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NURS 6501N Women’s and Men’s Health, Infections, and Hematologic Disorders Case Study Analysis Example

NURS 6501 Week 10 Assignment – Case study, STDs and Infertility Assignment

NURS 6501N Women’s and Men’s Health, Infections, and Hematologic Disorders Case Study Analysis Assignment Brief

Course: NURS 6501N – Advanced Pathophysiology

Assignment Title: NURS 6501 Week 10 Assignment – Case study, STDs and Infertility

Assignment Instructions Overview

The purpose of this assignment is to develop a comprehensive understanding of the pathophysiological differences between women’s and men’s health, the implications of infections, and the various hematologic disorders. Through the analysis of a case study, students will explore these concepts, applying critical thinking to interpret symptoms and laboratory results. This analysis will help in forming accurate diagnoses and effective treatment plans, considering both biological and patient-specific variables.

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Understanding Assignment Objectives

This assignment aims to evaluate students’ understanding of the fundamental concepts of women’s and men’s health, common infections, and hematologic disorders. It focuses on analyzing the pathophysiological processes across different stages of life and how they are affected by gender, ethnicity, and other patient characteristics. The objective is to equip students with the knowledge necessary to communicate effectively with patients and to develop tailored treatment plans that address individual health needs.

The Student’s Role

Students are required to analyze a given case study, identify key symptoms, and interpret relevant laboratory results. The analysis should consider factors affecting fertility, reasons for elevated inflammatory markers in sexually transmitted infections and pelvic inflammatory disease, causes of prostatitis and systemic reactions, rationale behind splenectomy in idiopathic thrombocytopenic purpura (ITP), and the various types of anemia. Students should demonstrate a thorough understanding of these concepts and provide evidence-based explanations to support their analyses.

Competencies Measured

This assignment measures the following competencies:

Pathophysiological Analysis: Ability to analyze and interpret the pathophysiological processes of health disorders.
Gender-Specific Health Issues: Understanding the differences in health disorders between men and women.
Infection and Inflammatory Response: Knowledge of the mechanisms behind infections and the body’s inflammatory responses.
Hematologic Disorders: Insight into the causes and implications of various hematologic disorders.
Patient-Specific Considerations: Ability to consider patient characteristics such as age, gender, and ethnicity in the diagnosis and treatment of health disorders.

You Can Also Check Other Related Assessments for the NURS 6501N – Advanced Pathophysiology Course:

NURS 6501N Week 1 Discussion: Alterations in Cellular Processes Assignment Example

NURS 6501N Week 2 Altered Physiology Assignment: Case Study Analysis Example

NURS 6501N Week 4 Case Study Analysis Assignment Example

NURS 6501N Week 5: Knowledge Check Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6501N Week 8: Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment Example

NURS 6501N Women’s and Men’s Health, Infections, and Hematologic Disorders Case Study Analysis Example

NURS 6501N Module 7 Assignment: Week 10: Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders Case Study Analysis

Introduction

The presented case study involves a 32-year-old female who exhibits symptoms suggestive of a severe infection, possibly pelvic inflammatory disease (PID). The analysis will explore factors affecting fertility related to sexually transmitted diseases (STDs), the rise of inflammatory markers in STD/PID, the etiology of prostatitis and infection, the rationale for splenectomy in idiopathic thrombocytopenic purpura (ITP), and the various forms of anemia.

Factors Affecting Fertility (STDs)

Sexually transmitted diseases (STDs) are significant contributors to infertility in women. Chlamydia trachomatis and Neisseria gonorrhoeae are the most common STDs associated with infertility. These infections can ascend from the lower genital tract to the upper genital tract, causing PID. PID can result in inflammation and scarring of the fallopian tubes, leading to tubal factor infertility. Studies indicate that 10-15% of women with untreated chlamydia will develop PID, which in turn can lead to chronic pelvic pain, ectopic pregnancy, and infertility (Tsevat et al., 2017).

Inflammatory Markers in STD/PID

Inflammatory markers such as white blood cell (WBC) count, erythrocyte sedimentation rate (ESR), and C-reactive protein (CRP) are elevated in PID due to the body’s immune response to infection. The presence of pathogens in the reproductive tract triggers the release of pro-inflammatory cytokines, leading to increased production of these markers. Elevated WBC indicates an active infection, ESR reflects the rate of red blood cell sedimentation influenced by fibrinogen and other acute-phase reactants, and CRP is a marker of acute inflammation produced by the liver in response to cytokines (McCance & Huether, 2019).

Prostatitis and Infection: Causes and Systemic Reaction

Prostatitis often results from bacterial infection, including Escherichia coli and other Gram-negative bacteria. The infection can ascend from the urethra or the bladder to the prostate gland. Systemic reactions occur as the body’s immune system responds to the infection, releasing inflammatory mediators that cause fever, chills, and other systemic symptoms. Prostatitis may also result in localized pain, urinary symptoms, and sometimes sepsis if the infection spreads (Krivan et al., 2017).

Splenectomy in ITP

Idiopathic thrombocytopenic purpura (ITP) is characterized by immune-mediated destruction of platelets, primarily occurring in the spleen. Splenectomy, the surgical removal of the spleen, is considered when other treatments fail. The spleen is a major site of platelet destruction and antibody production against platelets. Removing the spleen reduces platelet destruction, thereby increasing platelet counts and reducing the risk of bleeding complications (Chaturvedi, Arnold, & McCrae, 2018).

Anemia and Its Types

Anemia is defined by a reduction in the number of red blood cells (RBCs) or hemoglobin concentration. It is classified into three main types: microcytic, normocytic, and macrocytic anemia. Microcytic anemia, characterized by small RBCs, often results from iron deficiency or thalassemia. Patients exhibit symptoms such as pallor, fatigue, and shortness of breath. Normocytic anemia involves normal-sized RBCs that are fewer in number, typically resulting from chronic disease or acute blood loss. Symptoms include fatigue, weakness, and pallor. Macrocytic anemia, characterized by larger than normal RBCs, usually results from vitamin B12 or folate deficiency. Symptoms include glossitis, neurological disturbances, and fatigue (Weiss, Ganz, & Goodnough, 2019).

Conclusion

This case study highlights the importance of understanding the interplay between infections and reproductive health, the significance of inflammatory markers in diagnosing infections, the systemic implications of bacterial infections, and the rationale behind specific treatments for hematologic disorders. A comprehensive understanding of these factors aids in accurate diagnosis, effective treatment, and improved patient outcomes.

References

Chaturvedi, S., Arnold, D. M., & McCrae, K. R. (2018). Splenectomy for immune thrombocytopenia: down but not out. Blood Journal, 131(11), 1172-1182.

Krivan, G., Jolles, S., Granados, E. L., Paolantonacci, P., Ouaja, R., Cissé, O. A., & Bernatowska, E. (2017). New insights in the use of immunoglobulins for the management of immune deficiency (PID) patients. American Journal of Clinical and Experimental Immunology, 6(5), 76.

McCance, K. L., & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Tsevat, D. G., Wiesenfeld, H. C., Parks, C., & Peipert, J. F. (2017). Sexually transmitted diseases and infertility. American Journal of Obstetrics and Gynecology, 216(1), 1-9.

Weiss, G., Ganz, T., & Goodnough, L. T. (2019). Anemia of inflammation. Blood Journal, 133(1), 40-50.

Detailed Assessment Instructions for the NURS 6501N Women’s and Men’s Health, Infections, and Hematologic Disorders Case Study Analysis Assignment

Week 10: Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders

Literature, cinema, and other cultural references have long examined differences between women and men. These observations extend well beyond obvious and even inconspicuous traits to include cultural, behavioral, and biological differences that can impact pathophysiological process and, ultimately, health.

Understanding these differences in traits and their impact on pathophysiology can better equip acute care nurses to communicate to patients of both sexes. Furthermore, APRNs who are able to communicate these differences can better guide care to patients, whatever their gender.

This week, you examine fundamental concepts of women’s and men’s health disorders. You also explore common infections and hematologic disorders, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.

Learning Objectives

Students will:

Analyze concepts and principles of pathophysiology across the life span
Analyze processes related to women’s and men’s health, infections, and hematologic disorders
Identify racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 24: Structure and Function of the Reproductive Systems (stop at Tests of reproductive function); Summary Review
Chapter 25: Alterations of the Female Reproductive System (stop at Organ prolapse); pp. 787–788 (start at Impaired fertility) (stop at Disorders of the female breast); Summary Review
Chapter 26: Alterations of the Male Reproductive System (stop at Hormone levels); Summary Review
Chapter 27: Sexually Transmitted Infections, including Summary Review
Chapter 28: Structure and Function of the Hematological System (stop at Clinical evaluation of the hematological system); Summary Review
Chapter 29: Alterations of Erythrocytes, Platelets, and Hemostatic Function, including Summary Review
Chapter 30: Alterations of Leukocyte and Lymphoid Function, including Summary Review

Low, N. & Broutet N. J. (2017). Sexually transmitted infections – Research priorities for new challenges. PLoS Medicine, (12), e1002481

Kessler, C. M. (2019). Immune thrombocytopenic purpura [LK1] (ITP). Retrieved from https://emedicine.medscape.com/article/202158-overview

Nagalia, S. (2019). Pernicious anemia[LK1] . Retrieved from https://emedicine.medscape.com/article/204930-overview#a3

Stauder, R., Valent, P., & Theurl, I. [LK1] (2019). Anemia at older age: Etiologies, clinical implications and management. Blood Journal, 131(5). Retrieved from http://www.bloodjournal.org/content/131/5/505?sso-checked=true

Credit Line: Anemia at older age: Etiologies, clinical implications and management by Stauder, R., Valent, P., & Theurl, I., in Blood Journal, Vol. 131/Issue 5. Copyright 2019 by American Society of Hematology. Reprinted by permission of American Society of Hematology via the Copyright Clearance Center.

Document: NURS 6501 Final Exam Review (PDF document)

Note: Use this document to help you as you review for your Final Exam in Week 11.

Required Media

Module 7 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 7 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check and your Assignment. (3m)

Khan Academy. (2019a). Chronic disease vs iron deficiency anemia[LK1] . Retrieved from https://www.khanacademy.org/science/health-and-medicine/hematologic-system-diseases-2/iron-deficiency-anemia-and-anemia-of-chronic-disease/v/chronic-disease-vs-iron-deficiency-anemia

Note: The approximate length of the media program is 5 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 24, 26, 28, and 30 that relate to the reproductive and hematological systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Knowledge Check: Women’s and Men’s Health, Infections, and Hematologic Disorders

In this exercise, you will complete a 10- to 20-essay type question Knowledge Check to gauge your understanding of this module’s content.

Possible topics covered in this Knowledge Check include:

- Sexually transmitted diseases
- Prostate
- Epididymitis
- Factors that affect fertility
- Reproductive health
- Alterations and fertility
- Anemia
- ITP and TTP
- DIC
- Thrombocytopeni

Complete the Knowledge Check By Day 7 of Week 10

To complete this Knowledge Check:

Module 7 Knowledge Check

Module 7 Assignment: Case Study Analysis

An understanding of the factors surrounding women’s and men’s health, infections, and hematologic disorders can be critically important to disease diagnosis and treatment in these areas. This importance is magnified by the fact that some diseases and disorders manifest differently based on the sex of the patient.

Effective disease analysis often requires an understanding that goes beyond the human systems involved. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact..

An understanding of the symptoms of alterations in systems based on these characteristics is a critical step in diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Assignment (1- to 2-page case study analysis)

A 32-year-old female presents to the ED with a chief complaint of fever, chills, nausea, vomiting, and vaginal discharge. She states these symptoms started about 3 days ago, but she thought she had the flu. She has begun to have LLQ pain and notes bilateral lower back pain. She denies dysuria, foul-smelling urine, or frequency. States she is married and has sexual intercourse with her husband. PMH negative. Labs: CBC-WBC 18, Hgb 16, Hct 44, Plat 325, Neuts & Lymphs, sed rate 46 mm/hr, C-reactive protein 67 mg/L CMP wnl Vital signs T 103.2 F Pulse 120 Resp 22 and PaO2 99% on room air. Cardio-respiratory exam WNL with the exception of tachycardia but no murmurs, rubs, clicks, or gallops. Abdominal exam + for LLQ pain on deep palpation but no rebound or rigidity. Pelvic exam demonstrates copious foul-smelling green drainage with reddened cervix and + bilateral adenexal tenderness. + chandelier sign. Wet prep in ER + clue cells and gram stain in ER + gram negative diplococci.

In your Case Study Analysis related to the scenario provided, explain the following:

The factors that affect fertility (STDs).
Why inflammatory markers rise in STD/PID.
Why prostatitis and infection happens. Also explain the causes of systemic reaction.
Why a patient would need a splenectomy after a diagnosis of ITP.
Anemia and the different kinds of anemia (i.e., micro and macrocytic).

Day 7 of Week 10

Submit your Case Study Analysis Assignment by Day 7 of Week 10

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “M7Assgn+last name+first initial.(extension)” as the name.
Click the Module 7 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 7 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M7Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Module 7 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Module 7 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 10

To participate in this Assignment:

Module 7 Assignment

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NURS 6501N Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Example

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NURS 6501N Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Example

NURS 6501N Week 8: Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment

NURS 6501N Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment Brief

Course: NURS 6501N – Advanced Pathophysiology

Assignment Title: NURS 6501N Week 8: Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment

Assignment Instructions Overview

This assignment focuses on analyzing a case study related to neurological and musculoskeletal disorders, exploring their pathophysiologic processes and the impact of racial/ethnic variables on physiological functioning. Students will investigate how these systems interact to affect patient health.

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Understanding Assignment Objectives

Students are tasked with:

Analyzing pathophysiologic processes related to neurological and musculoskeletal disorders.
Identifying racial/ethnic variables that may influence physiological functioning.
Evaluating the interaction between neurological and musculoskeletal processes in impacting patient health.

The Student’s Role

As a student, your role is to critically analyze the presented case study, applying knowledge of neurological and musculoskeletal disorders acquired through course readings and media resources. You will demonstrate understanding of disease mechanisms and their implications for patient care.

Competencies Measured

This assignment assesses competencies in:

Analytical thinking: Ability to dissect complex symptoms and relate them to underlying disease processes.
Cultural competence: Understanding the role of racial and ethnic factors in disease manifestation and management.
Communication: Effectively conveying diagnostic considerations and treatment implications based on identified pathophysiological mechanisms.

You Can Also Check Other Related Assessments for the NURS 6501N – Advanced Pathophysiology Course:

NURS 6501N Week 1 Discussion: Alterations in Cellular Processes Assignment Example

NURS 6501N Week 2 Altered Physiology Assignment: Case Study Analysis Example

NURS 6501N Week 4 Case Study Analysis Assignment Example

NURS 6501N Week 5: Knowledge Check Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6501 Week 10 Assignment – Case study, STDs and Infertility Assignment Example

NURS 6501N Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Example

NURS 6501N Week 8 Case Study Analysis Assignment: Neurological and Musculoskeletal Disorders

Introduction

This case study analysis explores the neurological and musculoskeletal pathophysiologic processes in a 67-year-old man diagnosed with Parkinson’s Disease (PD). It examines the racial and ethnic variables that may impact physiological functioning and how these processes interact to affect the patient.

Neurological and Musculoskeletal Pathophysiologic Processes

Parkinson’s Disease is a progressive neurodegenerative disorder characterized by the loss of dopamine-producing neurons in the substantia nigra region of the brain. Dopamine is essential for smooth, coordinated muscle movements. As dopamine levels decline, patients experience tremors, rigidity, bradykinesia (slowness of movement), and postural instability (DeMaagd & Philip, 2015).

In the presented case, the patient’s symptoms, such as tremors in the arms and legs, “pill-rolling” movement, rigidity, and shuffling gait, are classic manifestations of PD. The mask-like facial expression and cogwheel rigidity observed during the physical exam further support this diagnosis. The musculoskeletal symptoms stem from the neurological deficits, leading to muscle stiffness and difficulty in initiating movements (DeMaagd & Philip, 2015).

Racial and Ethnic Variables Impacting Physiological Functioning

The prevalence and progression of Parkinson’s Disease can vary among different racial and ethnic groups due to genetic, environmental, and socio-cultural factors. Research indicates that African Americans and Asians have a lower prevalence of PD compared to Caucasians. This discrepancy may be attributed to genetic variations, differences in environmental exposures, and potential disparities in access to healthcare and diagnostic services (Sauerbier et al., 2018; Dahodwala et al., 2009).

Socio-cultural factors can influence the patient’s awareness and understanding of PD, potentially delaying diagnosis and treatment. Additionally, dietary habits, levels of physical activity, and exposure to neurotoxins can vary between ethnic groups, potentially impacting disease onset and progression (Sauerbier et al., 2018).

Interaction of Processes to Affect the Patient

The neurological and musculoskeletal processes in Parkinson’s Disease are interrelated. The degeneration of dopamine-producing neurons leads to motor symptoms, such as tremors, rigidity, and bradykinesia. These motor deficits result in secondary musculoskeletal complications, including muscle stiffness, joint pain, and postural abnormalities (DeMaagd & Philip, 2015).

Racial and ethnic factors can exacerbate these issues by influencing the patient’s overall health, access to healthcare, and lifestyle. For example, if the patient belongs to an ethnic group with limited access to healthcare resources, he may experience delays in diagnosis and treatment, worsening his symptoms. Additionally, socio-cultural differences in diet and physical activity can impact the severity of musculoskeletal symptoms and overall disease progression (Sauerbier et al., 2018).

Conclusion

Parkinson’s Disease involves complex interactions between neurological and musculoskeletal systems, significantly impacting patients’ quality of life. Racial and ethnic variables can influence disease prevalence, progression, and patient outcomes. Understanding these factors is crucial for providing comprehensive care and developing effective treatment plans for individuals with Parkinson’s Disease.

References

Dahodwala, N., Siderowf, A., Xie, M., Noll, E., Stern, M., & Mandell, D. (2009). Racial differences in the diagnosis of Parkinson’s disease. Movement Disorders, 24(8), 1200-1205. https://doi.org/10.1002/mds.22557

DeMaagd, G., & Philip, A. (2015). Parkinson’s disease and Its Management: Part 1: Disease Entity, Risk Factors, Pathophysiology, Clinical Presentation, and Diagnosis. Pharmacy and Therapeutics, 40(8), 504-532. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4517533/

Sauerbier, A., Aris, A., Lim, E., Bhattacharya, K., & Chaudhuri, K. (2018). Impact of ethnicity on the natural history of Parkinson disease. Medical Journal of Australia, 208(9), 410-414. Retrieved from https://www.mja.com.au/system/files/issues/208_09/10.5694mja17.01074.pdf

Detailed Assessment Instructions for the NURS 6501N Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment

Week 8: Concepts of Neurological and Musculoskeletal Disorders – Part 2

As homeowners know all too well, there is a continuous need for maintenance and repair. Some efforts are precautionary in nature, while others are the result of issues that surface over time.

Similarly, musculoskeletal disorders can develop over time. For some disorders, such as osteoporosis, precautionary treatments are a potential option. But much like issues that surface in a home over time, many musculoskeletal issues can be very serious concerns, and they can have a significant impact on patients’ lives.

This week, you continue to examine fundamental concepts of neurological and musculoskeletal disorders. You explore common disorders that impact these systems and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.

Learning Objectives

Students will:

Analyze processes related to neurological and musculoskeletal disorders
Identify racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology

Learning Resources

Note: The below resources were first presented in Week 7. If you have previously reviewed them, you are encouraged to read or view them again here.

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 15: Structure and Function of the Cardiovascular and Lymphatic Systems (stop at Aging and the nervous system)
Chapter 16: Pain, Temperature Regulation, Sleep, and Sensory Function (stop at Sleep); Summary Review
o Chapter 17: Alterations in Cognitive Systems, Cerebral Hemodynamics, and Motor Function; pp. 504–511, pp. 516–530 (start at Acute confusional states and delirium) (stop at Alterations in neuromotor functions); (Parkinson’s Disease); Summary Review
Chapter 18: Disorders of the Central and Peripheral Nervous Systems and the Neuromuscular Junction (stop at Degenerative disorders of the spine); (start at Cerebrovascular disorders) (stop at Tumors of the central nervous system); Summary Review
Chapter 44: Structure and Function of the Musculoskeletal System (stop at Components of muscle function); Summary Review
Chapter 45: Alterations of Musculoskeletal Function (stop at Bone tumors); (start at Disorders of joints); Summary Review

Chin, L. S. (2018). Spinal cord injuries. Retrieved from https://emedicine.medscape.com/article/793582-overview#a4

Required Media

Khan Academy. (2019b). Ischemic stroke. Retrieved from ttps://www.khanacademy.org/science/health-and-medicine/circulatory-system-diseases/stroke/v/ischemic-stroke

Note: The approximate length of the media program is 8 minutes.

