NURS 6501 Assignment Rubric Rubric
NURS 6501 Assignment Rubric
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NURS 6501: Advanced Pathophysiology 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 (click to expand/reduce)
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
Required Media (click to expand/reduce)
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)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Foundational Concepts of Cellular Pathophysiology – Week 1 (14m)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Immunity and Inflammation
Note: The approximate length of the media program is 14 minutes.
Note: The approximate length of the media program is 37 minutes.
Acid-Base Balance #1
Note: The approximate length of the media program is 13 minutes.
Acid-Base Balance #2
Note: The approximate length of the media program is 15 minutes.
Hyponatremia
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
Photo Credit: Getty Images
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!
Jinalben Shah NURS 6501 WEEK I DISCUSSION
Alterations in Cellular Processes
Case study
A 27-year-old patient with a history of substance abuse is found unresponsive by emergency medical services (EMS) after being called by the patient’s roommate. The roommate states that he does not know how long the patient had been lying there. Patient received naloxone in the field and has become responsive. He complains of burning pain over his left hip and forearm. Evaluation in the ED revealed a large amount of necrotic tissue over the greater trochanter as well as the forearm. EKG demonstrated prolonged PR interval and peaked T waves. Serum potassium level 6.9 mEq/L.
Introductions
In the case study that was provided, the response to naloxone and the individual’s history of substance misuse are the most important aspects. The patient’s response to naloxone enables the medical staff to make the correct diagnosis of an opioid overdose as the root cause of the injuries sustained to the patient’s left hip and forearm. Abuse of opioids can result in respiratory depression, which can lead to acidemia and an electrolyte imbalance. This is a further complication of opiate abuse and misuse (Opioid overdose, 2022). These alterations in the EKG can be traced back to the hyperkalemia that was present. Rhabdomyolysis is the condition that I conclude the patient has based on all of their symptoms in addition to the trauma they had to their left hip and forearm, both of which have developed necrotic tissue.
The role genetics plays in the disease
It has been hypothesized that there is a genetic component to addiction; however, there is no specific blood test that can establish why some people are predisposed to developing an addiction while others are not. According to the findings of several studies, the development of an addiction is likely caused by a confluence of elements, including predispositional genetic risk factors, environmental factors, and experiences gained during one’s lifetime (Vaillant et al.2021).
Why the patient is presenting with the specific symptoms described
The elevated potassium levels are directly responsible for the longer PR interval as well as the peaked T waves. There is a possibility that more than one of the causes described in the case study contributed to the development of the hyperkalemia. First, the acidosis that was caused by the overdose and the physical alterations that occurred as a result of the patient remaining immobile for an unknown amount of time. Second, the trauma that was presumed to have occurred as a result of the patient being immobile throughout the overdose. Rhabdomyolysis is diagnosed as a result of necrosis that has developed on the patient’s left hip and forearm.
The physiologic response to the stimulus presented in the scenario and why you think this response occurred
When a patient has been found comatose and immobile for extended periods of time following an overdose of alcohol or drugs, rhabdomyolysis, also known as myoglobinuria, has been documented as a possible complication (McCance & Huether, 2019). The indirect injury to the muscles that was produced by the medicine that caused the overdose, as well as the trauma and immobilization, are the risk factors that are shown in this case scenario that lead to rhabdomyolysis (McCance & Huether, 2019).
The cells that are involved in this process
Rhabdomyolysis is the fast breakdown of muscle tissue, which results in the discharge of intracellular contents, including the protein pigment myoglobin, into the extracellular space and bloodstream of the affected individual (McCance & Huether 2019).
How another characteristic (e.g., gender, genetics) would change your response
If there is no history of substance misuse and no administration of naloxone, both of which are necessary steps on the way to an overdose, then the same symptoms may point in the direction of acute or chronic renal disease, which may be associated to polypharmacy in an elderly patient.
References
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
Vaillant, A. A. J., Vashisht, R., & Zito, P. M. (2021). Immediate Hypersensitivity Reactions. StatPearls [Internet].
