your colleague to further refine your knowledge in order to educate patients or healthcare consumers (adult, geriatric, or pediatric) about the pathophysiology, clinical manifestations, and diagnostic methods associated with the condition you chose in phase 1.
Instructions:
Student:
- Complete and date the required activities
- Type in your name and date the top of this form
- Type in the name of your faculty of record for this course (your assigned course instructor)
- Submit the completed CPE record as a separate document for evaluation when you submit your e-portfolio PDF containing the required deliverables
PHASE 1: APPLICATION OF THE FEYNMAN TECHNIQUE TO LEARNING AND TEACHING PATHOPHYSIOLOGY | ||
CPE | Date Activity Completed | |
☐ | Review all of the activity and evidence requirements for this CPE, including phase 1, phase 2, and phase 3. Break down each activityfrom each phase into strategic tasks and specific due dates in order to meet the activity deadlines. Create a CPE schedule table in your e-portfolio that lists your tasks, due dates, and estimated time needed to complete each activity. | |
☐ | Using the Feynman technique, write down your current knowledge of the pathophysiology, clinical manifestations, and diagnostic methods associated with one of the following diseases most often seen in primary care: upper respiratory infection (URI), hypertension(HTN), osteoarthritis, diabetes, depression, anxiety, pneumonia, acute otitis media (AOM), back pain/strain, atopic dermatitis, urinary tract infection (UTI), or asthma. Use your course, textbooks, online resources, and other resources as needed to fill in the gaps of your knowledge. Using the information gathered from your research, prepare a Feynman simplified synthesis that is one-page and single-spaced for one of the following diseases: URI, HTN, osteoarthritis, diabetes, depression, anxiety, pneumonia, AOM, back pain/strain, atopic dermatitis,UTI, or asthma. Include this synthesis in your e-portfolio. Your synthesis should include a description of the pathophysiology, clinical manifestations, and diagnostic methods related to the condition you chose. Apply APA formatting standards for citations and references, as appropriate. | |
☐ | Read through your synthesis of one of the chosen diseases: URI, HTN, osteoarthritis, diabetes, depression, anxiety, pneumonia, AOM, back pain/strain, atopic dermatitis, UTI, or asthma. Perform a self-assessment, giving yourself feedback regarding the clarity and correctness of your synthesis. Document yourfeedback, and describe any changes you will make to the synthesis you developed. Next, use this feedback to improve your pathophysiology synthesis before including them in your e-portfolio. | |
☐ | Create a 3–5 minute GoReact video reflection discussing the learning experience you had when preparing the pathophysiology synthesis. Consider addressing the following in your reflection:
● the process you followed to complete the synthesis and what you would do differently next time, if anything ● any new information you learned from your research related specifically or generally to pathophysiology ● what you found challenging about completing and assessing your own synthesis ● the feedback you gave yourself and how you used it to improve your synthesis for your e-portfolio submission
If you have trouble with the GoReact link, you can copy and paste the URL directly into your browser:https://lrps.wgu.edu/provision/212888489.