Osmosis.org. (2019, June 12). Osteoporosis – causes, symptoms, diagnosis, treatment, pathology [Video file]. Retrieved from https://www.youtube.com/watch?v=jUQ_tt_zJDo

Note: The approximate length of the media program is 9 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 15, 16, 18, and the sections of Chapters 44 and 45 that relate to the neurological and musculoskeletal systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Module 5 Assignment: Case Study Analysis

An understanding of the neurological and musculoskeletal systems is a critically important component of disease and disorder diagnosis and treatment. This importance is magnified by the impact that that these two systems can have on each other. A variety of factors and circumstances affecting the emergence and severity of issues in one system can also have a role in the performance of the other.

Effective analysis often requires an understanding that goes beyond these systems and their mutual impact. For example, patient characteristics such as, racial and ethnic variables can play a role.

An understanding of the symptoms of alterations in neurological and musculoskeletal systems is a critical step in diagnosis and treatment. For APRNs this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Assignment (1- to 2-page case study analysis)

In your Case Study Analysis related to the scenario provided, explain the following:

Both the neurological and musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.

Week 8 Case Study:

A 67-year-old man presents to the HCP with a chief complaint of tremors in his arms. He also has noticed some tremors in his leg as well. The patient is accompanied by his son, who says that his father has become “stiff” and it takes him much longer to perform simple tasks. The son also relates that his father needs help rising from his chair. Physical exam demonstrates tremors in the hands at rest and fingers exhibit “pill-rolling” movement. The patient’s face is not mobile and exhibits a mask-like appearance. His gait is uneven, and he shuffles when he walks and his head/neck, hips, and knees are flexed forward. He exhibits jerky or cogwheeling movement. The patient states that he has episodes of extreme sweating and flushing not associated with the activity. Laboratory data unremarkable and the HCP has diagnosed the patient with Parkinson’s Disease.

In your Case Study Analysis related to the scenario provided, explain the following:

Both the neurological and musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.

Day 7 of Week 8

Submit your Case Study Analysis Assignment by Day 7 of Week 8.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “M5Assgn+last name+first initial.(extension)” as the name.
Click the Module 5 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M5Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Module 5 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Module 5 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 8

To participate in this Assignment:

Module 5 Assignment

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NURS 6501N Knowledge Check Gastrointestinal and Hepatobiliary Disorders Paper Example

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NURS 6501N Knowledge Check Gastrointestinal and Hepatobiliary Disorders Paper Example

NURS 6501N Week 5: Knowledge Check Gastrointestinal and Hepatobiliary Disorders Assignment

NURS 6501N Knowledge Check Gastrointestinal and Hepatobiliary Disorders Paper Assignment Brief

Course: NURS 6501N – Advanced Pathophysiology

Assignment Title: NURS 6501N Week 5: Knowledge Check Gastrointestinal and Hepatobiliary Disorders Assignment

Assignment Instructions Overview

This assignment focuses on understanding the pathophysiology of gastrointestinal (GI) and hepatobiliary disorders. Students will explore various common disorders within these categories, analyzing their causes, symptoms, and impacts on patients. The aim is to apply key terms and concepts to communicate effectively about these conditions.

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Understanding Assignment Objectives

The primary objective is to enhance students’ comprehension of the pathophysiological processes underlying GI and hepatobiliary disorders across the lifespan. This involves examining the structure and function of relevant systems and understanding how alterations can lead to disease.

The Student’s Role

Students are expected to actively engage with the provided resources, including textbook chapters, academic articles, and multimedia content. They should critically analyze the material, apply theoretical concepts to practical scenarios, and demonstrate their knowledge through a series of essay-type questions in the Knowledge Check.

Competencies Measured

This assignment measures students’ abilities to:

Analyze and explain the pathophysiology of GI and hepatobiliary disorders.
Apply theoretical knowledge to real-world clinical situations.
Communicate complex medical concepts in a clear and concise manner.
Demonstrate a comprehensive understanding of how these disorders impact patients’ lives.

You Can Also Check Other Related Assessments for the NURS 6501N – Advanced Pathophysiology Course:

NURS 6501N Week 1 Discussion: Alterations in Cellular Processes Assignment Example

NURS 6501N Week 2 Altered Physiology Assignment: Case Study Analysis Example

NURS 6501N Week 4 Case Study Analysis Assignment Example

NURS 6501N Week 8: Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment Example

NURS 6501 Week 10 Assignment – Case study, STDs and Infertility Assignment Example

NURS 6501N Knowledge Check Gastrointestinal and Hepatobiliary Disorders Paper Example

Scenario 1: Peptic Ulcer Disease

Question 1:

The patient has been using ibuprofen, a non-steroidal anti-inflammatory drug (NSAID), which is a significant cause of peptic ulcers. Additionally, smoking tobacco, consuming excessive caffeine, drinking alcohol, and psychological stress are contributing factors.

Question 2:

Ibuprofen contributes to peptic ulcer development by inhibiting the stomach’s ability to protect itself from gastric acid, reducing prostaglandin production, which normally protects the stomach lining. Smoking damages the gastroduodenal mucosa, increasing the risk of PUD. Ethanol in alcohol irritates the gastric lining, and caffeine increases acid production, all contributing to ulcer formation (Lanas & Chan, 2019).

Scenario 2: Gastroesophageal Reflux Disease (GERD)

GERD is caused by frequent acid reflux, where stomach acids backwash into the esophagus, causing burning pain. Smoking exacerbates this by relaxing the lower esophageal sphincter, while alcohol and coffee increase acid production. Obesity and connective tissue disorders are additional risk factors (Clarrett & Hachem, 2018).

Scenario 3: Upper GI Bleed

Upper GI bleeding occurs in the esophagus, stomach, or the beginning of the small intestine. It ranges from life-threatening to minor, detectable by stool tests. Common causes include peptic ulcers, esophageal varices (common in liver disease patients), and esophagitis (Steele, 2020).

Scenario 4: Diverticulitis

Diverticulitis results from the pressure build-up in the colon due to insufficient fiber in the diet, leading to constipation. Repeated pressure and straining cause diverticulosis, where small pouches (diverticula) form in the colon. These pouches can become inflamed or infected, resulting in diverticulitis (Young-Fadok, 2018).

Scenario 5: Portal Hypertension

Portal hypertension, often associated with cirrhosis from excessive alcohol consumption, occurs when blood flow through the liver is obstructed, causing increased pressure in the portal vein. This leads to complications like varices and ascites (Arab, Barrera & Arrese, 2017).

Part 2: Ascites

Ascites, the accumulation of fluid in the peritoneal cavity, is caused by portal hypertension. High pressure in the portal veins leads to leakage of protein-rich fluid from the liver and intestines into the abdomen (Arab, Barrera & Arrese, 2017).

Scenario 6: Hepatic Encephalopathy (HE)

Hepatic encephalopathy is a decline in brain function due to severe liver disease. Cirrhosis impairs the liver’s ability to remove toxins from the blood, leading to their accumulation in the brain, causing confusion, disorientation, and flapping tremors (Ferenci, 2017).

Scenario 7: Sudden Onset of Abdominal Pain

Sudden abdominal pain may indicate gastrointestinal ulcers, which can cause internal bleeding, affecting blood pressure and heart function. Untreated ulcers can lead to severe complications like heart attacks (Steele, 2020).

Scenario 8: Acute Cholecystitis

Question 1:

Gallstones are hard deposits of bile that form in the gallbladder due to excessive cholesterol, bilirubin, or inadequate bile salts. These stones can block the bile ducts, causing the gallbladder to enlarge and bile ducts to dilate (Ibrahim et al., 2018).

Question 2:

Jaundice occurs when excess bilirubin accumulates in the body due to the liver’s inability to filter it from the blood, often because of blocked bile ducts or liver dysfunction, leading to yellowing of the skin and eyes.

Scenario 9: Pancreatitis

Pancreatitis develops when digestive enzymes activate within the pancreas, causing inflammation. Chronic alcohol consumption is a major risk factor, as ethanol metabolism produces harmful byproducts that damage pancreatic cells, leading to chronic inflammation (Kleeff et al., 2017).

Scenario 10: Hepatitis B

Symptoms of Hepatitis B, such as nausea, vomiting, abdominal pain, and dark urine, along with a history of risky behaviors like unprotected sex and needle sharing, indicate a Hepatitis B infection (Terrault et al., 2018).

Scenario 11: Ulcerative Colitis (UC)

Ulcerative colitis is an immune-mediated condition where the body’s immune system attacks the cells of the digestive tract, causing inflammation and ulcers in the colon and rectum (Xu et al., 2019).

Scenario 12: Acute Kidney Injury

The patient is suffering from postrenal acute kidney injury due to nephropathy obstruction, leading to restricted urine flow. This type of AKI is associated with symptoms like lower extremity swelling and can result from congenital defects or other blockages (Mehran, Dangas & Weisbrod, 2019).

Scenario 13: Glomerular Filtration Rate (GFR)

The APRN should explain the components of GFR, which estimates blood flow through the glomeruli. Understanding normal GFR and factors affecting it helps in diagnosing renal function disorders (Bersie et al., 2020).

Scenario 14: Autoregulation

Autoregulation involves the body’s ability to maintain stable blood flow despite changes in blood pressure. The APRN should explain the relationship between blood flow, pressure, and how the body adjusts to maintain homeostasis (Wang, Ortega-Gutierrez & Peterson, 2018).

Scenario 15: Hormonal Regulation

The APRN should discuss hormonal regulation, focusing on the feedback mechanisms and the role of the thyroid system in maintaining homeostasis. Understanding how organs produce and regulate hormones is crucial (Bersie et al., 2020).

Scenario 16: Pyelonephritis

Pyelonephritis is kidney inflammation due to bacterial infection, often caused by urinary tract obstruction, which allows bacteria to multiply and spread to the kidneys (Johnson & Russo, 2018).

Scenario 17: Chronic Renal Failure

Chronic renal failure is primarily caused by diabetes and hypertension. High blood sugar and pressure damage kidney blood vessels, impairing function and leading to kidney failure over time (Mehran, Dangas & Weisbrod, 2019).

References

Arab, J. P., Barrera, F., & Arrese, M. (2017). Bile acids and portal hypertension. Annals of Hepatology, 16, S83-S86.

Bersie Larson, L. M., Gyoneva, L., Goodman, D. J., Dorfman, K. D., Segal, Y., & Barocas, V. H. (2020). Glomerular filtration and podocyte tensional homeostasis: Importance of the minor type IV collagen network. Biomechanics and Modeling in Mechanobiology.

Clarrett, D. M., & Hachem, C. (2018). Gastroesophageal Reflux Disease (GERD). Missouri Medicine, 115(3), 214.

Ferenci, P. (2017). Hepatic encephalopathy. Gastroenterology Report, 5(2), 138-147.

Ibrahim, M., Sarvepalli, S., Morris-Stiff, G., Rizk, M., Bhatt, A., Walsh, R. M., … & Burke, C. A. (2018). Gallstones: Watch and wait or intervene. Cleveland Clinic Journal of Medicine, 85(4), 323-331.

Johnson, J. R., & Russo, T. A. (2018). Acute pyelonephritis in adults. New England Journal of Medicine, 378(1), 48-59.

Kleeff, J., Whitcomb, D. C., Shimosegawa, T., Esposito, I., Lerch, M. M., Gress, T., … & Muñoz, J. E. D. (2017). Chronic pancreatitis. Nature Reviews Disease Primers, 3(1), 1-18.

Lanas, A., & Chan, F. K. (2019). Peptic ulcer disease. The Lancet, 390(10094), 613-624.

Mehran, R., Dangas, G. D., & Weisbord, S. D. (2019). Contrast-associated acute kidney injury. New England Journal of Medicine, 380(22), 2146-2155.

Steele, C. (2020). Upper GI bleed. In Resources for Optimal Care of Emergency Surgery (pp. 137-137). Springer, Cham.

Terrault, N. A., Lok, A. S., McMahon, B. J., Chang, K. M., Hwang, J. P., Jonas, M. M., … & Wong, J. B. (2018). Update on prevention, diagnosis, and treatment of chronic hepatitis B: AASLD 2018 hepatitis B guidance. Hepatology, 67(4), 1560-1599.

Wang, A., Ortega-Gutierrez, S., & Petersen, N. H. (2018). Autoregulation in the Neuro ICU. Current Treatment Options in Neurology, 20(6), 20.

Xu, X., Yang, W., Liang, Q., Shi, Y., Zhang, W., Wang, X., … & Yin, L. (2019). Efficient and targeted drug/siRNA co-delivery mediated by reversibly crosslinked polymersomes toward the anti-inflammatory treatment of ulcerative colitis (UC). Nano Research, 12(3), 659-667.

Young-Fadok, T. M. (2018). Diverticulitis. New England Journal of Medicine, 379(17), 1635-1642.

Detailed Assessment Instructions for the NURS 6501N Knowledge Check Gastrointestinal and Hepatobiliary Disorders Assignment

Week 5: Concepts of Gastrointestinal and Hepatobiliary Disorders

Patients of gastrointestinal and hepatobiliary disorders often face life-altering changes, including changes to diet, new treatment regimens, and more. For some disorders, treatments can include surgery.

Gastrointestinal conditions, such as ulcers, diverticulitis, and pancreatitis, often cause varying levels of pain and discomfort. Hepatobiliary conditions can also bring significant changes to patient routines and well-being.

This week, you examine fundamental concepts of gastrointestinal and hepatobiliary disorders. You explore common disorders in these categories, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.

Learning Objectives

Students will:

Analyze concepts and principles of pathophysiology across the life span

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 38: Structure and Function of the Renal and Urological Systems including Summary Review
Chapter 39: Alteration of Renal and Urinary Function (stop at Fluids and electrolytes); Summary Review
Chapter 41: Structure and Function of the Digestive System (stop at Tests of digestive function); Summary Review
Chapter 42: Alterations of Digestive Function (stop at Cancer of the digestive track); Summary Review

Osna, N. A., Donohue, T. M., Jr., & Kharbanda, K. K. (2017). Alcoholic liver disease: Pathogenesis and current management. Alcohol Research: Current Reviews, 38(2), 7–21

Document: NURS 6501 Midterm Exam Review (PDF document)

Note: Use this document to help you as you review for your Midterm Exam in Week 6.

Required Media

Module 3 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 3 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check. (2m)

Liver Function Tests

MedCram. (2013, April 14). Liver function tests LFTs explained clearly by MedCram.com [Video file]. Retrieved from https://www.youtube.com/watch?v=bFdTgty0T0I

Note: The approximate length of the media program is 11 minutes.

Liver Diseases

MedCram. (2019, May 15). Diagnosis of key liver diseases: Hepatitis A, B C vs. alcoholic vs. ischemic (AST vs ALT labs) [Video file]. Retrieved from https://www.youtube.com/watch?v=ZZRHA2JvCGA

Note: The approximate length of the media program is 13 minutes.

Liver Pathophysiology

MedCram. (2013, April 9). Liver explained clearly: Pathophysiology, LFTs, hepatic diseases [Video file]. Retrieved from https://www.youtube.com/watch?v=BTGkB8nOu7g

Note: The approximate length of the media program is 14 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 41 and 42 that relate to the hepatobiliary system. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Knowledge Check: Gastrointestinal and Hepatobiliary Disorders

In this exercise, you will complete a 10- to 20-essay type question Knowledge Check to gauge your understanding of this module’s content.

Possible topics covered in this Knowledge Check include:

- Ulcers
- Hepatitis markers
- After HP shots
- Gastroesophageal Reflux Disease
- Pancreatitis
- Liver failure—acute and chronic
- Gall bladder disease
- Inflammatory bowel disease
- Diverticulitis
- Jaundice
- Bilirubin
- Gastrointestinal bleed – upper and lower
- Hepatic encephalopathy
- Intra-abdominal infections (e.g., appendicitis)
- Renal blood flow
- Glomerular filtration rate
- Kidney stones
- Infections – urinary tract infections, pyelonephritis
- Acute kidney injury
- Renal failure – acute and chronic

Complete the Knowledge Check By Day 7 of Week 5

To complete this Knowledge Check:

Module 3 Knowledge Check

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June 16, 2024/by Reliable Papers

NURS 6501N Cardiovascular and Respiratory Disorders Case Study Analysis Example

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NURS 6501N Cardiovascular and Respiratory Disorders Case Study Analysis Example

NURS 6501N Week 4 Case Study Analysis Assignment

NURS 6501N Cardiovascular and Respiratory Disorders Case Study Analysis Assignment Brief

Course: NURS 6501N – Advanced Pathophysiology

Assignment Title: NURS 6501N Week 4 Case Study Analysis Assignment

Assignment Instructions Overview

This assignment focuses on the analysis of cardiovascular and respiratory disorders through a case study. The objective is to understand the pathophysiologic processes, the impact of racial/ethnic variables, and how these processes interact within the patient. This involves a detailed examination of symptoms, diagnosis, and the implications for patient health.

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Understanding Assignment Objectives

The primary objectives are to:

Analyze the pathophysiologic processes related to cardiovascular and respiratory disorders.
Examine the alterations in these systems and their resultant disease processes.
Understand the influence of racial and ethnic variables on physiological functioning.
Evaluate how patient characteristics impact disorders and altered physiology.

The Student’s Role

Students are expected to:

Engage in a thorough review of relevant medical literature and course materials.
Critically analyze a provided case study scenario.
Identify and explain the cardiovascular and cardiopulmonary pathophysiologic processes presented in the case.
Discuss any racial/ethnic variables that may influence physiological functioning.
Assess how these processes interact to affect the patient’s health.
Compile a 1-2 page case study analysis that adheres to academic standards and formatting guidelines provided by the institution.

Competencies Measured

The assignment measures several competencies, including:

Critical Thinking: Ability to analyze complex medical scenarios and synthesize information from various sources.
Clinical Knowledge: Understanding of cardiovascular and respiratory systems, disease processes, and treatment protocols.
Cultural Competence: Awareness of how racial and ethnic variables can impact health and disease outcomes.
Communication: Ability to articulate findings clearly and effectively in written form.
Research Skills: Proficiency in sourcing and referencing relevant academic literature.

You Can Also Check Other Related Assessments for the NURS 6501N – Advanced Pathophysiology Course:

NURS 6501N Week 1 Discussion: Alterations in Cellular Processes Assignment Example

NURS 6501N Week 2 Altered Physiology Assignment: Case Study Analysis Example

NURS 6501N Week 5: Knowledge Check Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6501N Week 8: Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment Example

NURS 6501 Week 10 Assignment – Case study, STDs and Infertility Assignment Example

NURS 6501N Cardiovascular and Respiratory Disorders Case Study Analysis Example

NURS 6501N Week 4 Case Study Analysis Assignment: COPD Exacerbation

Introduction

This case study examines a 45-year-old woman presenting with shortness of breath, a worsening cough with thick green sputum, and fevers over three days. She has a history of Chronic Obstructive Pulmonary Disease (COPD) with a chronic cough, which has exacerbated recently, disrupting her sleep. The patient’s clinical presentation, including a flattened diaphragm, increased anterior-posterior (AP) diameter on chest X-ray (CXR), and hyper resonance with coarse rales and rhonchi on auscultation, indicates an acute exacerbation of COPD. This analysis explores the cardiovascular and respiratory pathophysiological processes underlying her symptoms, considers any racial/ethnic factors affecting her condition, and examines how these processes interact to impact her health.

Cardiovascular and Cardiopulmonary Pathophysiologic Processes

COPD is characterized by persistent respiratory symptoms and airflow limitation due to airway and/or alveolar abnormalities, typically caused by significant exposure to noxious particles or gases (McCance & Huether, 2019). The pathophysiological processes in COPD involve chronic inflammation, airway remodeling, and destruction of pulmonary structures, leading to obstructed airflow, air trapping, and hyperinflation (Inamdar & Inamdar, 2016).

In this patient, the exacerbation symptoms—shortness of breath, increased cough with thick sputum, and fever—suggest a possible bacterial infection, complicating her COPD. The thickened sputum and fever indicate an inflammatory response to infection, which exacerbates the chronic inflammatory state of COPD (McCance & Huether, 2019). The increased work of breathing due to airflow obstruction and hyperinflation leads to a flattened diaphragm and an increased AP diameter on CXR. Hyper resonance on auscultation indicates air trapping, while coarse rales and rhonchi suggest secretions in the airways.

Racial/Ethnic Variables Impacting Physiological Functioning

Racial and ethnic factors can significantly impact the presentation and progression of COPD. Studies have shown that African Americans and other minority groups often experience higher morbidity and mortality rates related to COPD compared to their white counterparts. Factors contributing to these disparities include genetic predispositions, socioeconomic status, environmental exposures, and access to healthcare (CDC, 2016).

African Americans, for example, may have a higher prevalence of certain risk factors such as smoking, urban living with greater exposure to air pollutants, and lower socioeconomic status, all of which can exacerbate COPD. Additionally, genetic factors may influence the severity and progression of the disease. These variables can lead to differences in how COPD manifests and progresses among different racial and ethnic groups (McCance & Huether, 2019).

Interaction of Processes Affecting the Patient

The interplay between the respiratory and cardiovascular systems is crucial in understanding this patient’s condition. COPD can lead to pulmonary hypertension due to chronic hypoxia and vasoconstriction in the pulmonary arteries. This increases the workload on the right side of the heart, potentially leading to right-sided heart failure, also known as cor pulmonale (McCance & Huether, 2019).

In this patient, the acute exacerbation increases the severity of hypoxia, further straining the cardiovascular system. The increased effort to breathe due to airflow limitation and hyperinflation causes significant respiratory muscle fatigue. As the respiratory muscles tire, the efficiency of ventilation decreases, leading to worsening hypercapnia (elevated CO2 levels) and hypoxemia (decreased O2 levels), which can have systemic effects, including increased cardiac workload and potential for arrhythmias (Inamdar & Inamdar, 2016).

Conclusion

This case study highlights the complex interplay between the cardiovascular and respiratory systems in a patient with an acute exacerbation of COPD. Understanding the pathophysiological processes involved in COPD, including chronic inflammation, airway remodeling, and airflow limitation, is critical for effective diagnosis and management. Racial and ethnic variables, such as socioeconomic status and environmental exposures, play a significant role in the progression and outcomes of COPD. Addressing these factors is essential for improving patient care and reducing health disparities. The interaction of these processes underscores the importance of a comprehensive approach to managing COPD, particularly during acute exacerbations.

References

Centers for Disease Control and Prevention (CDC). (2016). Chronic Obstructive Pulmonary Disease (COPD) includes: Chronic Bronchitis and Emphysema. Retrieved from http://www.cdc.gov/copd/index.html

Inamdar, A. A., & Inamdar, A. C. (2016). Heart failure: Diagnosis, management, and utilization. Journal of Clinical Medicine, 5(7), 62. doi:10.3390/jcm5070062

McCance, K. L., & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Detailed Assessment Instructions for the NURS 6501N Cardiovascular and Respiratory Disorders Case Study Analysis Assignment

Week 4: Alterations in the Cardiovascular and Respiratory Systems

Cardiovascular and respiratory disorders can quickly become dangerous healthcare matters, and they routinely land among the leading causes of hospital admissions. Disorders in these areas are complicated by the fact that these two systems work so closely as contributors to overall health. APRNs working to form a similarly close partnership with patients must demonstrate not only support and compassion, but expertise to guide the understanding of diagnoses and treatment plans. This includes an understanding of patient medical backgrounds, relevant characteristics, and other variables that can be factors in their diagnoses and treatments.

This week, you examine alterations in the cardiovascular and respiratory systems and the resultant disease processes. You also consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology.

Learning Objectives

Students will:

Analyze processes related to cardiovascular and respiratory disorders
Analyze alterations in the cardiovascular and respiratory systems and the resultant disease processes
Analyze racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 32: Structure and Function of the Cardiovascular and Lymphatic Systems; Summary Review
Chapter 33: Alterations of Cardiovascular Function (stop at Dysrhythmias); Summary Review
Chapter 35: Structure and Function of the Pulmonary System; Summary Review
Chapter 36: Alterations of Pulmonary Function (stop at Disorders of the chest wall and pleura); (obstructive pulmonary diseases) (stop at Pulmonary artery hypertension); Summary Review

Note: The above chapters were first presented in the Week 3 resources. If you read them previously you are encouraged to review them this week.

Inamdar, A. A. & Inamdar, A. C. (2016). Heart failure: Diagnosis, management, and utilization, 5(7). doi:10.3390/jcm5070062

Note: The above article was first presented in the Week 3 resources. If you read it previously you are encouraged to review it this week.

Required Media

Pneumonia

MedCram. (2015, September 14). Pneumonia explained clearly by MedCram [Video file]. Retrieved from https://www.youtube.com/watch?v=nqyPECmkSeo

Note: The approximate length of the media program is 13 minutes.
(Previously reviewed in Week 3)

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 32, 33, 35, and 36 that relate to cardiorespiratory systems and alteration in cardiorespiratory systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Module 2 Assignment: Case Study Analysis

An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.

Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.

An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in diagnosis and treatment of many diseases. For APRNs this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

Scenario 4 (week 4):

45-year-old woman presents with the chief complaint of 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. The patient has a history of COPD with a chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals a flattened diaphragm and an increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Assignment (1- to 2-page case study analysis)

In your Case Study Analysis related to the scenario provided, explain the following

The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.

Any racial/ethnic variables that may impact physiological functioning.

How these processes interact to affect the patient.

By Day 7 of Week 4

Submit your Case Study Analysis Assignment by Day 7 of Week 4

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

In your Case Study Analysis related to the scenario provided, explain the following

The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.

By Day 7 of Week 4

Submit your Case Study Analysis Assignment by Day 7 of Week 4

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “M2Assgn+last name+first initial.(extension)” as the name.
Click the Module 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Module 2 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Module 2 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 4

To participate in this Assignment:

Module 2 Assignment

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NURS 6501N Altered Physiology Case Study Analysis Example

Blog, Sample Papers, Writing Guides

NURS 6501N Altered Physiology Case Study Analysis Example

NURS 6501N Week 2 Altered Physiology Assignment: Case Study Analysis

NURS 6501N Altered Physiology Case Study Analysis Assignment Brief

Course: NURS 6501N – Advanced Pathophysiology

Assignment Title: NURS 6501N Week 2 Altered Physiology Assignment: Case Study Analysis

Assignment Instructions Overview

This assignment involves analyzing a case study to understand the physiological alterations within the immune system that lead to disease. Advanced Practice Registered Nurses (APRNs) must demonstrate a comprehensive understanding of disease processes, patient backgrounds, and other relevant factors to provide effective care and education to patients. You will be required to utilize the course readings and resources to support your analysis.

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Understanding Assignment Objectives

The primary objectives of this assignment are to:

Evaluate Cellular Processes: Examine how alterations within cellular processes contribute to disease development.
Analyze Immune System Alterations: Identify and describe changes in the immune system that result in specific disease processes.
Identify Racial/Ethnic Variables: Recognize how racial and ethnic factors may impact physiological functioning and disease progression.
Evaluate Patient Characteristics: Assess how individual patient characteristics affect disorders and altered physiological states.

The Student’s Role

As a student, your role is to:

Carefully review the assigned case study and associated symptoms.
Conduct a detailed analysis to explain why the patient presented with the described symptoms.
Identify any genetic factors that may be contributing to the disease.
Discuss the process of immunosuppression and its effects on body systems.
Utilize evidence from the course readings and additional resources to support your analysis and conclusions.

Competencies Measured

This assignment will help measure the following competencies:

Critical Thinking: Ability to analyze complex scenarios and understand the underlying physiological processes.
Application of Knowledge: Application of pathophysiological concepts to real-world case studies.
Research and Evidence-Based Practice: Integration of current research and evidence to support clinical reasoning and decision-making.
Communication: Clear and concise presentation of analysis and findings in a professional, academic format.

You Can Also Check Other Related Assessments for the NURS 6501N – Advanced Pathophysiology Course:

NURS 6501N Week 1 Discussion: Alterations in Cellular Processes Assignment Example

NURS 6501N Week 4 Case Study Analysis Assignment Example

NURS 6501N Week 5: Knowledge Check Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6501N Week 8: Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment Example

NURS 6501 Week 10 Assignment – Case study, STDs and Infertility Assignment Example

NURS 6501N Altered Physiology Case Study Analysis Example

Week 2 Case Study Analysis: Altered Physiology

Introduction

Understanding the underlying cellular and genetic mechanisms of diseases is critical for diagnosing and managing patient conditions. This analysis will examine a patient’s symptoms, identify relevant genes associated with the disease, and explain the process and impact of immunosuppression on the body.

Symptoms and Disease Presentation

The patient presents with crampy left lower quadrant pain, which is a common symptom of diverticulitis. Diverticulitis is an inflammation or infection of the diverticula, small pouches that can form in the walls of the digestive tract. This condition is often associated with lower abdominal pain, fever, and changes in bowel habits such as constipation or diarrhea. The patient’s dietary habits, particularly a low fiber intake, contribute to the development of diverticulitis by causing harder stools and increased bowel pressure (Feuerstein & Falchuk, 2016).

Genetic Factors

Given the patient’s family history, with a grandfather who died of colon cancer, there is a significant genetic component to consider. Colon cancer can be inherited through mutations in several genes, most notably MSH6, MSH2 (both located on chromosome 2), and MLH1 (located on chromosome 3). These genes are involved in DNA mismatch repair. Mutations in these genes result in the accumulation of DNA errors, leading to the development of cancerous cells (American Cancer Society, n.d.).

Immunosuppression and Its Effects

Immunosuppression refers to the reduction of the immune system’s efficacy, which can be caused by diseases like HIV or by drugs used in conditions such as cancer or post-organ transplantation to prevent rejection (Axelrad, Lichtiger, & Yajnik, 2016). The administration of immunosuppressive drugs, such as corticosteroids, cyclosporine, and azathioprine, can profoundly impact the body’s immune response. While these drugs help in preventing the rejection of transplanted organs, they also make the body more susceptible to infections and malignancies due to the suppressed immune response (Rosenthal & Moore, 2015).

Immunosuppression can lead to several systemic effects, including:

Increased Infection Risk: The body becomes less capable of fighting off pathogens, leading to a higher susceptibility to infections.
Muscle and Bone Effects: Immunosuppressive drugs can lead to decreased muscle function and bone density, increasing the risk of fractures and osteoporosis.
Metabolic Changes: These drugs can alter the body’s glucose metabolism, increasing the risk of high blood sugar and secondary diabetes.
Cardiovascular Risks: There is an elevated risk of developing cardiovascular diseases due to the combined effects of the drugs and the body’s altered immune response (Axelrad et al., 2016; Rosenthal & Moore, 2015).

Conclusion

The patient’s symptoms are indicative of diverticulitis, exacerbated by a low-fiber diet. The genetic predisposition to colon cancer, as evidenced by the family history, highlights the importance of genetic factors in disease development. Immunosuppression, while necessary in some treatment protocols, poses significant risks to the body’s ability to fight infections and maintain overall health. Effective management of these conditions requires a thorough understanding of the underlying cellular processes and genetic influences.

References

Axelrad, J. E., Lichtiger, S., & Yajnik, V. (2016). Inflammatory bowel disease and cancer: The role of inflammation, immunosuppression, and cancer treatment. World Journal of Gastroenterology, 22(20), 4794-4801.

Feuerstein, J. D., & Falchuk, K. R. (2016). Diverticulosis and diverticulitis. Mayo Clinic Proceedings, 91(8), 1094-1104.

American Cancer Society. (n.d.). Causes of Colorectal Cancer | Is Colon Cancer Hereditary?. Retrieved from https://www.cancer.org/cancer/colon-rectal-cancer/causes-risks-prevention/what-causes.html

Lockyer, S., Spiro, A., & Stanner, S. (2016). Dietary fibre and the prevention of chronic disease–should health professionals be doing more to raise awareness?. Nutrition Bulletin, 41(3), 214-231.

Rosenthal, M. D., & Moore, F. A. (2015). Persistent inflammatory, immunosuppressed, catabolic syndrome (PICS): A new phenotype of multiple organ failure. Journal of Advanced Nutritional and Human Metabolism, 1(1).

Detailed Assessment Instructions for the NURS 6501N Altered Physiology Case Study Analysis Assignment

Week 2: Altered Physiology

With a place squarely in the spotlight for patients diagnosed with all manner of disease, APRNs must demonstrate not only support and compassion, but expertise to guide patients’ understanding of diagnoses and treatment plans.

This expertise goes beyond an understanding of disease and sciences, such as cellular pathophysiology. APRNs must become experts in their patients, understanding their medical backgrounds, pertinent characteristics, and other variables that can be factors in their diagnoses and treatments.

This week, you examine alterations in the immune system and the resultant disease processes. You consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology.

Learning Objectives

Students will:

Evaluate cellular processes and alterations within cellular processes
Analyze alterations in the immune system that result in disease processes
Identify racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 1: Cellular Biology; Summary Review
Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents(pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review
Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases,
Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review
Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review
Chapter 7: Innate Immunity: Inflammation and Wound Healing
Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review
Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review
Chapter 10: Infection (stop at Infectious parasites and protozoans); (start at HIV); Summary Review
Chapter 11: Stress and Disease (stop at Stress, illness & coping); Summary Review
Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review
Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review

Note: You previously read these chapters in Week 1 and you are encouraged to review once again for this week.

Justiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate hypersensitivity reactions. In StatPearls. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/

Credit Line: Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls.
Note: This article was presented in the Week 1 resources. If you read it previously you are encouraged to review it this week.

Required Media

Immunity and Inflammation

Khan Academy (2010, February 24). Inflammatory response | Human anatomy and physiology | Health & medicine [Video file]. Retrieved from https://www.youtube.com/watch?v=FXSuEIMrPQk

Note: The approximate length of the media program is 14 minutes.

Soo, P. (2018, July 28). Pathophysiology Ch 10 alterations in immune function [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-jTds

Note: The approximate length of the media program is 37 minutes.

Acid-Base Balance #1

MedCram. (2012, April 28). Medical acid base balance, disorders & ABGs explained clearly [Video file]. Retrieved from https://www.youtube.com/watch?v=4wMEMhvrQxE

Note: The approximate length of the media program is 13 minutes.

Acid-Base Balance #2

MedCram. (2012, April 29). Medical acid base balance, disorders & ABGs explained clearly | 2 of 8 [Video file]. Retrieved from https://www.youtube.com/watch?v=GmEeKVTpOKI

Note: The approximate length of the media program is 15 minutes.

Hyponatremia

MedCram. (2017, December 23). Hyponatremia explained clearly [LK1] (remastered) – Electrolyte imbalances [Video file]. Retrieved from https://www.youtube.com/watch?v=bLajK5Vy55M

Note: The approximate length of the media program is 15 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base balance.

Note: To access the online resources included with the text, you need to complete the FREE online registration that is located at https://evolve.elsevier.com/cs/store?role=student

To Register to View the Content

Go to https://evolve.elsevier.com/cs/store?role=student
Enter the name of the textbook, Pathophysiology: The Biologic Basis for Disease in Adults and Children, or ISBN 9780323654395 (name of text without the edition number) in the Search textbox.
Complete the registration process.

To View the Content for This Text

Go to https://evolve.elsevier.com/
Click on Student Site.
Type in your username and password.
Click on the Login button.
Click on the plus sign icon for Resources on the left side of the screen.
Click on the name of the textbook for this course.
Expand the menu on the left to locate all the chapters.
Navigate to the desired content (checklists, videos, animations, etc.).

Note: Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content.

Module 1 Assignment: Case Study Analysis

An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.

Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

The Assignment (1- to 2-page case study analysis)

Develop a 1- to 2-page case study analysis in which you:

Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems.

By Day 7 of Week 2

Submit your Case Study Analysis Assignment by Day 7 of Week 2.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “M1Assgn+last name+first initial.(extension)” as the name.
Click the Module 1 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M1Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Module 1 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Module 1 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 2

To participate in this Assignment:

Module 1 Assignment

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Why Trust ReliablePapers.com?

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Experienced Nursing Writers: Our team consists of seasoned nursing professionals with vast academic writing experience, ensuring your assignments are in capable hands.
Direct Communication: With direct communication with your assigned writer, you can track the progress of your order and maintain transparency throughout.
Affordable Prices: We understand the budget constraints of nursing students, offering online nursing papers starting at just $10 per page.
Guaranteed Originality: Plagiarism is unacceptable to us. Our expert writers craft custom papers that are 100% original, reflecting your unique voice and understanding.
Timely Support: We prioritize deadlines. With fast turnaround times and a dedicated support team, your papers will be delivered on time, every time.

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Let Us Lighten Your Load Today!

Ready to take the stress out of your nursing assignments? Place your order with ReliablePapers.com today and let our expert writers guide you to success in your nursing studies!

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June 16, 2024/by Reliable Papers

NURS 6501N Alterations in Cellular Processes Discussion Paper Example

Blog, Sample Papers, Writing Guides

NURS 6501N Alterations in Cellular Processes Discussion Paper Example

NURS 6501N Week 1 Discussion: Alterations in Cellular Processes Assignment

NURS 6501N Alterations in Cellular Processes Discussion Paper Assignment Brief

Course: NURS 6501N – Advanced Pathophysiology

Assignment Title: NURS 6501N Week 1 Discussion: Alterations in Cellular Processes

Assignment Instructions Overview

This assignment focuses on understanding cellular processes and how alterations in these processes can lead to disease. By examining cellular behavior and the impact of the genetic environment, students will gain insights into disease mechanisms and the physiological responses involved. This week’s discussion will involve analyzing a case study, identifying the disease, and understanding the underlying cellular alterations.

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Understanding Assignment Objectives

The objectives of this assignment are to:

Evaluate cellular processes and the alterations within these processes.
Assess the impact of genetic environments on the manifestation and progression of diseases.

These objectives aim to develop a deeper understanding of pathophysiology and the role of genetics in health and disease, which is crucial for Advanced Practice Registered Nurses (APRNs) in diagnosing and managing patient care.

The Student’s Role

As a student, you are required to:

Analyze the assigned case study to identify the disease based on presented symptoms.
Explain the genetic factors involved in the disease.
Discuss the patient’s symptoms and their physiological basis.
Identify the specific cells and cellular processes affected.
Consider how other factors (e.g., gender, additional genetic variations) could influence the disease process.

Your analysis should be supported by literature and presented in a clear, concise manner. Participation in peer discussions will enhance your understanding through different perspectives and collaborative learning.

Competencies Measured

This assignment will measure the following competencies:

Analytical skills in evaluating cellular processes and genetic impacts.
Critical thinking in connecting symptoms to underlying cellular alterations.
Ability to articulate complex biological processes in a clear and professional manner.
Engagement in academic discussions to explore diverse viewpoints and deepen understanding.

You Can Also Check Other Related Assessments for the NURS 6501N – Advanced Pathophysiology Course:

NURS 6501N Week 2 Altered Physiology Assignment: Case Study Analysis Example

NURS 6501N Week 4 Case Study Analysis Assignment Example

NURS 6501N Week 5: Knowledge Check Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6501N Week 8: Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment Example

NURS 6501 Week 10 Assignment – Case study, STDs and Infertility Assignment Example

NURS 6501N Alterations in Cellular Processes Discussion Paper Example

Week 1 Discussion: Alterations in Cellular Processes and the Genetic Environment

Scenario: Patient History of Substance Abuse and Naloxone Administration

Disease Explanation:

The patient in the provided scenario is likely experiencing opioid overdose, which is evident by the administration of naloxone and the patient’s subsequent responsiveness. Naloxone is an opioid antagonist that rapidly reverses the effects of opioid overdose by binding to opioid receptors, displacing opioids, and restoring normal respiration and consciousness (Rzasa Lynn & Galinkin, 2018).

Role of Genetics in the Disease:

Genetics significantly influence the risk and progression of opioid addiction and overdose. Genetic variations in opioid receptors, such as the μ-opioid receptor gene (OPRM1), can affect an individual’s susceptibility to opioid dependence and response to treatment. Certain polymorphisms in the OPRM1 gene are associated with increased or decreased sensitivity to opioids, impacting addiction risk and the efficacy of naloxone in reversing overdose (Chiasson-Downs, 2018).

Presentation of Symptoms:

The patient presents with symptoms of unresponsiveness due to severe opioid intoxication. Opioids act on the central nervous system, causing respiratory depression, sedation, and loss of consciousness. The burning pain over the left hip and forearm suggests possible muscle injury, which could be related to rhabdomyolysis, a condition where muscle tissue breaks down and releases myoglobin into the bloodstream. This can occur due to prolonged immobilization or the direct toxic effects of substances like opioids and other drugs (Nance & Mammen, 2015).

Physiologic Response to Naloxone:

Naloxone administration leads to a rapid physiological response by competitively inhibiting opioid receptors, particularly the μ-opioid receptors. This displacement of opioids from the receptors restores normal respiratory function and consciousness. The quick response to naloxone confirms opioid toxicity as the cause of the patient’s symptoms (Rzasa Lynn & Galinkin, 2018).

Cells Involved in the Process:

The primary cells involved are the neurons with μ-opioid receptors in the central nervous system. These receptors mediate the effects of opioids, including analgesia, euphoria, respiratory depression, and sedation. Muscle cells are also involved, particularly in cases of rhabdomyolysis, where muscle cell damage releases intracellular contents into the bloodstream, leading to potential kidney damage if not treated promptly (D’Arcy, 2019).

Impact of Another Characteristic (Genetics):

If the patient had a genetic variation that provides protection against opioid addiction, such as a specific polymorphism in the OPRM1 gene, they might have a lower risk of developing dependence and experiencing severe overdose. Conversely, genetic predispositions to opioid sensitivity or addiction could increase the likelihood of overdose and complications, necessitating careful management and potentially higher doses of naloxone for effective reversal (Chiasson-Downs, 2018).

References

Chiasson-Downs, K. (2018, April 24). Why genetics makes some people more vulnerable to opioid addiction – and protects others. Retrieved from The Conversation

D’Arcy, M. S. (2019). Cell death: a review of the major forms of apoptosis, necrosis and autophagy. Cell Biology International, 43(6), 582-592.