After recording your video and posting it for review, watch two of your peers’ videos and provide them encouraging and constructive feedback. Finally, capture a screenshot of your video and screenshots that shows you responded to two of your peers for inclusion in your e-portfolio. |
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CPE Evidence(Includein your e-portfolio):
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PHASE 2: ADVANCED PROFESSIONAL NURSE or COLLEAGUE PATHOPHYSIOLOGY SYNTHESIS | ||
CPE | Date Activity Completed | |
☐ | Review all of the activity and evidence requirements for this CPE, including phase 1, phase 2, and phase 3. Break down each activityfrom each phase into strategic tasks and specific due dates in order to meet the activity deadlines. Create a CPE schedule table in your e-portfolio that lists your tasks, due dates, and estimated time needed to complete each activity. | |
☐ | Meet with one or more advanced professional nurses or healthcare colleagues to present and obtain feedback on your synthesis of one of the chosen diseases (URI, HTN, osteoarthritis, diabetes, depression, anxiety, pneumonia,AOM, back pain/strain, atopic dermatitis, UTI, or asthma). Ask for feedback regarding the clarity and correctness of your synthesis as well as any analogies that might be used to help others understand the material. Document the feedback you received, and describe any changes you will make to the synthesis you developed. Next, use this feedback to improve your advanced professional nurse or colleague pathophysiology synthesis before including the document in your e-portfolio. | |
☐ | Create a 3–5 minute GoReact video reflection discussing the learning experience you had when preparing and presenting your advanced professional nurse or colleague pathophysiology synthesis. Consider addressing the following in your reflection:
● the process you followed to complete the synthesis and what you would do differently next time, if anything ● any new information you learned from your research related specifically or generally to pathophysiology ● what you found challenging about completing and presenting your synthesis ● the advanced nursing professional or colleague feedback you received and how you used it to improve your synthesis for your e-portfolio submission
If you have trouble with the GoReact link, you can copy and paste the URL directly into your browser:https://lrps.wgu.edu/provision/212888489.
After recording your video and posting it for review, watch two of your peers’ videos and provide them encouraging and constructive feedback. Finally, capture a screenshot of your video and screenshots that shows you responded to two of your peers for inclusion in your e-portfolio. |
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CPE Evidence(Includein your e-portfolio):
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PHASE 3: PATIENT or HEALTHCARE CONSUMER FOCUSED SYNTHESIS | ||
CPE | Date Activity Completed | |
☐ | Review the CPE Schedule table you created in phase 1 to ensure you are still making progress towards meeting your timelines. Adjust your schedule table if necessary. | |
☐ | Using the information gathered from your research and refinement of the pathophysiology, clinical manifestations, and diagnostic methods associated with one of the following diseases most often seen in primary care (URI, HTN, osteoarthritis, diabetes, depression or anxiety, pneumonia, AOM, back pain/strain, atopic dermatitis, UTI, or asthma), continue the preparation and refinement of the one-page, consumer-focused synthesis for the disease you selected. Your synthesis should continue to evolve into a simple, consumer-focused description of the pertinent points of your chosen condition, including its pathophysiology, clinical manifestations, and diagnostic methods. Include links in the text of your synthesis to cite where you obtained disease-specific information. | |
☐ | Meet with one or more healthcare consumers (e.g., students, peers, family, etc.) to present your synthesis of the pathophysiology, clinical manifestations, and diagnostic methods associated with your chosen condition (URI, HTN, osteoarthritis, diabetes, depression or anxiety, pneumonia,AOM, back pain/strain, atopic dermatitis, UTI, or asthma). Ask this individual or individuals to provide feedback regarding the simplicity, clarity, and ease in understanding your synthesis of disease specific information. Use this feedback to improve your ability to synthesize and deliver consumer health education regarding the pathophysiology, clinical manifestations, and diagnostic methods, and then include them in your e-portfolio. | |
☐ | Create a 3–5 minute GoReact video reflection discussing the learning experience you had when preparing and presenting your consumer-focused synthesis for one of the common diseases in primary care.
Consider the following in your reflection: ● the process you followed to complete the synthesis ● what you found most challenging about completing and presenting your consumer-focused synthesis ● any take-aways identified by integrating the clinical manifestations and diagnostic methods ● the feedback you received on your synthesis and how you used the feedback to improve your synthesis
If you have trouble with the GoReact link, you can copy and paste the URL directly into your browser:https://lrps.wgu.edu/provision/212888489.
After recording your video and posting it for review, watch two of your peers’ videos, and provide them encouraging and constructive feedback. Finally, capture a screenshot of your video and a screenshot that shows you responded to two of your peers for inclusion in your e-portfolio. |
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CPE Evidence (Include in your e-portfolio:)
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*American Association of Colleges of Nursing. (2016). Clinical practice experiences FAQs. https://www.aacnnursing.org/CCNE-Accreditation/Resources/FAQs/Clinical-Practice
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