Nance, J. R., & Mammen, A. L. (2015). Diagnostic evaluation of rhabdomyolysis. Muscle & Nerve, 51(6), 793-810.

Rzasa Lynn, R., & Galinkin, J. L. (2018). Naloxone dosage for opioid reversal: current evidence and clinical implications. Therapeutic Advances in Drug Safety, 9(1), 63-88.

Detailed Assessment Instructions for the NURS 6501N Alterations in Cellular Processes Discussion Paper Assignment

Week 1: Cellular Processes and the Genetic Environment

One of the more common biology analogies refers to cells as the “building blocks” of life. This rightfully places an emphasis on understanding cells, cellular behavior, and the impact of the environment in which they function.

Such an understanding helps explain how healthy cell activity contributes to good health. Just as importantly, it helps explain how breakdowns in cellular behavior and alterations to cells lead to health issues.

This week, you examine cellular processes that are subject to alterations that can lead to disease. You evaluate the genetic environments within which these processes exist as well as the impact these environments have on disease.

Learning Objectives

Students will:

Evaluate cellular processes and alterations within cellular processes
Evaluate the impact of the genetic environment on disease

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 1: Cellular Biology; Summary Review
Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents (pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review
Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases
Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review
Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review
Chapter 7: Innate Immunity: Inflammation and Wound Healing
Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review
Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review
Chapter 10: Infection (pp. 289–303; stop at Infectious parasites and protozoans); (start at HIV); Summary Review
Chapter 11: Stress and Disease (stop at Stress, illness & coping); Summary Review
Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review
Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review

Justiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate hypersensitivity reactions. In StatPearls. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/

Credit Line: Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls

Required Media

Module 1 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 1 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Discussion and Assignment. (4m)

Immunity and Inflammation

Khan Academy (2010, February 24). Inflammatory response | Human anatomy and physiology | Health & medicine [Video file]. Retrieved from https://www.youtube.com/watch?v=FXSuEIMrPQk

Note: The approximate length of the media program is 14 minutes.

Soo, P. (2018, July 28). Pathophysiology Ch 10 alterations in immune function [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-jTds

Note: The approximate length of the media program is 37 minutes.

Acid-Base Balance #1

MedCram. (2012, April 28). Medical acid base balance, disorders & ABGs explained clearly [Video file]. Retrieved from https://www.youtube.com/watch?v=4wMEMhvrQxE

Note: The approximate length of the media program is 13 minutes.

Acid-Base Balance #2

MedCram. (2012, April 29). Medical acid base balance, disorders & ABGs explained clearly | 2 of 8 [Video file]. Retrieved from https://www.youtube.com/watch?v=GmEeKVTpOKI

Note: The approximate length of the media program is 15 minutes.

Hyponatremia

MedCram. (2017, December 23). Hyponatremia explained clearly (remastered) – Electrolyte imbalances [Video file]. Retrieved from https://www.youtube.com/watch?v=bLajK5Vy55M

Note: The approximate length of the media program is 15 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base balance.

Note: To access the online resources included with the text, you need to complete the FREE online registration that is located at https://evolve.elsevier.com/cs/store?role=student

To Register to View the Content

Go to https://evolve.elsevier.com/cs/store?role=student
Enter the name of the textbook, Pathophysiology: The Biologic Basis for Disease in Adults and Children, or ISBN 9780323654395 (name of text without the edition number) in the Search textbox.
Complete the registration process.

To View the Content for This Text

Go to https://evolve.elsevier.com/
Click on Student Site.
Type in your username and password.
Click on the Login button.
Click on the plus sign icon for Resources on the left side of the screen.
Click on the name of the textbook for this course.
Expand the menu on the left to locate all the chapters.
Navigate to the desired content (checklists, videos, animations, etc.).

Note: Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content.

Discussion: Alterations in Cellular Processes

At its core, pathology is the study of disease. Diseases occur for many reasons. But some, such as cystic fibrosis and Parkinson’s Disease, occur because of alterations that prevent cells from functioning normally.

Understanding of signals and symptoms of alterations in cellular processes is a critical step in diagnosis and treatment of many diseases. For the Advanced Practice Registered Nurse (APRN), this understanding can also help educate patients and guide them through their treatment plans.

For this Discussion, you examine a case study and explain the disease that is suggested. You examine the symptoms reported and explain the cells that are involved and potential alterations and impacts.

To prepare:

By Day 1 of this week, you will be assigned to a specific scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

By Day 3 of Week 1

Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:

The role genetics plays in the disease.
Why the patient is presenting with the specific symptoms described.
The physiologic response to the stimulus presented in the scenario and why you think this response occurred.
The cells that are involved in this process.
How another characteristic (e.g., gender, genetics) would change your response.

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days and respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 of Week 1 and Respond by Day 6 of Week 1

To Participate in this Discussion:

Week 1 Discussion

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NURS 6501N – Advanced Pathophysiology Course Guide & Examples

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NURS 6501N – Advanced Pathophysiology Course Guide & Examples

NURS 6501N – Advanced Pathophysiology Course Overview (5 credits)

Advanced practice nurses must be equipped with an in-depth understanding of pathophysiological disease processes across the lifespan. In this course, students focus on understanding the bio-physiological processes, the deviations from these processes, and an in-depth examination of the scientific concepts related to the biology of disease processes. Advanced practice nursing students learn how normal organ systems function and how organ systems are interrelated to help the body maintain homeostasis. Through knowledge of pathophysiological disease processes, students gain the information needed to develop appropriate treatment plans for patients across the lifespan. Students explore a variety of topics, such as immunity, inflammation, cancer genetics, and cardiovascular disease.

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NURS 6501N Complete Course Week 1 – 11

NURS 6501N Week 1 Discussion: Alterations in Cellular Processes

NURS 6501N Week 2 Assignment: Case Study Analysis

NURS 6501N Week 3 Knowledge Check: Cardiovascular and Respiratory Disorders

NURS 6501N Week 4 Assignment: Case Study Analysis

NURS 6501N Week 5 Knowledge Check: Gastrointestinal and Hepatobiliary Disorders

NURS 6501N Week 6 Knowledge Check: Endocrine Disorders

NURS 6501N Week 6 Midterm Exam

NURS 6501N Week 7 Knowledge Check: Neurological and Musculoskeletal Disorders

NURS 6501N Week 8 Assignment: Case Study Analysis: Gout Arthritis

NURS 6501N Week 9 Knowledge Check: Psychological Disorders

NURS 6501N Week 10 Assignment: Case Study Analysis – Reproductive Health and Disorders

NURS 6501N Week 10 Knowledge Check: Women’s and Men’s Health, Infections, and Hematologic

NURS 6501N Week 11 Knowledge Check: Pediatrics

NURS 6501N Week 11 Final Exam

NURS 6501N – Advanced Pathophysiology Course Guide & Examples

You can also read these assignment examples for the NURS 6501N – Advanced Pathophysiology Course:

NURS 6501N Week 1 Discussion: Alterations in Cellular Processes Assignment Example

NURS 6501N Week 2 Altered Physiology Assignment: Case Study Analysis Example

NURS 6501N Week 4 Case Study Analysis Assignment Example

NURS 6501N Week 5: Knowledge Check Gastrointestinal and Hepatobiliary Disorders Assignment Example

NURS 6501N Week 8: Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment Example

NURS 6501 Week 10 Assignment – Case study, STDs and Infertility Assignment Example

Module 1: Foundational Concepts of Cellular Pathophysiology

What’s Happening This Module?

This course is composed of eight (8) separate modules. Each module consists of an overarching topic and each week within the module includes specific subtopics for learning. As you work through each module, you will draw upon the knowledge you gain by completing various Knowledge Checks and Case Study Assignments.

Module 1: Foundational Concepts of Cellular Pathophysiology is a 2-week module, Weeks 1 and 2 of the course. In this module, you will examine fundamental concepts of cellular processes and the alterations that lead to various diseases. You will evaluate the genetic environment and its impact on these diseases. You will also evaluate the impact of patient characteristics, including racial and ethnic variables, on physiological functioning.

What do I have to do?	When do I have to do it?
Review your Learning Resources	Days 1–7, Weeks 1 and 2
Discussion: Alterations in Cellular Processes	Post by Day 3 of Week 1 and respond to your colleagues by Day 6 of Week 1.
Module 1 Assignment: Case Study Analysis	You are encouraged to work on your Module 1 Assignment throughout the module. However, this Assignment is not due until Day 7 of Week 2.

Go to the Week’s Content

Week 1

Week 2

Week 1: Cellular Processes and the Genetic Environment

One of the more common biology analogies refers to cells as the “building blocks” of life. This rightfully places an emphasis on understanding cells, cellular behavior, and the impact of the environment in which they function.

Such an understanding helps explain how healthy cell activity contributes to good health. Just as importantly, it helps explain how breakdowns in cellular behavior and alterations to cells lead to health issues.

This week, you examine cellular processes that are subject to alterations that can lead to disease. You evaluate the genetic environments within which these processes exist as well as the impact these environments have on disease.

Learning Objectives

Students will:

Evaluate cellular processes and alterations within cellular processes
Evaluate the impact of the genetic environment on disease

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 1: Cellular Biology; Summary Review
Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents (pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review
Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases
Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review
Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review
Chapter 7: Innate Immunity: Inflammation and Wound Healing
Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review
Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review
Chapter 10: Infection (pp. 289–303; stop at Infectious parasites and protozoans); (start at HIV); Summary Review
Chapter 11: Stress and Disease (stop at Stress, illness & coping); Summary Review
Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review
Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review

Justiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate hypersensitivity reactions. In StatPearls. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/

Credit Line: Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls

Required Media

Module 1 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 1 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Discussion and Assignment. (4m)

Immunity and Inflammation

Khan Academy (2010, February 24). Inflammatory response | Human anatomy and physiology | Health & medicine [Video file]. Retrieved from https://www.youtube.com/watch?v=FXSuEIMrPQk

Note: The approximate length of the media program is 14 minutes.

Soo, P. (2018, July 28). Pathophysiology Ch 10 alterations in immune function [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-jTds

Note: The approximate length of the media program is 37 minutes.

Acid-Base Balance #1

MedCram. (2012, April 28). Medical acid base balance, disorders & ABGs explained clearly [Video file]. Retrieved from https://www.youtube.com/watch?v=4wMEMhvrQxE

Note: The approximate length of the media program is 13 minutes.

Acid-Base Balance #2

MedCram. (2012, April 29). Medical acid base balance, disorders & ABGs explained clearly | 2 of 8 [Video file]. Retrieved from https://www.youtube.com/watch?v=GmEeKVTpOKI

Note: The approximate length of the media program is 15 minutes.

Hyponatremia

MedCram. (2017, December 23). Hyponatremia explained clearly (remastered) – Electrolyte imbalances [Video file]. Retrieved from https://www.youtube.com/watch?v=bLajK5Vy55M

Note: The approximate length of the media program is 15 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base balance.

Note: To access the online resources included with the text, you need to complete the FREE online registration that is located at https://evolve.elsevier.com/cs/store?role=student

To Register to View the Content

Go to https://evolve.elsevier.com/cs/store?role=student
Enter the name of the textbook, Pathophysiology: The Biologic Basis for Disease in Adults and Children, or ISBN 9780323654395 (name of text without the edition number) in the Search textbox.
Complete the registration process.

To View the Content for This Text

Go to https://evolve.elsevier.com/
Click on Student Site.
Type in your username and password.
Click on the Login button.
Click on the plus sign icon for Resources on the left side of the screen.
Click on the name of the textbook for this course.
Expand the menu on the left to locate all the chapters.
Navigate to the desired content (checklists, videos, animations, etc.).

Note: Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content.

Discussion: Alterations in Cellular Processes

At its core, pathology is the study of disease. Diseases occur for many reasons. But some, such as cystic fibrosis and Parkinson’s Disease, occur because of alterations that prevent cells from functioning normally.

Understanding of signals and symptoms of alterations in cellular processes is a critical step in diagnosis and treatment of many diseases. For the Advanced Practice Registered Nurse (APRN), this understanding can also help educate patients and guide them through their treatment plans.

For this Discussion, you examine a case study and explain the disease that is suggested. You examine the symptoms reported and explain the cells that are involved and potential alterations and impacts.

To prepare:

By Day 1 of this week, you will be assigned to a specific scenario for this Discussion. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

By Day 3 of Week 1

Post an explanation of the disease highlighted in the scenario you were provided. Include the following in your explanation:

The role genetics plays in the disease.
Why the patient is presenting with the specific symptoms described.
The physiologic response to the stimulus presented in the scenario and why you think this response occurred.
The cells that are involved in this process.
How another characteristic (e.g., gender, genetics) would change your response.

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days and respectfully agree or disagree with your colleague’s assessment and explain your reasoning. In your explanation, include why their explanations make physiological sense or why they do not

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

Post by Day 3 of Week 1 and Respond by Day 6 of Week 1

To Participate in this Discussion:

Week 1 Discussion

What’s Coming Up in Week 2?

Next week, you will examine alterations in the immune system and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, that may impact altered physiology.

Next Week

To go to the next week:

Week 2

Week 2: Altered Physiology

With a place squarely in the spotlight for patients diagnosed with all manner of disease, APRNs must demonstrate not only support and compassion, but expertise to guide patients’ understanding of diagnoses and treatment plans.

This expertise goes beyond an understanding of disease and sciences, such as cellular pathophysiology. APRNs must become experts in their patients, understanding their medical backgrounds, pertinent characteristics, and other variables that can be factors in their diagnoses and treatments.

This week, you examine alterations in the immune system and the resultant disease processes. You consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology.

Learning Objectives

Students will:

Evaluate cellular processes and alterations within cellular processes
Analyze alterations in the immune system that result in disease processes
Identify racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 1: Cellular Biology; Summary Review
Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents(pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review
Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases,
Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review
Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review
Chapter 7: Innate Immunity: Inflammation and Wound Healing
Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review
Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review
Chapter 10: Infection (stop at Infectious parasites and protozoans); (start at HIV); Summary Review
Chapter 11: Stress and Disease (stop at Stress, illness & coping); Summary Review
Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review
Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review

Note: You previously read these chapters in Week 1 and you are encouraged to review once again for this week.

Justiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate hypersensitivity reactions. In StatPearls. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/

Credit Line: Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls.
Note: This article was presented in the Week 1 resources. If you read it previously you are encouraged to review it this week.

Required Media

Immunity and Inflammation

Khan Academy (2010, February 24). Inflammatory response | Human anatomy and physiology | Health & medicine [Video file]. Retrieved from https://www.youtube.com/watch?v=FXSuEIMrPQk

Note: The approximate length of the media program is 14 minutes.

Soo, P. (2018, July 28). Pathophysiology Ch 10 alterations in immune function [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-jTds

Note: The approximate length of the media program is 37 minutes.

Acid-Base Balance #1

MedCram. (2012, April 28). Medical acid base balance, disorders & ABGs explained clearly [Video file]. Retrieved from https://www.youtube.com/watch?v=4wMEMhvrQxE

Note: The approximate length of the media program is 13 minutes.

Acid-Base Balance #2

MedCram. (2012, April 29). Medical acid base balance, disorders & ABGs explained clearly | 2 of 8 [Video file]. Retrieved from https://www.youtube.com/watch?v=GmEeKVTpOKI

Note: The approximate length of the media program is 15 minutes.

Hyponatremia

MedCram. (2017, December 23). Hyponatremia explained clearly [LK1] (remastered) – Electrolyte imbalances [Video file]. Retrieved from https://www.youtube.com/watch?v=bLajK5Vy55M

Note: The approximate length of the media program is 15 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base balance.

Note: To access the online resources included with the text, you need to complete the FREE online registration that is located at https://evolve.elsevier.com/cs/store?role=student

To Register to View the Content

Go to https://evolve.elsevier.com/cs/store?role=student
Enter the name of the textbook, Pathophysiology: The Biologic Basis for Disease in Adults and Children, or ISBN 9780323654395 (name of text without the edition number) in the Search textbox.
Complete the registration process.

To View the Content for This Text

Go to https://evolve.elsevier.com/
Click on Student Site.
Type in your username and password.
Click on the Login button.
Click on the plus sign icon for Resources on the left side of the screen.
Click on the name of the textbook for this course.
Expand the menu on the left to locate all the chapters.
Navigate to the desired content (checklists, videos, animations, etc.).

Note: Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content.

Module 1 Assignment: Case Study Analysis

An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.

Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

The Assignment (1- to 2-page case study analysis)

Develop a 1- to 2-page case study analysis in which you:

Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems.

By Day 7 of Week 2

Submit your Case Study Analysis Assignment by Day 7 of Week 2.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “M1Assgn+last name+first initial.(extension)” as the name.
Click the Module 1 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M1Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Module 1 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Module 1 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 2

To participate in this Assignment:

Module 1 Assignment

What’s Coming Up in Module 2?

In Module 2, you will analyze processes related to cardiovascular and respiratory disorders. To do this, you will analyze alterations in the cardiovascular and respiratory systems and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, which may impact physiological functioning and altered physiology.

Week 3 Knowledge Check: Cardiovascular and Respiratory Disorders

In the Week 3 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 2. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check, since the resources cover the topics addressed. Plan your time accordingly.

Next Module

To go to the next Module:

Module 2

Module 2: Cardiovascular and Respiratory Disorders

What’s Happening This Module?

Module 2: Cardiovascular and Respiratory Disorders is a 2-week module, Weeks 3 and 4 of the course. In this module, you will examine fundamental concepts of cellular processes and the alterations that lead to various cardiovascular and respiratory diseases and disorders. You will evaluate the genetic environment and its impact on these diseases. You will also evaluate the impact of patient characteristics, including racial and ethnic variables, on physiological functioning.

What do I have to do?	When do I have to do it?
Review your Learning Resources	Days 1–7, Weeks 3 and 4
Knowledge Check: Cardiovascular and Respiratory Disorders	Complete by Day 7 of Week 3
Module 2 Case Study Analysis	You are encouraged to work on your Module 2 Assignment throughout the module. However, this Assignment is not due until Day 7 of Week 4.

Go to the Week’s Content

Week 3

Week 4

Week 3: Concepts of Cardiovascular and Respiratory Disorders

The circulatory system and the respiratory system are powerful partners in health. While they work closely together in good health, a disease or disorder that manifests in one can have a significant impact on both, hampering the pair’s ability to collaborate.

Cardiovascular and respiratory disease and disorders are among the most common reasons for hospital visits, and among the leading causes of fatality. Heart disease and pneumonias are among the most familiar, but a wide variety of issues can impact physiological functioning of one or both systems.

This week, you examine fundamental concepts of cardiovascular and respiratory disorders. You explore common diseases and disorders that impact these systems, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.

Learning Objectives

Students will:

Analyze concepts and principles of pathophysiology across the lifespan

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 32: Structure and Function of the Cardiovascular and Lymphatic Systems; Summary Review
Chapter 33: Alterations of Cardiovascular Function (stop at Dysrhythmias); Summary Review
Chapter 35: Structure and Function of the Pulmonary System; Summary Review
Chapter 36: Alterations of Pulmonary Function (stop at Disorders of the chest wall and pleura); (obstructive pulmonary diseases) (stop at Pulmonary artery hypertension); Summary Review

Inamdar, A. A. & Inamdar, A. C. (2016). Heart failure: Diagnosis, management, and utilization, 5(7). doi:10.3390/jcm5070062

Required Media

Module 2 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 2 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check and Assignment. (4m)

Pneumonia

MedCram. (2015, September 14). Pneumonia explained clearly by MedCram.com [Video file]. Retrieved from https://www.youtube.com/watch?v=nqyPECmkSeo

Note: The approximate length of the media program is 13 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 32, 33, 35, and 36 that relate to cardiorespiratory systems and alteration in cardiorespiratory systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Knowledge Check: Cardiovascular and Respiratory Disorders

In this exercise, you will complete a 10- to 20-essay type question Knowledge Check to gauge your understanding of this module’s content.

Possible topics covered in this Knowledge Check include:

- myocardial infarction
- endocarditis
- myocarditis
- valvular disorders
- lipid panels
- coagulation
- clotting cascade
- deep vein thrombosis
- hypertension
- heart failure
- COPD
- asthma
- pneumonias

Complete the Knowledge Check by Day 7 of Week 3

To complete this Knowledge Check:

Module 2 Knowledge Check

What’s Coming Up in Week 4?

Next week, you will examine the alterations in the cardiovascular and respiratory systems and the resultant disease processes through case study analysis. You will also consider patient characteristics, including racial and ethnic variables, which may impact altered physiology.

Next Week

To go to the next week:

Week 4

Week 4: Alterations in the Cardiovascular and Respiratory Systems

Cardiovascular and respiratory disorders can quickly become dangerous healthcare matters, and they routinely land among the leading causes of hospital admissions. Disorders in these areas are complicated by the fact that these two systems work so closely as contributors to overall health. APRNs working to form a similarly close partnership with patients must demonstrate not only support and compassion, but expertise to guide the understanding of diagnoses and treatment plans. This includes an understanding of patient medical backgrounds, relevant characteristics, and other variables that can be factors in their diagnoses and treatments.

This week, you examine alterations in the cardiovascular and respiratory systems and the resultant disease processes. You also consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology.

Learning Objectives

Students will:

Analyze processes related to cardiovascular and respiratory disorders
Analyze alterations in the cardiovascular and respiratory systems and the resultant disease processes
Analyze racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 32: Structure and Function of the Cardiovascular and Lymphatic Systems; Summary Review
Chapter 33: Alterations of Cardiovascular Function (stop at Dysrhythmias); Summary Review
Chapter 35: Structure and Function of the Pulmonary System; Summary Review
Chapter 36: Alterations of Pulmonary Function (stop at Disorders of the chest wall and pleura); (obstructive pulmonary diseases) (stop at Pulmonary artery hypertension); Summary Review

Note: The above chapters were first presented in the Week 3 resources. If you read them previously you are encouraged to review them this week.

Inamdar, A. A. & Inamdar, A. C. (2016). Heart failure: Diagnosis, management, and utilization, 5(7). doi:10.3390/jcm5070062

Note: The above article was first presented in the Week 3 resources. If you read it previously you are encouraged to review it this week.

Required Media

Pneumonia

MedCram. (2015, September 14). Pneumonia explained clearly by MedCram [Video file]. Retrieved from https://www.youtube.com/watch?v=nqyPECmkSeo

Note: The approximate length of the media program is 13 minutes.
(Previously reviewed in Week 3)

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 32, 33, 35, and 36 that relate to cardiorespiratory systems and alteration in cardiorespiratory systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Module 2 Assignment: Case Study Analysis

An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.

Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.

An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in diagnosis and treatment of many diseases. For APRNs this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

Scenario 4 (week 4):

45-year-old woman presents with the chief complaint of 3-day duration of shortness of breath, cough with thick green sputum production, and fevers. The patient has a history of COPD with a chronic cough but states the cough has gotten much worse and is interfering with her sleep. Sputum is thicker and harder for her to expectorate. CXR reveals a flattened diaphragm and an increased AP diameter. Auscultation demonstrates hyper resonance and coarse rales and rhonchi throughout all lung fields.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Assignment (1- to 2-page case study analysis)

In your Case Study Analysis related to the scenario provided, explain the following

The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.

Any racial/ethnic variables that may impact physiological functioning.

How these processes interact to affect the patient.

By Day 7 of Week 4

Submit your Case Study Analysis Assignment by Day 7 of Week 4

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

In your Case Study Analysis related to the scenario provided, explain the following

The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.

By Day 7 of Week 4

Submit your Case Study Analysis Assignment by Day 7 of Week 4

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “M2Assgn+last name+first initial.(extension)” as the name.
Click the Module 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Module 2 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Module 2 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 4

To participate in this Assignment:

Module 2 Assignment

What’s Coming Up in Module 3?

In Module 3, you will analyze processes related to gastrointestinal and hepatobiliary disorders through case study analysis. To do this, you will analyze alterations in the relevant systems and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, which may impact physiological functioning and altered physiology.

Week 5 Knowledge Check: Gastrointestinal and Hepatobiliary Disorders

In Week 5 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 3. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check since the resources cover the topics addressed. Plan your time accordingly.

Next Module

To go to the next Module:

Module 3

Module 3: Gastrointestinal and Hepatobiliary Disorders

What’s Happening This Module?

Module 3: Gastrointestinal and Hepatobiliary Disorders is a 1-week module, Week 5 of the course. In this module, you will examine fundamental concepts of diseases and disorders that impact gastrointestinal and hepatobiliary systems. You will also evaluate the impact of patient characteristics, including racial and ethnic variables, on physiological functioning within these systems.

What do I have to do?	When do I have to do it?
Review your Learning Resources	Days 1–7 of Week 5
Knowledge Check: Gastrointestinal and Hepatobiliary Disorders	Complete by Day 7 of Week 5

Go to the Week’s Content

Week 5

Week 5: Concepts of Gastrointestinal and Hepatobiliary Disorders

Patients of gastrointestinal and hepatobiliary disorders often face life-altering changes, including changes to diet, new treatment regimens, and more. For some disorders, treatments can include surgery.

Gastrointestinal conditions, such as ulcers, diverticulitis, and pancreatitis, often cause varying levels of pain and discomfort. Hepatobiliary conditions can also bring significant changes to patient routines and well-being.

This week, you examine fundamental concepts of gastrointestinal and hepatobiliary disorders. You explore common disorders in these categories, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.

Learning Objectives

Students will:

Analyze concepts and principles of pathophysiology across the life span

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 38: Structure and Function of the Renal and Urological Systems including Summary Review
Chapter 39: Alteration of Renal and Urinary Function (stop at Fluids and electrolytes); Summary Review
Chapter 41: Structure and Function of the Digestive System (stop at Tests of digestive function); Summary Review
Chapter 42: Alterations of Digestive Function (stop at Cancer of the digestive track); Summary Review

Osna, N. A., Donohue, T. M., Jr., & Kharbanda, K. K. (2017). Alcoholic liver disease: Pathogenesis and current management. Alcohol Research: Current Reviews, 38(2), 7–21

Document: NURS 6501 Midterm Exam Review (PDF document)

Note: Use this document to help you as you review for your Midterm Exam in Week 6.

Required Media

Module 3 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 3 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check. (2m)

Liver Function Tests

MedCram. (2013, April 14). Liver function tests LFTs explained clearly by MedCram.com [Video file]. Retrieved from https://www.youtube.com/watch?v=bFdTgty0T0I

Note: The approximate length of the media program is 11 minutes.

Liver Diseases

MedCram. (2019, May 15). Diagnosis of key liver diseases: Hepatitis A, B C vs. alcoholic vs. ischemic (AST vs ALT labs) [Video file]. Retrieved from https://www.youtube.com/watch?v=ZZRHA2JvCGA

Note: The approximate length of the media program is 13 minutes.

Liver Pathophysiology

MedCram. (2013, April 9). Liver explained clearly: Pathophysiology, LFTs, hepatic diseases [Video file]. Retrieved from https://www.youtube.com/watch?v=BTGkB8nOu7g

Note: The approximate length of the media program is 14 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 41 and 42 that relate to the hepatobiliary system. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Knowledge Check: Gastrointestinal and Hepatobiliary Disorders

In this exercise, you will complete a 10- to 20-essay type question Knowledge Check to gauge your understanding of this module’s content.

Possible topics covered in this Knowledge Check include:

- Ulcers
- Hepatitis markers
- After HP shots
- Gastroesophageal Reflux Disease
- Pancreatitis
- Liver failure—acute and chronic
- Gall bladder disease
- Inflammatory bowel disease
- Diverticulitis
- Jaundice
- Bilirubin
- Gastrointestinal bleed – upper and lower
- Hepatic encephalopathy
- Intra-abdominal infections (e.g., appendicitis)
- Renal blood flow
- Glomerular filtration rate
- Kidney stones
- Infections – urinary tract infections, pyelonephritis
- Acute kidney injury
- Renal failure – acute and chronic

Complete the Knowledge Check By Day 7 of Week 5

To complete this Knowledge Check:

Module 3 Knowledge Check

What’s Coming Up in Module 4?

In Module 4, you will analyze processes related to endocrine disorders. To do this, you will analyze alterations in the relevant systems and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, that may impact physiological functioning and altered physiology.

Week 6 Knowledge Check: Endocrine Disorders

In the Week 6 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 4. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check, since the resources cover the topics addressed. Plan your time accordingly.

Also, during this week you will take your Midterm Exam. Please make sure to finalize and complete your Knowledge Check prior to completing your exam.

Next Module

To go to the next Module:

Module 4

Module 4: Endocrine Disorders

What’s Happening This Module?

Module 4: Endocrine Disorders is a 1-week module, Week 6 of the course. In this module you will examine fundamental concepts of diseases and disorders that impact endocrine systems. You will also evaluate the impact of patient characteristics, including racial and ethnic variables, on physiological functioning within these systems.

What do I have to do?	When do I have to do it?
Review your Learning Resources	Days 1–7 of Week 6
Knowledge Check: Endocrine Disorders	Complete by Day 5 of Week 6
Midterm Exam	Complete by Day 7 of Week 6

Go to the Week’s Content

Week 6

Week 6: Concepts of Endocrine Disorders

Endocrine disorders are complex matters, and there is not always a one-size-fits-all treatment. Particularly in matters requiring the adjustment of hormone levels, treatment may require a custom approach tailored to individual patients. An understanding of these complications is essential to supporting these individual treatment plans.

This week, you examine alterations in the endocrine system and the resultant disease processes. You also consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology.

Learning Objectives

Students will:

Analyze concepts and principles of pathophysiology across the lifespan

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 21: Mechanisms of Hormonal Regulation, including Summary Review
Chapter 22: Alterations of Hormonal Regulation, including Summary Review
Chapter 23: Obesity and Disorders of Nutrition, including Summary Review

American Diabetes Association (2020). Standards of medical care of patients with diabetes mellitus. Diabetes Care, 26(suppl 1), pp. s33-s50. https://care.diabetesjournals.org/content/26/suppl_1/s33

Orlander, P. R. (2018). Hypothyroidism. Retrieved from https://emedicine.medscape.com/article/122393-overview

Hoorn, E. J., & Zietse, R. (2017). Diagnosis and treatment of hyponatremia: Compilation of the guidelines. Journal of the American Society of Nephrology, 28(5), 1340–1349

Document: NURS 6501 Midterm Exam Review (PDF document)

Note: Use this document to help you as you review for your Midterm Exam in Week 6.

Required Media

Module 4 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 4 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check and your Midterm. (3m)

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 21 through 23 related to the endocrine system and disorders. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Optional Resources

The following source provides various tutorials related to maximizing your time management and managing stress. Feel free to access this resource to support you as you move through this course.

Walden University. (2019). ASC success strategies interactive tutorials. Retrieved from https://academicguides.waldenu.edu/academic-skills-center/skills/tutorials/success-strategies

Knowledge Check: Endocrine Disorders

In this exercise, you will complete a 10- to 20-essay type question Knowledge Check to gauge your understanding of this module’s content.

Possible topics covered in this Knowledge Check include:

- Diabetes
- Hyper- and hypothyroidism
- Adrenal disorders
- Parathyroidism (hyper and hypo)
- Checks & balances / negative feedback
- Syndrome of Inappropriate Antidiuretic Hormone
- Pheochromocytosis
- Diabetes insipidus
- Diabetic ketoacidosis

(Note: It is strongly recommended that you take the Knowledge Check at least 48 hours before taking the Midterm Exam.)

Complete the Knowledge Check By Day 5 of Week 6

To complete this Knowledge Check:

Module 4 Knowledge Check

Midterm Exam

This 101-question exam is a test of your knowledge in preparation for your certification exam. No outside resources, including books, notes, websites, or any other type of resource, are to be used to complete this exam. You are expected to comply with Walden University’s Code of Conduct.

This exam will be on topics covered in Weeks 1, 2, 3, 4, 5, and 6. Prior to starting the exam, you should review all of your materials. This exam is timed with a limit of 2 hours for completion. When time is up, your exam will automatically submit.

(Note: It is strongly recommended that you take the Knowledge Check at least 48 hours before taking the Midterm exam.)

To prepare:

To help you review for your midterm exam, access the Midterm Exam Review document found in this week’s Learning Resources as well as any Knowledge Check feedback you might have received. (Note: You will also need to review all of your materials from each of these weeks to also help you better prepare for your midterm.)

By Day 7 of Week 6

Submit your Midterm Exam.

To complete your exam:

Midterm Exam

What’s Coming Up in Module 5?

In Module 5, you will analyze processes related to neurological and musculoskeletal disorders through case study analysis. To do this, you will analyze alterations in the relevant systems and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, which may impact physiological functioning and altered physiology.

Week 7 Knowledge Check: Neurological and Musculoskeletal Disorders

In the Week 7 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 5. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check, since the resources cover the topics addressed. Plan your time accordingly.

Next Module

To go to the next Module:

Module 5

Module 5: Neurological and Musculoskeletal Disorders

What’s Happening This Module?

Module 5: Neurological and Musculoskeletal Disorders is a 2-week module, Weeks 7 and 8 of the course. In this module, you will examine fundamental concepts of diseases and disorders that impact neurological and musculoskeletal systems. You will also evaluate the impact of patient characteristics, including racial and ethnic variables, on physiological functioning within these systems.

What do I have to do?	When do I have to do it?
Review your Learning Resources	Days 1–7, Weeks 7 and 8
Knowledge Check: Neurological and Musculoskeletal Disorders	Submit your Assignment by Day 7
Module 5 Assignment: Case Study Analysis	You are encouraged to work on your Module 5 Assignment throughout the module. However, this Assignment is not due until Day 7 of Week 8.

Go to the Week’s Content

Week 7

Week 8

Week 7: Concepts of Neurological and Musculoskeletal Disorders – Part 1

Anatomists often use the analogy of a house to explain the human body, with skeletal systems, respiratory systems, and circulatory systems represented as a home’s framing structure, ventilation, and piping, respectively. Such analogies further emphasize the point that relationships between systems can result in complications when issues arise in one system.

With hundreds of diseases that can impact the brain, spine, and nerves, neurological disorders represent a complicated array of issues that present significant health concerns. Disorders such as strokes and Parkinson’s disease not only affect the nervous system, however; they can have secondary impacts in other areas, especially the musculoskeletal system.

This week, you examine fundamental concepts of neurological disorders. You explore common disorders that impact these systems and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.

Learning Objectives

Students will:

Analyze concepts and principles of pathophysiology across the lifespan

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: the biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 15: Structure and Function of the Neurologic System
Chapter 16: Pain, Temperature Regulation, Sleep, and Sensory Function (stop at Sleep); Summary Review
Chapter 17: Alterations in Cognitive Systems, Cerebral Hemodynamics, and Motor Function (start at Acute confusional states and delirium) (stop at Alterations in neuromotor functions); (Parkinson’s Disease); Summary Review
Chapter 18: Disorders of the Central and Peripheral Nervous Systems and the Neuromuscular Junction (stop at Degenerative disorders of the spine); (start at Cerebrovascular disorders) (stop at Tumors of the central nervous system); Summary Review
Chapter 44: Structure and Function of the Musculoskeletal System (stop at Components of muscle function); Summary Review
Chapter 45: Alterations of Musculoskeletal Function (stop at Bone tumors); (start at Disorders of joints); Summary Review
Chapter 47: Structure, Function, and Disorders of the Integument (section on Lyme Disease)

Chin, L. S. (2018). Spinal cord injuries. Retrieved from https://emedicine.medscape.com/article/793582-overview#a4

Required Media

Module 5 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 5 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check and your Assignment. (3m)

Khan Academy. (2019b). Ischemic stroke . Retrieved from https://www.khanacademy.org/science/health-and-medicine/circulatory-system-diseases/stroke/v/ischemic-stroke

Note: The approximate length of the media program is 8 minutes.

Osmosis.org. (2019, June 12). Osteoporosis – causes, symptoms, diagnosis, treatment, pathology [Video file]. Retrieved from https://www.youtube.com/watch?v=jUQ_tt_zJDo

Note: The approximate length of the media program is 9 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 15, 16, 18, and sections of Chapters 44 and 45 that relate to the neurological and musculoskeletal systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Knowledge Check: Neurological and Musculoskeletal Disorders

In this exercise, you will complete a 10- to 20-essay type question Knowledge Check to gauge your understanding of this module’s content.

Possible topics covered in this Knowledge Check include:

- Stroke
- Multiple sclerosis
- Transient Ischemic Attack
- Myasthenia gravis
- Headache
- Seizure disorders
- Head injury
- Spinal cord injury
- Inflammatory diseases of the musculoskeletal system
- Osteoporosis
- Osteopenia
- Bursitis
- Tendinitis
- Gout
- Lyme Disease
- Spondylosis
- Fractures
- Parkinson’s
- Alzheimer’s

Three basic bone-formations:

- Osteoblasts
- Osteocytes
- Osteoclasts

Complete the Knowledge Check By Day 7 of Week 7

To complete this Knowledge Check:

Module 5 Knowledge Check

Next Week

To go to the next week:

Week 8

Week 8: Concepts of Neurological and Musculoskeletal Disorders – Part 2

As homeowners know all too well, there is a continuous need for maintenance and repair. Some efforts are precautionary in nature, while others are the result of issues that surface over time.

Similarly, musculoskeletal disorders can develop over time. For some disorders, such as osteoporosis, precautionary treatments are a potential option. But much like issues that surface in a home over time, many musculoskeletal issues can be very serious concerns, and they can have a significant impact on patients’ lives.

This week, you continue to examine fundamental concepts of neurological and musculoskeletal disorders. You explore common disorders that impact these systems and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.

Learning Objectives

Students will:

Analyze processes related to neurological and musculoskeletal disorders
Identify racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology

Learning Resources

Note: The below resources were first presented in Week 7. If you have previously reviewed them, you are encouraged to read or view them again here.

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 15: Structure and Function of the Cardiovascular and Lymphatic Systems (stop at Aging and the nervous system)
Chapter 16: Pain, Temperature Regulation, Sleep, and Sensory Function (stop at Sleep); Summary Review
o Chapter 17: Alterations in Cognitive Systems, Cerebral Hemodynamics, and Motor Function; pp. 504–511, pp. 516–530 (start at Acute confusional states and delirium) (stop at Alterations in neuromotor functions); (Parkinson’s Disease); Summary Review
Chapter 18: Disorders of the Central and Peripheral Nervous Systems and the Neuromuscular Junction (stop at Degenerative disorders of the spine); (start at Cerebrovascular disorders) (stop at Tumors of the central nervous system); Summary Review
Chapter 44: Structure and Function of the Musculoskeletal System (stop at Components of muscle function); Summary Review
Chapter 45: Alterations of Musculoskeletal Function (stop at Bone tumors); (start at Disorders of joints); Summary Review

Chin, L. S. (2018). Spinal cord injuries. Retrieved from https://emedicine.medscape.com/article/793582-overview#a4

Required Media

Khan Academy. (2019b). Ischemic stroke. Retrieved from ttps://www.khanacademy.org/science/health-and-medicine/circulatory-system-diseases/stroke/v/ischemic-stroke

Note: The approximate length of the media program is 8 minutes.

Osmosis.org. (2019, June 12). Osteoporosis – causes, symptoms, diagnosis, treatment, pathology [Video file]. Retrieved from https://www.youtube.com/watch?v=jUQ_tt_zJDo

Note: The approximate length of the media program is 9 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 15, 16, 18, and the sections of Chapters 44 and 45 that relate to the neurological and musculoskeletal systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Module 5 Assignment: Case Study Analysis

An understanding of the neurological and musculoskeletal systems is a critically important component of disease and disorder diagnosis and treatment. This importance is magnified by the impact that that these two systems can have on each other. A variety of factors and circumstances affecting the emergence and severity of issues in one system can also have a role in the performance of the other.

Effective analysis often requires an understanding that goes beyond these systems and their mutual impact. For example, patient characteristics such as racial and ethnic variables can play a role.

An understanding of the symptoms of alterations in neurological and musculoskeletal systems is a critical step in diagnosis and treatment. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factored in the diagnosis, and you explain the implications to patient health.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Assignment (1- to 2-page case study analysis)

In your Case Study Analysis related to the scenario provided, explain the following:

Both the neurological and musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.

Week 8 Case Study:

A 67-year-old man presents to the HCP with a chief complaint of tremors in his arms. He also has noticed some tremors in his leg as well. The patient is accompanied by his son, who says that his father has become “stiff” and it takes him much longer to perform simple tasks. The son also relates that his father needs help rising from his chair. Physical exam demonstrates tremors in the hands at rest and fingers exhibit “pill-rolling” movement. The patient’s face is not mobile and exhibits a mask-like appearance. His gait is uneven, and he shuffles when he walks and his head/neck, hips, and knees are flexed forward. He exhibits jerky or cogwheeling movement. The patient states that he has episodes of extreme sweating and flushing not associated with the activity. Laboratory data unremarkable and the HCP has diagnosed the patient with Parkinson’s Disease.

In your Case Study Analysis related to the scenario provided, explain the following:

Both the neurological and musculoskeletal pathophysiologic processes that would account for the patient presenting these symptoms.
Any racial/ethnic variables that may impact physiological functioning.
How these processes interact to affect the patient.

Day 7 of Week 8

Submit your Case Study Analysis Assignment by Day 7 of Week 8.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “M5Assgn+last name+first initial.(extension)” as the name.
Click the Module 5 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 5 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M5Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Module 5 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Module 5 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 8

To participate in this Assignment:

Module 5 Assignment

What’s Coming Up in Module 6?

In Module 6, you will identify processes related to psychological disorders. You will also examine the neurobiology of various psychological issues and consider variables that may impact physiological functioning and altered physiology.

Week 9 Knowledge Check: Psychological Disorders

In the Week 9 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 6. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check, since the resources cover the topics addressed. Plan your time accordingly.

Next Module

Module 6: Psychological Disorders

What’s Happening This Module?

Module 6: Psychological Disorders is a 1-week module, Week 9 of the course. In this module, you will examine fundamental concepts of disorders that impact patterns of behavior or psychology that can affect multiple areas of life.

What do I have to do?	When do I have to do it?
Review your Learning Resources	Days 1–7 of Week 9
Knowledge Check: Psychological Disorders	Complete by Day 7 of Week 9

Go to the Week’s Content

Week 9

Week 9: Concepts of Psychological Disorders

Among the many risk factors for mental disorders are genetics and other pathophysiological factors. While other factors, such as environmental factors or substance abuse, can also have an impact, it is important to recognize the connections between biological factors and psychological disorders.

Ranging from anxiety to schizophrenia, psychological disorders offer unique challenges in diagnosis and treatment. Clearly, the presence of these disorders can be life-altering for patients, but they can also significantly impact families and other loved ones.

This week, you examine fundamental concepts of psychological disorders. You explore common psychological disorders, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.

Learning Objectives

Students will:

Analyze concepts and principles of pathophysiology across the lifespan

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 19: Neurobiology of Schizophrenia, Mood Disorders, Anxiety Disorders, and Obsessive-Compulsive Disorder, including Summary Review

Locke, A. B., Kirst, N., & Shultz, C. G. (2015). Diagnosis and management of generalized anxiety disorder and panic disorder in adults. American Family Physician, 91(9), 617–624. Retrieved from https://www.aafp.org/afp/2015/0501/p617.html

Credit Line: Diagnosis and management of generalized anxiety disorder and panic disorder in adults by Locke, A. B., Kirst, N., & Shultz, C., in American Family Physician, Vol. 91/Issue 9. Copyright 2015 by American Academy of Family Physicians. Reprinted by permission of American Academy of Family Physicians via the Copyright Clearance Center.

McIntyre, R. S. & Calabrese, J. R. (2019). Bipolar depression: The clinical characteristics and unmet needs of a complex disorder. Current Medical Research and Opinion, 1–14. doi:10.1080/03007995.2019.1636017. Retrieved from https://www.tandfonline.com/doi/full/10.1080/03007995.2019.1636017

Credit Line: Bipolar depression: The clinical characteristics and unmet needs of a complex disorder by McIntyre, R. S. & Calabrese, J. R., in Current Medical Research and Opinion. Copyright 2019 by Librapharm Ltd. Reprinted by permission of Librapharm Ltd via the Copyright Clearance Center.

Required Media

Module 6 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 6 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check. (1m)

Generalized Anxiety Syndrome

Osmosis.org. (2016, February 29). Generalized anxiety disorder (GAD) – causes, symptoms, & treatment [Video file]. Retrieved from https://www.youtube.com/watch?v=9mPwQTiMSj8

Note: The approximate length of the media program is 5 minutes.

Knowledge Check: Psychological Disorders

In this exercise, you will complete a 10- to 20-essay type question Knowledge Check to gauge your understanding of this module’s content.

Possible topics covered in this Knowledge Check include:

- Generalized anxiety disorder
- Depression
- Bipolar disorders
- Schizophrenia
- Delirium and dementia
- Obsessive compulsive disease

Complete the Knowledge Check By Day 7 of Week 9

To complete this Knowledge Check:

Module 6 Knowledge Check

What’s Coming Up in Module 7?

In Module 7, you will analyze processes related to women’s and men’s health, infections, and hematologic disorders through case study analysis. To do this, you will analyze alterations in the relevant systems and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, which may impact physiological functioning and altered physiology.

Week 10 Knowledge Check: Women’s and Men’s Health, Infections, and Hematologic Disorders

In the Week 10 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 7. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check, since the resources cover the topics addressed. Plan your time accordingly.

Next Module

To go to the next module:

Module 7

Module 7: Women’s and Men’s Health, Infections, and Hematologic Disorders

What’s Happening This Module?

Module 7: Women’s and Men’s Health, Infections, and Hematologic Disorders is a 1-week module, Week 10 of the course. In this module, you will examine fundamental concepts of diseases and disorders that impact women’s and men’s health, including infections and hematologic disorders. You will also evaluate the impact of patient characteristics, including racial and ethnic variables, on physiological functioning within these populations.

What do I have to do?	When do I have to do it?
Review your Learning Resources	Days 1–7 of Week 10
Knowledge Check: Women’s and Men’s Health, Infections, and Hematologic Disorders	Complete by Day 7 of Week 10
Module 7 Assignment: Case Study Analysis	Submit by Day 7 of Week 10

Go to the Week’s Content

Week 10

Week 10: Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders

Literature, cinema, and other cultural references have long examined differences between women and men. These observations extend well beyond obvious and even inconspicuous traits to include cultural, behavioral, and biological differences that can impact pathophysiological process and, ultimately, health.

Understanding these differences in traits and their impact on pathophysiology can better equip acute care nurses to communicate to patients of both sexes. Furthermore, APRNs who are able to communicate these differences can better guide care to patients, whatever their gender.

This week, you examine fundamental concepts of women’s and men’s health disorders. You also explore common infections and hematologic disorders, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.

Learning Objectives

Students will:

Analyze concepts and principles of pathophysiology across the life span
Analyze processes related to women’s and men’s health, infections, and hematologic disorders
Identify racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 24: Structure and Function of the Reproductive Systems (stop at Tests of reproductive function); Summary Review
Chapter 25: Alterations of the Female Reproductive System (stop at Organ prolapse); pp. 787–788 (start at Impaired fertility) (stop at Disorders of the female breast); Summary Review
Chapter 26: Alterations of the Male Reproductive System (stop at Hormone levels); Summary Review
Chapter 27: Sexually Transmitted Infections, including Summary Review
Chapter 28: Structure and Function of the Hematological System (stop at Clinical evaluation of the hematological system); Summary Review
Chapter 29: Alterations of Erythrocytes, Platelets, and Hemostatic Function, including Summary Review
Chapter 30: Alterations of Leukocyte and Lymphoid Function, including Summary Review

Low, N. & Broutet N. J. (2017). Sexually transmitted infections – Research priorities for new challenges. PLoS Medicine, (12), e1002481

Kessler, C. M. (2019). Immune thrombocytopenic purpura [LK1] (ITP). Retrieved from https://emedicine.medscape.com/article/202158-overview

Nagalia, S. (2019). Pernicious anemia[LK1] . Retrieved from https://emedicine.medscape.com/article/204930-overview#a3

Stauder, R., Valent, P., & Theurl, I. [LK1] (2019). Anemia at older age: Etiologies, clinical implications and management. Blood Journal, 131(5). Retrieved from http://www.bloodjournal.org/content/131/5/505?sso-checked=true

Credit Line: Anemia at older age: Etiologies, clinical implications and management by Stauder, R., Valent, P., & Theurl, I., in Blood Journal, Vol. 131/Issue 5. Copyright 2019 by American Society of Hematology. Reprinted by permission of American Society of Hematology via the Copyright Clearance Center.

Document: NURS 6501 Final Exam Review (PDF document)

Note: Use this document to help you as you review for your Final Exam in Week 11.

Required Media

Module 7 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 7 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check and your Assignment. (3m)

Khan Academy. (2019a). Chronic disease vs iron deficiency anemia[LK1] . Retrieved from https://www.khanacademy.org/science/health-and-medicine/hematologic-system-diseases-2/iron-deficiency-anemia-and-anemia-of-chronic-disease/v/chronic-disease-vs-iron-deficiency-anemia

Note: The approximate length of the media program is 5 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 24, 26, 28, and 30 that relate to the reproductive and hematological systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Knowledge Check: Women’s and Men’s Health, Infections, and Hematologic Disorders

In this exercise, you will complete a 10- to 20-essay type question Knowledge Check to gauge your understanding of this module’s content.

Possible topics covered in this Knowledge Check include:

- Sexually transmitted diseases
- Prostate
- Epididymitis
- Factors that affect fertility
- Reproductive health
- Alterations and fertility
- Anemia
- ITP and TTP
- DIC
- Thrombocytopeni

Complete the Knowledge Check By Day 7 of Week 10

To complete this Knowledge Check:

Module 7 Knowledge Check

Module 7 Assignment: Case Study Analysis

An understanding of the factors surrounding women’s and men’s health, infections, and hematologic disorders can be critically important to disease diagnosis and treatment in these areas. This importance is magnified by the fact that some diseases and disorders manifest differently based on the sex of the patient.

Effective disease analysis often requires an understanding that goes beyond the human systems involved. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact..

An understanding of the symptoms of alterations in systems based on these characteristics is a critical step in diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.

Assignment (1- to 2-page case study analysis)

A 32-year-old female presents to the ED with a chief complaint of fever, chills, nausea, vomiting, and vaginal discharge. She states these symptoms started about 3 days ago, but she thought she had the flu. She has begun to have LLQ pain and notes bilateral lower back pain. She denies dysuria, foul-smelling urine, or frequency. States she is married and has sexual intercourse with her husband. PMH negative. Labs: CBC-WBC 18, Hgb 16, Hct 44, Plat 325, Neuts & Lymphs, sed rate 46 mm/hr, C-reactive protein 67 mg/L CMP wnl Vital signs T 103.2 F Pulse 120 Resp 22 and PaO2 99% on room air. Cardio-respiratory exam WNL with the exception of tachycardia but no murmurs, rubs, clicks, or gallops. Abdominal exam + for LLQ pain on deep palpation but no rebound or rigidity. Pelvic exam demonstrates copious foul-smelling green drainage with reddened cervix and + bilateral adenexal tenderness. + chandelier sign. Wet prep in ER + clue cells and gram stain in ER + gram negative diplococci.

In your Case Study Analysis related to the scenario provided, explain the following:

The factors that affect fertility (STDs).
Why inflammatory markers rise in STD/PID.
Why prostatitis and infection happens. Also explain the causes of systemic reaction.
Why a patient would need a splenectomy after a diagnosis of ITP.
Anemia and the different kinds of anemia (i.e., micro and macrocytic).

Day 7 of Week 10

Submit your Case Study Analysis Assignment by Day 7 of Week 10

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “M7Assgn+last name+first initial.(extension)” as the name.
Click the Module 7 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 7 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M7Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:

Module 7 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Module 7 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 10

To participate in this Assignment:

Module 7 Assignment

What’s Coming Up in Module 8?

In Module 8, you will examine pediatric pathophysiology. You will identify diseases, disorders and issues relevant to the treatment of children. You will also take the Final Exam for the course.

Week 11 Knowledge Check: Pediatrics

In the Week 11 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 11. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check, since the resources cover the topics addressed. Plan your time accordingly.

Week 11 Final Exam: Pediatrics

In the Week 11 Final Exam, you will demonstrate your understanding of the topics covered during Weeks 7–11 of the course. This Final Exam will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Final Exam, since the resources cover the topics addressed. Plan

Next Module

To go to the next module:

Module 8

Module 8: Pediatrics

What’s Happening This Module?

Module 8: Pediatrics is a 1-week module, Week 11, the final week of the course. In this module, you will examine fundamental concepts of diseases and disorders that impact the health of infants, children, and adolescents. You will also examine concepts and principles of pathophysiology across the life span. Lastly, you will take the Final Exam for the course.

What do I have to do?	When do I have to do it?
Review your Learning Resources	Days 1–7 of Week 11
Knowledge Check: Pediatrics	Complete by Day 5 of Week 11
Final Exam	Submit by Day 7 of Week 11

Go to the Week’s Content

Week 11

Week 11: Concepts of Pediatrics

Pediatric disorders can present unique challenges to patients, families, and healthcare providers. Disorders in these areas are complicated by the fact that young patients can have difficulties communicating symptoms. Furthermore, the manner in which disease and disorders manifest in children may be unique.

APRNs working to support these patients and their loved ones must demonstrate not only support and compassion, but expertise to communicate and guide understanding of diagnoses and treatment plans. This includes an understanding of disease and disorders at the pediatric level.

This week, you examine pathophysiology in pediatrics. You apply key terms, concepts, and principles in this area to demonstrate an understanding of the impact they have on altered physiology in children.

Learning Objectives

Students will:

Analyze concepts and principles of pathophysiology across the lifespan

Learning Resources

Required Readings

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 14: Cancer in Children, including Summary Review
Chapter 20: Alterations of Neurologic Function in Children (stop at Childhood tumors); Summary Review
Chapter 34: Alterations of Cardiovascular Function in Children (stop at Defects decreasing pulmonary blood flow); Summary Review
Chapter 37: Alterations of Pulmonary Function in Children (stop at Congenital malformations); Summary Review
Chapter 40: Alterations of Renal and Urinary Tract Function in Children, including Summary Review
Chapter 43: Alterations of Digestive Function in Children, including Summary Review
Chapter 46: Alterations of Musculoskeletal Function in Children (stop at Avascular diseases); (start at Cerebral palsy) (musculoskeletal tumors in children); Summary Review
Chapter 48: Alterations of the Integument in Children, including Summary Review
Chapter 50: Shock, Multiple Organ Dysfunction Syndrome, and Burns in Children, including Summary Review

U.S. National Library of Medicine. (2019). Normal growth and development. Retrieved from https://medlineplus.gov/ency/article/002456.htm

Document: NURS 6501 Final Exam Review (PDF document)

Note: Use this document to help you as you review for your Final Exam in Week 11.

Required Media

Module 8 Overview with Dr. Tara Harris

Dr. Tara Harris reviews the structure of Module 8 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check and your Final Exam. (3m)

Wyatt, K. (2018, February 4). Pediatrics – Growth and development milestones review [Video file]. Retrieved from https://www.youtube.com/watch?v=ZG60nC3RJwc

Note: The approximate length of the media program is 34 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapter 20, 34, 37, 40, 43, and 46 that relate to alterations in hematological function in children. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/

Knowledge Check: Pediatrics

In this exercise, you will complete a 10- to 20-essay type question Knowledge Check to gauge your understanding of this module’s content.

Possible topics covered in this Knowledge Check include:

- Growth and development
- Normal growth patterns
- Scoliosis (ortho)
- Kawasaki
- Alterations in children
- Congenital (heart syndrome)
- PDAs
- Sudden Infant Death Syndrome (SIDS)
- Asthma
- Lead poisoning and effects on neurological functioning
- Sickle cell
- Hemophilia

(Note: It is strongly recommended that you take the Knowledge Check at least 48 hours before taking the Final Exam.)

Complete the Knowledge Check By Day 5 of Week 11

To complete this Knowledge Check:

Module 8 Knowledge Check

Final Exam

This 101-question exam is a test of your knowledge in preparation for your certification exam. No outside resources, including books, notes, websites, or any other type of resource, are to be used to complete this exam. You are expected to comply with Walden University’s Code of Conduct.

This exam will be on topics covered in Weeks 7, 8, 9, 10, and 11. Prior to starting the exam, you should review all of your materials. This exam is timed with a limit of 2 hours for completion. When time is up, your exam will automatically submit.

(Note: It is strongly recommended that you take the Knowledge Check at least 48 hours before taking the Final Exam.)

By Day 7 of Week 11

Complete and submit your Final Exam.

To complete your exam:

Final Exam

What’s Coming Up?

Congratulations! After you have finished all of the assignments for this week, you have completed the course. Please submit your Course Evaluation by Day 7.

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NRNP 6552 Taking or Building a Health History Asking Difficult Questions Paper Example

Blog, Sample Papers, Writing Guides

NRNP 6552 Taking or Building a Health History Asking Difficult Questions Paper Example

NRNP 6552 Taking or Building a Health History: Asking Difficult Questions Assignment

NRNP 6552 Taking or Building a Health History Asking Difficult Questions Assignment Brief

Course: NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care

Assignment Title: NRNP 6552 Taking or Building a Health History: Asking Difficult Questions Assignment

Assignment Overview

The assignment explores the delicate process of building a patient’s health history, emphasizing the importance of approaching difficult questions with sensitivity and respect. This assignment tasks students with developing a script for interviewing a volunteer acting as a patient, focusing on creating an environment conducive to open and productive dialogue.

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Understanding Assignment Objectives

This assignment aims to assess students’ ability to craft a comprehensive script for obtaining a patient’s health history while navigating sensitive topics. Students will demonstrate their understanding of effective communication strategies, cultural competence, and patient-centered care.

The Student’s Role

As a student in NRNP 6552, your role is to develop a script that reflects your understanding of the complexities involved in taking a patient’s health history. You will need to consider various factors such as cultural backgrounds, special populations, and the impact of difficult questions on both the nurse practitioner and the patient.

Competencies Measured

This assignment evaluates students’ proficiency in the following areas:

Communication: Crafting a script that fosters open dialogue and encourages patient disclosure.
Cultural Competence: Demonstrating sensitivity to diverse backgrounds and addressing the unique needs of special populations.
Critical Thinking: Analyzing the challenges associated with asking difficult questions and proposing strategies for improvement.
Professionalism: Maintaining ethical standards and respecting patient autonomy throughout the health history interview process.

You Can Also Check Other Related Assessments for the NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care Course:

NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment Example

NRNP 6552 Building a Health History Discussion Post Assignment Example

NRNP 6552 Taking or Building a Health History Asking Difficult Questions Paper Example

Script for Building a Health History

Introduction

“Good [morning/afternoon], [Patient’s Name]. My name is [Your Name], and I am a nurse practitioner. Today, I’d like to ask you some questions to better understand your health history and any current concerns you might have. Our conversation will be confidential, and I’m here to provide the best care and support. If at any point you feel uncomfortable or have questions, please let me know. Let’s start with some basic information about you.”

Personal and Demographic Information

“Let’s start with some basic information. Can you please tell me your full name, age, gender identity, and race or ethnicity?”

Chief Complaint (CC)

“What brings you in today? Please describe any specific concerns or symptoms you’re experiencing.”

History of Present Illness (HPI)

“Can you tell me more about [symptom/concern]? When did it start, and how has it progressed? Are there any particular times when it gets better or worse?”

Using the LOCATES Mnemonic

Location: “Where exactly do you feel the [symptom]?”
Onset: “When did you first notice it?”
Character: “Can you describe what it feels like? Is it sharp, dull, throbbing, etc.?”
Associated Signs and Symptoms: “Are there other symptoms that accompany it?”
Timing: “Is there a specific time of day when it happens? How often does it occur?”
Exacerbating/Relieving Factors: “Is there anything that makes it better or worse?”
Severity: “On a scale from 1 to 10, how would you rate your discomfort?”

Current Medications

“Can you tell me about any medications you are currently taking, including dosages and how often you take them? This includes any over-the-counter or herbal supplements.”

Allergies

“Do you have any allergies to medications, foods, or environmental factors? If so, what kind of reactions do you have?”

Past Medical History (PMHx)

“Have you had any major illnesses, surgeries, or hospitalizations in the past? Are you up to date on your vaccinations, including your last tetanus shot?”

Social and Substance History (SocHx)

“Tell me a little about your living situation. Do you live alone or with others? What is your occupation, and do you have any major hobbies? Do you use tobacco or alcohol? If so, how much and how often?”

Family History (FamHx)

“Can you tell me about any significant health issues in your immediate family, such as your parents, siblings, or children? Are there any genetic conditions or chronic illnesses that run in your family?”

Surgical History

“Have you had any surgeries in the past? If so, can you provide details?”

Mental Health History

“Have you ever been diagnosed with any mental health conditions, such as anxiety or depression? Are there any current concerns you would like to discuss?”

Violence History

“Do you have any concerns about your safety at home, in your community, or in any other aspect of your life? Have you ever experienced violence or abuse?”

Reproductive Health History

“Can you tell me about your menstrual history, including the date of your last menstrual period? Have you had any gynecologic conditions or surgeries in the past? Do you have regular Pap smears? How many sexual partners have you had, and do you use any form of contraception? Are you currently pregnant or nursing? Have you ever had a sexually transmitted infection? Are there any sexual health concerns you would like to us address?”

Review of Systems (ROS)

“Do you have any other symptoms or health concerns that we haven’t discussed?” “I’d like to go over each system in your body to make sure we haven’t missed anything.”

General: “Have you experienced any weight changes, fever, or fatigue?”
HEENT: “Do you have any issues with your eyes, ears, nose, or throat?”
Skin: “Have you noticed any rashes or changes in your skin?”
Cardiovascular: “Do you have any chest pain or palpitations?”
Respiratory: “Do you have any shortness of breath or cough?”
Gastrointestinal: “Have you experienced any nausea, vomiting, or abdominal pain?”
Genitourinary: “Any issues with urination or changes in your menstrual cycle?”
Neurological: “Any headaches, dizziness, or numbness?”
Musculoskeletal: “Do you have any muscle or joint pain?”
Hematologic: “Any unusual bleeding or bruising?”
Lymphatics: “Have you noticed any swollen lymph nodes?”
Psychiatric: “Any changes in mood or anxiety levels?”
Endocrinologic: “Do you have any symptoms like excessive sweating or changes in thirst?”
Reproductive: “Any concerns about your sexual health or recent pregnancies?”
Allergies: “Any history of asthma, hives, or eczema?”

Reflection

Summary of Experiences

Developing this script involved careful consideration of sensitive topics and the use of empathetic language to ensure patient comfort. Implementing the script with a volunteer highlighted the importance of building rapport and maintaining a non-judgmental attitude.

Challenges and Insights

Asking about sexual history and lifestyle choices were particularly challenging due to the potential for discomfort or embarrassment. However, approaching these topics with sensitivity and reassurance helped facilitate open communication. I learned that creating a safe and respectful environment is crucial for obtaining accurate and comprehensive health histories.

Future Improvements

In future assessments, I would focus on refining my questioning techniques to be more conversational and less clinical. Additionally, I would incorporate more specific questions tailored to diverse populations to ensure inclusivity and address unique health needs.

Considerations for Special Populations

LGBTQ+ Individuals: Use inclusive language, inquire about gender identity and preferred pronouns, discuss specific health risks, and provide a non-judgmental environment.
Adolescents: Address confidentiality concerns, ensure privacy, and use age-appropriate language.
Elderly Patients: Consider cognitive function, presence of multiple comorbidities, and potential barriers to communication.

Health Maintenance Guidelines

For initial and follow-up assessments, it is essential to include:

Initial Assessment

Vaccinations: Gardasil (HPV prevention vaccine), Shingles vaccine (for individuals over 50), influenza, Tdap, and MMR if not previously administered.
Screenings: Pap test (starting at age 21), HPV test (co-testing from age 30), mammograms every 1-2 years (starting at age 40-50 depending on risk factors), bone density test (postmenopausal women or those with risk factors for osteoporosis).
Lifestyle Counseling: Diet, exercise, smoking cessation, alcohol use, and safe sex practices.

Follow-Up Assessments

Regular Screenings: Continued Pap and HPV testing as per guidelines, mammograms every 1-2 years.
Annual Check-ups: General health assessment, review of medications, and management of chronic conditions.
Additional Tests: Colonoscopy (starting at age 50 or earlier if at risk), diabetes screening, and cholesterol monitoring.

These guidelines help in the early detection and prevention of common health issues, improving patient outcomes and overall health.

References

Adler-Milstein, J., & Nong, P. (2019). HIPAA Privacy Rule compliance in patient care and research. Journal of the American Medical Association, 321(7), 710-711.

Bouayad, L., Ialynytchev, A., & Padmanabhan, B. (2017). Patient satisfaction with telehealth services in home care settings: A systematic review. Telemedicine and e-Health, 23(8), 561-567.

Schuiling, K. D., & Likis, F. E. (2022). Women’s gynecologic health. Jones & Bartlett Learning.

Tessier, L. H., Adam, P., & Atkinson, S. (2019). The influence of patient-centered care on healthcare outcomes. Journal of Nursing Care Quality, 34(3), 243-249.

Detailed Assessment Instructions for the NRNP 6552 Taking or Building a Health History Asking Difficult Questions Paper Assignment

NRNP 6552 Taking / Building a Health History: Asking Difficult Questions

Module 1 Assignment: Taking a Health History: Building a Health History: Asking Difficult Questions

Description

Much of an archeologist’s work is done under the mantra “proceed with caution.” Archeologists must dutifully secure permissions to access sites. They also must exercise extreme caution when excavating or analyzing in a lab to avoid potential damage to historical artifacts.

Likewise, nurse practitioners must proceed with caution when building a patient’s health history. Important questions can be difficult for both nurse and patient. Care must be taken to approach such questions with dignity, tact, and respect to create an environment conducive to productive conversations.

For this Assignment, you will develop a script to be used to interview a volunteer serving in the role of patient.

To prepare:

Review the Ewing (2004) questionnaire found in this week’s Learning Resources and consider the difficult questions you might have to ask when you take a patient’s health history.
Review the screening tools found in the Learning Resources and consider how you might use an app or tool to assist in screening.
Review the media programs related to a vaginal exam, pap test, and breast exam.
Review the health history guide presented in Chapter 7 of the Schuiling & Likis (2022) text and consider how you would create your own script for building a health history. (Note: You will also find the Health History Form in Chapter 7)

Describe the components of a complete gynecologic health history. Include considerations for special populations such as LGBTQ+ individuals.
What health maintenance guidelines should be included for initial and follow up might be needed for follow-up assessments? (i.e., bone density test, Gardasil vaccine, shingles, etc.)?
What questions would you consider in your patient’s assessment? For example
- What is your patient’s living situation?
- Do they have stairs?
- Do they live by themselves?
- Do they have a working refrigerator?
Create your own script for building a health history and use the Health History Template for guidance (consider the type of language you would use to help your patient be more comfortable). As you create your script, consider the difficult questions you want to include in your script.

Assignment: (1- to 2-page reflection)

In addition to your script for building a health history for this assignment, include a separate section called “Reflection” that includes the following:
- A brief summary of your experiences in developing and implementing your script during your health history.
- Explanations of what you might find difficult when asking these questions. What you found insightful and what would you say or do differently.
  http://mym.cdn.laureate-media.com/2dett4d/Walden/NURS/6551/02/mm/conversation/index.html

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

Rubric Detail

Select Grid View or List View to change the rubric’s layout.

Name: NRNP_6552_Module1_Assignment_Rubric

Grid View List View

Describe the components of a comprehensive gynecologic health history. Include considerations for special populations such as LGBTQ+ individuals.

What health maintenance guidelines should be included during the initial and follow up assessments. (i.e., bone density test, Gardasil vaccine, shingles, etc.)?

What questions would you consider in your patient’s assessment?

For example

What is your patient’s living situation?
Do they have stairs?
Do they live by themselves?
Do they have a working refrigerator?

Building a Health History: Asking Difficult Questions Create your own script for building a health history. Consider the type of language you would use to help your patient be more comfortable). Ensure you include the difficult questions required to complete a thorough health history.

In addition to your script for building a health history for this assignment, include a separate section called “Reflection”

Briefly react and provide a summary of your experiences in developing your script during your health history.

Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, “ow logically, and demonstrate continuity of ideas. Sentences are carefully focused— neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

Written Expression and Formatting – English writing standards:

Correct grammar, mechanics, and proper punctuation

Written Expression and Formatting – The paper follows the correct APA format for the title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.

Excellent

27 (27%) – 30 (30%)

The response provides clear, complete, and appropriate descriptions of a comprehensive gynecologic history. Health maintenance guidelines are clear and complete. Social factors affecting health are appropriately incorporated.

22.5 (22.5%) – 25 (25%)

The script contains a complete set of questions, including di”cult questions, necessary to build a health history. Questions are phrased in a manner that supports the patient’s comfort.

27 (27%) – 30 (30%)

The response provides an accurate, clear, and complete summary of experiences in developing the script during the health history

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for #ow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

5 (5%) – 5 (5%)

Uses correct grammar, spelling, and punctuation with no errors.

5 (5%) – 5 (5%)

Uses the correct APA format with no errors.

Good

24 (24%) – 26 (26%)

The response provides clear, complete, and most of the components of a comprehensive gynecologic history. Most health maintenance guidelines are included and appropriate. Social factors affecting health are mostly included.

20 (20%) – 22 (22%)

The script contains a mostly complete set of questions, including di”cult questions, necessary to build a health history. Most questions are phrased in a manner that supports the patient’s comfort.

24 (24%) – 26 (26%)

The response provides an accurate summary of experiences in developing the script during the health history

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for #ow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

4 (4%) – 4 (4%)

Contains a few (1 or 2) grammar, spelling, and punctuation errors.

4 (4%) – 4 (4%)

Contains a few (1 or 2) APA format errors.

Fair

21 (21%) – 23 (23%)

The response provides components of the gynecologic history but they are incomplete, vague or inaccurate. Health maintenance guidelines are somewhat complete or inappropriate applied. Social factors are included but some are missing.

17.5 (17.5%) – 19.5 (19.5%)

The script contains some relevant questions, including a few difficult questions. The information collected provides a cursory health history.

Questions are not phrased in a supportive tone.

21 (21%) – 23 (23%)

The response provides a vague, inaccurate, or incomplete summary of the experiences in developing the script during the health history

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for #ow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or o! topic.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3 or 4) grammar, spelling, and punctuation errors.

3.5 (3.5%) – 3.5 (3.5%)

Contains several (3 or 4) APA format errors.

Poor

0 (0%) – 20 (20%)

The response provides unclear, incomplete, or inappropriate components of the gynecologic health history. Health maintenance guidelines are missing, incorrect, or inappropriately applied. Social factors are missing or incorrect.

0 (0%) – 17 (17%)

The script contains few or no relevant questions, including few or no di”cult questions. The information collected is not sufficient to provide an adequate health history.

Questions are not phrased in a supportive tone.

0 (0%) – 20 (20%)

The response provides a vague, inaccurate, or incomplete summary of the experiences in developing the script during the health history, or the summary is missing.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for #ow, continuity, and clarity < 60% of the time.

No purpose statement, introduction, or conclusion was provided.

0 (0%) – 3 (3%)

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

0 (0%) – 3 (3%)

Contains many (≥ 5) APA format errors.

Name: NRNP_6552_Module1_Assignment_Rubric

CAGE Questionnaire

Have you ever felt you should Cut down on your drinking?
Have people Annoyed you by criticizing your drinking?
Have you ever felt bad or Guilty about your drinking?
Have you ever had a drink first thing in the morning to steady your nerves or to get rid of a hangover (Eye opener)?

Scoring:

Item responses on the CAGE are scored 0 or 1, with a higher score an indication of alcohol problems. A total score of 2 or greater is considered clinically significant.

………………………………..

Developed by Dr. John Ewing, founding Director of the Bowles Center for Alcohol Studies, University of North Carolina at Cahpel Hill, CAGE is an internationally used assessment instrument for identifying alcoholics. It is particularly popular with primary caregivers. CAGE has been translated into several languages.

The CAGE questions can be used in the clinical setting using informal phrasing. It has been demonstrated that they are most effective when used as part of a general health history and should NOT be preceded by questions about how much or how frequently the patient drinks (see “Alcoholism: The Keys to the CAGE” by DL Steinweg and H Worth; American Journal of Medicine 94: 520-523, May 1993.

The exact wording that can be used in research studies can be found in: JA Ewing “Detecting Alcoholism: The CAGE Questionaire” JAMA 252: 1905-1907, 1984. Researchers and clinicians who are publishing studies using the CAGE Questionaire should cite the above reference. No other permission is necessary unless it is used in any profit-making endeavor in which case this Center would require to negotiate a payment.

………………………………..

Source: Dr. John Ewing, founding Director of the Bowles Center for Alcohol Studies, University of North Carolina at Chapel Hill

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NRNP 6552 Building a Health History Discussion Post Example

Blog, Sample Papers, Writing Guides

NRNP 6552 Building a Health History Discussion Post Example

NRNP 6552 Building a Health History Discussion Post Assignment

NRNP 6552 Building a Health History Discussion Post Assignment Brief

Course: NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care

Assignment Title: NRNP 6552 Building a Health History Discussion Post Assignment

Assignment Instructions Overview

This assignment requires students to engage in the process of building a health history for an assigned patient. The goal is to practice effective communication techniques tailored to the unique characteristics of each patient, including factors such as age, gender, ethnicity, and environmental setting. By considering these factors, students will be able to gather comprehensive and accurate health histories, essential for assessing health risks and planning care.

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Understanding Assignment Objectives

The primary objective of this assignment is to enhance students’ abilities in patient communication and history taking. Effective communication is vital in constructing a detailed patient history, which significantly influences health outcomes. Students must understand how various factors such as social determinants of health, cultural background, and environmental settings impact a patient’s health. The assignment aims to prepare students to adapt their communication strategies to each patient’s unique context, thus improving the quality of the health history obtained.

The Student’s Role

Students will assume the role of a clinician responsible for building a health history for a specific patient profile assigned by the instructor. This involves:

Tailoring communication and interview techniques to the assigned patient.
Developing targeted questions based on the patient’s social determinants of health.
Identifying and applying appropriate risk assessment instruments.
Recognizing potential health-related risks specific to the patient’s demographic and environmental context.
Posting a summary of the interview, describing the communication techniques used, justifying the chosen risk assessment instrument, and listing at least five targeted questions.

Competencies Measured

This assignment measures several key competencies essential for advanced practice nurses, including:

Communication Skills: The ability to effectively communicate with patients of diverse backgrounds and tailor communication techniques accordingly.
Cultural Competence: Understanding and respecting the cultural, social, and environmental factors that influence a patient’s health.
Clinical Assessment: Utilizing appropriate risk assessment tools and techniques to gather accurate health histories.
Critical Thinking: Analyzing and integrating information from patient interviews to identify health risks and plan appropriate interventions.
Empathy and Rapport-Building: Establishing trust and rapport with patients to facilitate open and honest communication.

You Can Also Check Other Related Assessments for the NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care Course:

NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment Example

NRNP 6552 Taking or Building a Health History: Asking Difficult Questions Assignment Example

NRNP 6552 Building a Health History Discussion Post Example

Discussion: Building a Health History

Patient Profile: 26-year-old Lebanese Female Living in Graduate-Student Housing

Effective communication with a 26-year-old Lebanese female living in graduate-student housing necessitates sensitivity to cultural and contextual factors. Several communication techniques will be employed to ensure the accurate and empathetic gathering of her health history. Firstly, cultural sensitivity is paramount. Understanding the patient’s Lebanese background involves being aware of cultural norms, values, and potential language barriers. This approach fosters a more comfortable and trusting environment for the patient, enhancing the quality of the interaction and the accuracy of the information gathered (Ball et al., 2019).

Building rapport is another critical technique. Initiating the conversation with friendly, open-ended questions about her studies and experience in graduate housing can help establish trust and ease any anxiety she might have about the medical consultation. Active listening is also essential. Demonstrating genuine interest in her responses, maintaining eye contact, and using affirmative nods or verbal acknowledgments will show that her concerns are taken seriously. This technique ensures that the patient feels heard and respected, which is crucial for effective communication (Ball et al., 2019).

Clarifying questions play a significant role in this process. Asking follow-up questions to ensure that her responses are clearly understood is essential for accurately assessing her health history. This technique helps avoid misunderstandings and ensures that the information collected is precise and comprehensive (Martyn, Munro, & Fava, 2013). Additionally, nonverbal communication must be considered. Being mindful of nonverbal cues such as body language and facial expressions ensures that the patient feels respected and understood. This technique enhances the overall communication experience and builds a stronger patient-provider relationship (Martyn et al., 2013).

The selected risk assessment tool for this patient is the Health Risk Assessment (HRA). The HRA is suitable because it considers various factors such as lifestyle, environmental setting, and personal health behaviors, which are particularly relevant for a young adult in a university setting (Abass, Carlsen, & Rautio, 2016). This tool is appropriate for assessing a 26-year-old Lebanese female due to its comprehensive nature, which helps identify risks associated with lifestyle, diet, mental health, and preventive health measures. Graduate students often experience high stress and unique health challenges, making this tool particularly useful.

Based on the patient’s age, gender, ethnicity, and environmental setting, potential health-related risks include mental health issues, nutritional deficiencies, physical inactivity, and social challenges. The high stress and anxiety related to academic pressures can significantly impact her mental health. Irregular eating habits common among students might lead to nutritional deficiencies. A busy academic schedule may contribute to physical inactivity. Living in student housing away from family and familiar cultural support could lead to feelings of isolation or social challenges.

To gather a comprehensive health history, the following targeted questions will be asked: “How has your experience in graduate school been affecting your stress levels and overall well-being?” This question aims to assess her mental health and stress levels. “Can you describe your typical daily diet and any challenges you face in maintaining a healthy eating routine?” This question focuses on her dietary habits and potential nutritional deficiencies. “What type of physical activities do you engage in, and how often do you exercise each week?” This question aims to evaluate her level of physical activity. “Have you experienced any feelings of anxiety or depression since starting your graduate studies?” This question assesses her mental health more specifically. “How do you find living in graduate-student housing? Are there any aspects of your living environment that you feel negatively impact your health?” This question aims to understand the social and environmental factors affecting her health.

References

Abass, K., Carlsen, A., & Rautio, A. (2016). New approaches in human health risk assessment. International Journal of Circumpolar Health, 75(1). doi:10.3402/ijch.v75.33845

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s Guide to Physical Examination (9th ed.). Elsevier.

Martyn, K. K., Munro, M. L., & Fava, N. M. (2013). Patient-centered communication and health assessment. Nursing Research, 62(6), 383-393. doi:10.1097/nnr.0000000000000005

Response 1: 14-year-old Biracial Male Living with His Grandmother in a High-Density Public Housing Complex

You did a great job discussing communication techniques and targeted questions to ask your patient. I would also add that it is essential to build rapport with this adolescent to facilitate trust and openness. Establishing a connection is crucial, especially with teenagers who may be reluctant to share personal information. According to Ball et al. (2019), using open-ended questions and demonstrating genuine interest in the patient’s experiences are effective strategies for building rapport. Ensuring that the patient understands that all information provided will be confidential is critical for fostering an open and honest dialogue.

In addition to the techniques you mentioned, motivational interviewing could be particularly beneficial in this scenario. Motivational interviewing involves encouraging the patient to talk about their feelings and experiences, helping them to identify their own motivations for change (Miller & Rollnick, 2013). This technique can empower the patient and help them feel more in control of their health outcomes.

Regarding potential health-related risks, it is important to consider the environmental factors associated with living in a high-density public housing complex. The patient might be exposed to higher levels of stress, violence, or environmental hazards, all of which can impact his physical and mental health. Addressing these concerns through targeted questions and providing appropriate resources and support can significantly benefit the patient’s overall well-being.

References

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2019). Seidel’s guide to physical examination: An interprofessional approach (9th ed.). Elsevier.

Miller, W. R., & Rollnick, S. (2013). Motivational interviewing: Helping people change (3rd ed.). Guilford Press.

Response 2: 38-year-old Native American Pregnant Female Living on a Reservation

Great post! Your discussion highlights the importance of cultural competence when interviewing a Native American pregnant female living on a reservation. This population often faces unique challenges, including health disparities and limited access to healthcare services (Berman & Chutka, 2016). It is essential to approach the interview with humility, respect, and an understanding of cultural preferences.

An additional interview and communication technique that could be effective in this context is the use of narrative medicine. Narrative medicine involves listening to the patient’s story and understanding their experiences and perspectives (Charon, 2006). This approach can help build a deeper connection with the patient and provide a more holistic understanding of their health needs.

Furthermore, it might be beneficial to involve family members or community health workers in the interview process. This can provide additional support for the patient and help bridge any cultural or communication gaps. According to the National Congress of American Indians (n.d.), engaging with the community and respecting cultural practices are vital for effective communication and healthcare delivery.

Another health-related risk to consider is the potential for gestational diabetes, which has a higher prevalence among Native American populations (Sullivan, 2019). Screening for gestational diabetes and providing appropriate education and resources is crucial for managing this risk.

References

Berman, A. C., & Chutka, D. S. (2016). Assessing effective physician-patient communication skills: “Are you listening to me, doc?” Journal of General Internal Medicine, 31(4), 408-413. doi:10.1007/s11606-015-3522-x

Charon, R. (2006). Narrative medicine: Honoring the stories of illness. Oxford University Press.

National Congress of American Indians. (n.d.). Effective Tools for Communications and Leadership in Indian Country. Retrieved June 05, 2020, from http://www.ncai.org/news/tribal-communicators-resources/NCAI_ConferenceBooklet_FINAL_SinglePage.pdf

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). F. A. Davis.

Detailed Assessment Instructions for the NRNP 6552 Building a Health History Discussion Post Assignment

Discussion: Building a Health History

Effective communication is vital to constructing an accurate and detailed patient history. A patient’s health or illness is influenced by many factors, including age, gender, ethnicity, and environmental setting. As an advanced practice nurse, you must be aware of these factors and tailor your communication techniques accordingly. Doing so will not only help you establish rapport with your patients, but it will also enable you to more effectively gather the information needed to assess your patients’ health risks.

For this Discussion, you will take on the role of a clinician who is building a health history for a particular new patient assigned by your Instructor.

Photo Credit: Sam Edwards / Caiaimage / Getty Images

To prepare:

With the information presented in Chapter 1 of Ball et al. in mind, consider the following:

By Day 1 of this week, you will be assigned a new patient profile by your Instructor for this Discussion. Note: Please see the “Course Announcements” section of the classroom for your new patient profile assignment.
How would your communication and interview techniques for building a health history differ with each patient?
How might you target your questions for building a health history based on the patient’s social determinants of health?
What risk assessment instruments would be appropriate to use with each patient, or what questions would you ask each patient to assess his or her health risks?
Identify any potential health-related risks based upon the patient’s age, gender, ethnicity, or environmental setting that should be taken into consideration.
Select one of the risk assessment instruments presented in Chapter 1 or Chapter 5 of the Seidel’s Guide to Physical Examination text, or another tool with which you are familiar, related to your selected patient.
Develop at least five targeted questions you would ask your selected patient to assess his or her health risks and begin building a health history Building a Health History.

By Day 3 of Week 1

Post a summary of the interview and a description of the communication techniques you would use with your assigned patient. Explain why you would use these techniques. Identify the risk assessment instrument you selected, and justify why it would be applicable to the selected patient. Provide at least five targeted questions you would ask the patient.

Assignments:

Here is your assigned patient for Week 1. You will only have one to address in the discussion board.

26-year-old Lebanese female living in graduate-student housing
14-year-old biracial male living with his grandmother in a high-density public housing complex
38-year-old Native American pregnant female living on a reservation

IF YOUR LAST NAME BEGINS WITH:

A – I work through assignment #1

J-R work through assignment #2

S-Z work through assignment #3

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link, and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Read a selection of your colleagues’ responses.

By Day 6 of Week 1

Respond to at least two of your colleagues on 2 different days who selected a different patient than you, using one or more of the following approaches:

Share additional interview and communication techniques that could be effective with your colleague’s selected patient.
Suggest additional health-related risks that might be considered.
Validate an idea with your own experience and additional research.

RESOURCES

Ball, J. W., Dains, J. E., Flynn, J. A., Solomon, B. S., & Stewart, R. W. (2023). Seidel’s guide to physical examination: An interprofessional approach (10th ed.). St. Louis, MO: Elsevier Mosby.
- Chapter 2, “The History and Interviewing Proce
  This chapter explains the process of developing relationships with patients in order to build an effective health history. The authors offer suggestions for adapting the creation of a health history according to age, gender, and disability.
- Chapter 5, “Recording Information”
  This chapter provides rationale and methods for maintaining clear and accurate records. The authors also explore the legal aspects of patient records.
- Chapter 2, “The Comprehensive History and Physical Exam” (pp. 19–29)

Sullivan, D. D. (2019). Guide to clinical documentation (3rd ed.). Philadelphia, PA: F. A. Davis.

Adly, N. N., Abd-El-Gawad, W. M., & Abou-Hashem, R. M. (2019). Relationship between malnutrition and different fall risk assessment tools in a geriatric in-patient unit Links to an external site.. Aging Clinical and Experimental Research, 32(7), 1279–1287. https://doi.org/10.1007/s40520-019-01309-0

Chow, R. B., Lee, A., Kane, B. G., Jacoby, J. L., Barraco, R. D., Dusza, S. W., Meyers, M. C., & Greenberg, M. R. (2019). Effectiveness of the “Timed Up and Go” (TUG) and the Chair test as screening tools for geriatric fall risk assessment in the ED Links to an external site.. The American Journal of Emergency Medicine, 37(3), 457–460. https://doi.org/10.1016/j.ajem.2018.06.015

Diamond-Fox, S. (2021). Undertaking consultations and clinical assessments at advanced level Links to an external site.. British Journal of Nursing, 30(4), 238–243. https://doi.org/10.12968/bjon.2021.30.4.238

SHADOW HEALTH SUPPORT AND ORIENTATION RESOURCES

Use the following resources to guide you through your Shadow Health orientation as well as other support resources:

Shadow Health. (2021). Welcome to your introduction to Shadow HealtL
nks to an external site.. https://link.shadowhealth.com/Student-Orientation-…
Shadow Health. (n.d.). Shadow Health help desk
Links to an external site.. Retrieved from https://support.shadowhealth.com/hc/en-us
Shadow Health. (2021). Walden University quick start guide: NURS 6512 NP students

Discussion_Rubric

Criteria

Main Posting

Ans

“Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

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Guaranteed Originality: Plagiarism is unacceptable to us. Our expert writers craft custom papers that are 100% original, reflecting your unique voice and understanding.
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June 12, 2024/by Reliable Papers

NRNP 6552 Different Roles of the Nurse Practitioner Discussion Paper Example

Blog, Sample Papers, Writing Guides

NRNP 6552 Different Roles of the Nurse Practitioner Discussion Paper Example

NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment

NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment Brief

Course: NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care

Assignment Title: NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment

Assignment Instructions Overview

This assignment involves exploring and discussing the different roles of nurse practitioners (NPs) within the broad framework of healthcare. You will focus on comparing the roles of Certified Registered Nurse Practitioners (CRNP), Certified Nurse Midwives (CNM), and Physician Assistants (PA) and how each impacts the practice of a Family Nurse Practitioner (FNP). Your discussion should highlight how these roles are defined by guidelines and competencies, particularly in the context of women’s health, and how they influence your professional practice.

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Understanding Assignment Objectives

The main objectives of this assignment are to:

Analyze the different roles and scopes of practice of CRNPs, CNMs, and PAs.
Reflect on how these roles impact your practice as an FNP.
Use evidence-based resources and current literature to support your analysis and discussion.
Engage with your colleagues to broaden your understanding of the diverse roles within advanced nursing practice and provide additional insights based on their discussions.

The Student’s Role

As a student, your role is to:

Prepare Thoroughly: Review the course modules, ANA guidelines, NP competencies, and ethical resources provided in the learning materials to understand the skills and knowledge required for advanced nurse practitioners.
Contribute Thoughtfully: Post a detailed explanation comparing the roles of CRNP, CNM, and PA by Day 3. Your explanation should be specific, provide examples, and be supported by relevant literature.
Engage Actively: Read and respond to at least two of your colleagues’ posts on two different days by Day 6. Provide additional insights or highlight new issues and topics they may consider, using evidence from the learning resources or current literature.

Competencies Measured

This assignment measures several key competencies:

Analytical Skills: Your ability to critically analyze and compare different NP roles and their impact on practice.
Communication Skills: Your proficiency in articulating your thoughts clearly and effectively in written form.
Evidence-Based Practice: Your skill in integrating evidence from current literature to support your discussion and responses.
Professional Development: Your engagement with colleagues to enhance mutual learning and professional growth.
Ethical Practice: Understanding and applying ethical guidelines and competencies in advanced nursing practice.

You Can Also Check Other Related Assessments for the NRNP 6552 – Advanced Nurse Practice in Reproductive Health Care Course:

NRNP 6552 Building a Health History Discussion Post Assignment Example

NRNP 6552 Taking or Building a Health History: Asking Difficult Questions Assignment Example

NRNP 6552 Different Roles of the Nurse Practitioner Discussion Paper Example

Discussion: Different Roles of the Nurse Practitioner

The term “history” encompasses a wide array of specializations, similar to how the healthcare field allows nurses to focus on various roles. Within the framework of advanced practice nursing, different roles such as Certified Registered Nurse Practitioner (CRNP), Certified Nurse Midwife (CNM), and Physician Assistant (PA) have distinct responsibilities and scopes of practice, particularly impacting how one may practice as a Family Nurse Practitioner (FNP).

CRNP, CNM, and PA Roles: Definitions and Comparisons

Certified Registered Nurse Practitioner (CRNP):

A CRNP is an advanced practice registered nurse (APRN) who provides primary and specialty care services. Their training focuses on specific populations such as family, pediatrics, or women’s health. CRNPs are often primary care providers and may practice independently in many states, prescribing medications and managing patient care autonomously (Poghosyan et al., 2017).

Certified Nurse Midwife (CNM):

A CNM is an APRN who specializes in midwifery. They provide comprehensive care to women throughout their lifespan, including prenatal, childbirth, postpartum, and gynecological care. CNMs can work in various settings such as hospitals, birth centers, and clinics. Their role emphasizes holistic and patient-centered care, focusing on natural and preventive health measures (Zhou & Lu, 2018).

Physician Assistant (PA):

PAs are healthcare professionals trained under the medical model to complement the work of physicians. They provide a broad range of diagnostic and therapeutic services, including primary and specialty care. PAs can work in various medical settings and often have a collaborative practice arrangement with physicians (AAPA, 2021).

Impact on FNP Practice

The practice of an FNP can be significantly influenced by understanding and integrating the roles and competencies of CRNPs, CNMs, and PAs:

Educational Influence:

- FNPs trained alongside CRNPs benefit from a robust primary care education, enhancing their ability to manage chronic and acute conditions independently (Poghosyan et al., 2017).
- Collaborating with CNMs can deepen an FNP’s understanding of women’s health, improving skills in areas such as prenatal and postpartum care, contraception counseling, and menopause management (Zhou & Lu, 2018).

Clinical Approach:

- Exposure to the PA’s medical model can broaden an FNP’s clinical decision-making skills, offering a more comprehensive view of patient management across various specialties (AAPA, 2021).
- The holistic and preventive care approach of CNMs can enrich an FNP’s patient care strategy, particularly in promoting health and well-being among female patients (Zhou & Lu, 2018).

Collaborative Practice:

- In a collaborative environment, FNPs can leverage the diverse skills of CRNPs, CNMs, and PAs, ensuring comprehensive and multidisciplinary care for patients. For example, an FNP working with a CNM might focus on chronic disease management while the CNM provides reproductive and prenatal care, creating a seamless care continuum (Winter et al., 2020).

Overall, the integration of diverse APRN roles and PA competencies into FNP practice not only broadens the scope of patient care but also enhances the quality and efficiency of healthcare delivery.

References

American Academy of Physician Assistants (AAPA). (2021). How are PAs different from nurse practitioners (NPs)? https://www.aapa.org/what-is-a-pa/

American Nurses Association (ANA). (2021). Recognition of a nursing specialty, approval of a specialty nursing scope of practice statement, acknowledgment of specialty nursing standards of practice, and affirmation of focused practice competencies. https://www.nursingworld.org/~49d755/globalassets/practiceandpolicy/scope-of-practice/3sc-booklet-2021-june.pdf

Morgan, P., Smith, V., Berkowitz, T., Edelman, D., VanHoutven, C., Woolson, S., Hendrix, C., Everett, C., White, B., Jackson, G. (2019). Primary care: impact of physicians, nurse practitioners, and physician assistants on utilization and costs for complex patients. Health Affairs, 38(6), 733–739. https://pubmed.ncbi.nlm.nih.gov/31866788/

Poghosyan, L., Liu, J., & Norful, A. A. (2017). Nurse practitioners as primary care providers with their own patient panels and organizational structures: A cross-sectional study. International Journal of Nursing Studies, 74, 1–7. https://doi.org/10.1016/j.ijnurstu.2017.05.004

Winter, S., Chapman, S. A., Chan, G. K., Duderstadt, K., & Spetz, J. (2020). Nurse Practitioner role and practice environment in primary and nonprimary care in California. Medical Care Research and Review. https://doi.org/10.1177/1077558720942706

Yang, B. K., Johantgen, M. E., Trinkoff, A. M., Idzik, S. R., Wince, J., & Tomlinson, C. (2020). State Nurse Practitioner Practice Regulations and U.S. Health Care Delivery Outcomes: A Systematic Review. Medical Care Research and Review. https://doi.org/10.1177/1077558719901216

Zhou, N., & Lu, H. (2018). A review and comparison of midwifery management and education in five representative countries. International Journal of Nursing Sciences, 5(1), 10–14. https://doi.org/10.1016/j.ijnss.2017.12.007

Response to Colleague 1

I appreciated your insightful discussion on the different roles of CRNPs, CNMs, and PAs. You highlighted how each profession’s scope of practice can impact patient care, especially in specialized fields like women’s health. Your example of a patient requiring a blood pressure medication prescription brings to light the challenges APRNs face regarding scope of practice limitations.

The difficulty your patient experienced in understanding why the WHNP couldn’t prescribe her medication underscores the importance of patient education about the roles and limitations of different healthcare providers. Educating patients on the specific competencies and scopes of practice of various healthcare roles can enhance their trust and cooperation in the healthcare process (Yang et al., 2020).

Moreover, the dynamic nature of the APRN scope of practice, as you mentioned, is vital in adapting to the evolving healthcare landscape. Continuing education and obtaining additional certifications can help APRNs expand their scope of practice and meet patient needs more effectively. This adaptability is crucial in providing comprehensive care and addressing the diverse needs of patients in a rapidly changing healthcare environment (Texas Board of Nursing, n.d.).

References

Texas Board of Nursing. (n.d.). Practice-APRN scope of practice. Retrieved from https://bon.texas.gov/practice_scope_of_practice_aprn.asp

Yang, B. K., Johantgen, M. E., Trinkoff, A. M., Idzik, S. R., Wince, J., & Tomlinson, C. (2020). State Nurse Practitioner Practice Regulations and U.S. Health Care Delivery Outcomes: A Systematic Review. Medical Care Research and Review. https://doi.org/10.1177/1077558719901216

Response to Colleague 2

Thank you for your detailed post highlighting the distinctions between CRNPs, CNMs, and PAs. Your explanation of how these roles differ in scope and impact patient care was thorough and informative. I especially found your mention of the holistic approach of CNMs and their focus on preventive health measures particularly interesting.

As you pointed out, CNMs provide a unique perspective on women’s health, emphasizing holistic care and prevention. This approach aligns well with the growing trend toward patient-centered care, which aims to treat patients as whole persons rather than just addressing specific symptoms or diseases (Zhou & Lu, 2018). Integrating such a perspective into FNP practice can enhance patient satisfaction and outcomes by promoting a more comprehensive approach to health and well-being.

Additionally, your discussion on the collaborative practice environment is crucial. Interprofessional collaboration can lead to more coordinated and effective patient care, leveraging the strengths of each role to provide a higher standard of care. This model not only improves patient outcomes but also fosters a more supportive and dynamic healthcare team (Winter et al., 2020).

References

Winter, S., Chapman, S. A., Chan, G. K., Duderstadt, K., & Spetz, J. (2020). Nurse Practitioner role and practice environment in primary and nonprimary care in California. Medical Care Research and Review. https://doi.org/10.1177/1077558720942706

Zhou, N., & Lu, H. (2018). A review and comparison of midwifery management and education in five representative countries. International Journal of Nursing Sciences, 5(1), 10–14. https://doi.org/10.1016/j.ijnss.2017.12.007

Detailed Assessment Instructions for the NRNP 6552 Different Roles of the Nurse Practitioner Discussion Assignment

Description

Week 1 Discussion NRNP 6552: Advanced Nurse Practice in Reproductive Health Care

Discussion: Different Roles of the Nurse Practitioner

The term ‘history” is broad in meaning. Within that broad framework archeologists tend to focus their careers on various specialties and areas of interest, such as specific historical eras or geographical areas.

So it is with nurses. Within the broad framework of healthcare, nurse practitioners focus their careers on various roles. These roles may in part be based on narrower areas of interest such as women’s health. Careers also focus on selected technical nursing specialties.

Photo Credit: Getty Images/Blend Images

For this Discussion, you will explore your professional interests and those interests are addressed in specific guidelines and competencies. You also examine the different nurse practitioner roles related to women’s health and how these roles might impact the way you work.

To prepare:

Review the modular structure of this course and reflect on how each module defines the specific skills needed as an advanced Nurse Practitioner (NP).
Review the ANA guidelines, NP competencies, and the Ethic resources found in this week’s Learning Resources and consider how they impact the work of the NP.

By Day 3

Post a brief explanation about the differences in roles related to a CRNP, a CNM, and a PA and how each of these roles might impact the how you practice as a FNP. Be specific and provide examples.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues’ posts on two different days and provide additional insight to your colleagues related to issues and topics they may want to also consider. Use the Learning Resources and/or the best available evidence from current literature to support your explanation.

Note: For this Discussion, you are required to complete your initial post before you will be able to view and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion Question” link and then select “Create Thread” to complete your initial post. Remember, once you click on Submit, you cannot delete or edit your own posts, and you cannot post anonymously. Please check your post carefully before clicking on Submit!

Main Discussion

The role of the mid-level practitioner varies based on their scope of practice, and this can differ state by state. Certified Registered Nurse Practitioners (CRNP) and Certified Nurse Midwives (CNM) are recognized roles as Advanced Practice Registered Nurses (APRN) (ANA, 2021). Nurse Practitioners (NP) select a population focus, with specialty tracks guiding the type of care they will deliver within the community. In the United States, a CNM graduates from a nurse-midwifery program with a goal to promote health and provide care to all women throughout their lifespan (Zhou and Lu, 2018). A Physician Assistant’s education entails a comprehensive approach to general medicine, formed under a medical model that is designed to complement medical doctors (AAPA, 2021). When looking at the utilization of costs for complex patients, as a primary care provider (PCP), NPs and PAs were associated with lower healthcare costs and less use of acute care services; however, there can be different clinical approaches to management that may stem from their educational models (Morgan et al., 2019). Following evidence-based practice is imperative regardless of the approach to the treatment and plan of care.

Observing these different roles can provide insight and impact the practice of a Family Nurse Practitioner (FNP) student. Educational backgrounds and practical experience can provide an excellent learning platform. Nurse Practitioners are often primary care providers, and in states with independent practice, this is often promoted within the healthcare organization (Poghosyan et al., 2017). Specialties, such as a preceptorship with a CNM, can provide an excellent opportunity to hone women’s health skills, such as contraception counseling, preventative care including PAP smears, clinical breast exams, prenatal and postpartum care. Learning from a PA can provide greater insight into general medicine. Every encounter offers a learning opportunity, and each preceptor can teach you something if you keep an open mind and are willing to learn.

References

American Academy of Physician Assistants (AAPA). (2021). How are Pas different from nurse practitioners (NPs)? https://www.aapa.org/what-is-a-pa/

American Nurses Association (ANA) (2021). Recognition of a nursing specialty, approval of a specialty nursing scope of practice statement, acknowledgment of specialty nursing standards of practice, and affirmation of focused practice competencies. https://www.nursingworld.org/~49d755/globalassets/practiceandpolicy/scope-of-practice/3sc-booklet-2021-june.pdf

Morgan, P., Smith, V., Berkowitz, T., Edelman, D., VanHoutven, C., Woolson, S., Hendrix, C., Everett, C., White, B., Jackson, G. (2019). Primary care: impact of physicians, nurse practitioners, ad physician assistants on utilization and costs for complex patients. Health Affairs, 38(6), 733–739. https://pubmed.ncbi.nlm.nih.gov/31866788/

Poghosyan, L., Liu, J., & Norful, A. A. (2017). Nurse practitioners as primary care providers with their own patient panels and organizational structures: A cross-sectional study. International journal of nursing studies, 74, 1–7. https://doi.org/10.1016/j.ijnurstu.2017.05.004

Zhou, N., & Lu, H. (2018). A review and comparison of midwifery management and education in five representative countries. International journal of nursing sciences, 5(1), 10–14. https://doi.org/10.1016/j.ijnss.2017.12.007

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Archive for category: Writing Guides

NURS 6501N Women’s and Men’s Health, Infections, and Hematologic Disorders Case Study Analysis Example

NURS 6501N Women’s and Men’s Health, Infections, and Hematologic Disorders Case Study Analysis Assignment Brief

Assignment Instructions Overview

Understanding Assignment Objectives

The Student’s Role

Competencies Measured

NURS 6501N Women’s and Men’s Health, Infections, and Hematologic Disorders Case Study Analysis Example

Introduction

Factors Affecting Fertility (STDs)

Inflammatory Markers in STD/PID

Prostatitis and Infection: Causes and Systemic Reaction

Splenectomy in ITP

Anemia and Its Types

Conclusion

References

Detailed Assessment Instructions for the NURS 6501N Women’s and Men’s Health, Infections, and Hematologic Disorders Case Study Analysis Assignment

Week 10: Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders

Learning Objectives

Students will:

Learning Resources

Required Readings

Required Media

Knowledge Check: Women’s and Men’s Health, Infections, and Hematologic Disorders

Module 7 Assignment: Case Study Analysis

To prepare:

Assignment (1- to 2-page case study analysis)

Day 7 of Week 10

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NURS 6501N Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Example

NURS 6501N Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment Brief

Assignment Instructions Overview

Understanding Assignment Objectives

The Student’s Role

Competencies Measured

NURS 6501N Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Example

Introduction

Neurological and Musculoskeletal Pathophysiologic Processes

Racial and Ethnic Variables Impacting Physiological Functioning

Interaction of Processes to Affect the Patient

Conclusion

References

Detailed Assessment Instructions for the NURS 6501N Concepts of Neurological and Musculoskeletal Disorders Case Study Analysis Assignment

Week 8: Concepts of Neurological and Musculoskeletal Disorders – Part 2

Learning Objectives

Students will:

Learning Resources

Required Readings

Required Media

Module 5 Assignment: Case Study Analysis

To prepare:

Assignment (1- to 2-page case study analysis)

Week 8 Case Study:

Day 7 of Week 8

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NURS 6501N Knowledge Check Gastrointestinal and Hepatobiliary Disorders Paper Example

NURS 6501N Knowledge Check Gastrointestinal and Hepatobiliary Disorders Paper Assignment Brief

Assignment Instructions Overview

Understanding Assignment Objectives

The Student’s Role

Competencies Measured

NURS 6501N Knowledge Check Gastrointestinal and Hepatobiliary Disorders Paper Example

Scenario 1: Peptic Ulcer Disease

Question 1:

Question 2:

Scenario 2: Gastroesophageal Reflux Disease (GERD)

Scenario 3: Upper GI Bleed

Scenario 4: Diverticulitis

Scenario 5: Portal Hypertension

Part 2: Ascites

Scenario 6: Hepatic Encephalopathy (HE)

Scenario 7: Sudden Onset of Abdominal Pain