Who.int. 2022. Opioid overdose. [online] Available at: <https://www.who.int/news-room/fact-sheets/detail/opioid-overdose> [Accessed 5 June 2022].
WEEK #1 CASE STUDY FOR DISCUSSION
Posted on: Sunday, May 29, 2022 11:59:00 PM EDT
THIS IS TO BE USED FOR WEEK #1 DISCUSSION POST —–
Scenario 4: A 27-year-old patient with a history of substance abuse is found unresponsive by emergency medical services (EMS) after being called by the patient’s roommate. The roommate states that he does not know how long the patient had been lying there. Patient received naloxone in the field and has become responsive. He complains of burning pain over his left hip and forearm. Evaluation in the ED revealed a large amount of necrotic tissue over the greater trochanter as well as the forearm. EKG demonstrated prolonged PR interval and peaked T waves. Serum potassium level 6.9 mEq/L.
Bottom of Form
judith ihediwa Alteration in cellular processes
The role of genetics
Rhabdomyolysis is caused by a muscle’s failure to use ATP effectively owing to inherited muscular defects. Due to insufficient ATP generation, cell membranes may be disrupted during exercise due to the imbalance between energy supply and demand (Kruijt et al., 2021). Rhabdomyolysis can be brought on by any inherited condition that interferes with the muscles’ ability to transport energy. Diseases affecting the metabolism of glucose, fatty acids, glycogen, and nucleosides are examples of this type. Recurrent episodes of rhabdomyolysis, myoglobinuria or both should raise suspicions of one of these diseases in children (Kruijt et al., 2021). Muscle injury can be exacerbated by physical exercise and fasting in certain conditions. Nonetheless, muscle compartment compression caused rhabdomyolysis due to extended immobility and drug usage rather than a hereditary etiology in this instance.
Why the patient is presenting with the symptoms described
A wide range of factors may cause rhabdomyolysis, but one commonality across all instances is an increase in free ionized calcium in the cells, which leads to the death of muscle cells as a result of autolysis being triggered and muscle fibers continuing to contract. The levels of Na+ and Ca+ are kept low in the cell and high in the muscle fiber via ion channels on the plasma membrane (Cabral et al., 2020).
ATP is required to induce muscular contractions when the muscle fibers depolarize the sarcoplasmic reticulum. Intracellular electrolyte imbalances result from an excess of Na+ and Ca+ in cells with defective ion channels. Na+ causes water to be pulled into the cell when too much of it is in the cell. Ion channels in cells are damaged when an excessive amount of Ca+ is present. Hence, they lead to an inflammatory, uncontrolled digesting of cells, leading to muscle fiber necrosis and the subsequent release of creatine myoglobin and kinase into the blood.
Rhabdomyolysis was the cause of tissue necrosis, hyperkalemia, and muscular discomfort. Rhabdomyolysis causes hyperkalemia in patients by triggering the breakdown of muscle tissue and the subsequent release of potassium into the bloodstream. This patient had a potassium level of 6.9, which explains the EKG alterations, such as longer PR intervals and peaked T waves observed (Stanley et al., 2022).
Physiologic response to the stimulus presented in the scenario
The physiological response to the stimuli in the scenario was influenced by substance abuse. Rhabdomyolysis may be caused by any medication that decreases skeletal muscle ATP synthesis or raises the body’s energy needs (Guzman, 2020). Phospholipase A is often activated in direct drug-induced sarcolemmal damage. This condition may be caused by any substance that directly or indirectly inhibits the skeletal muscle’s ability to produce and use ATP (Cowley & Omar, 2021). Drug-induced delirium, dystonic responses, choreoathetosis, and seizures are all examples of processes that may occur due to protracted immobility from CNS depressants. Hence, drugs that interfere with the synthesis or use of ATP in muscle cells are harmful to muscular tissue.
Cells involved in the process
This mechanism is mainly mediated by muscle cells. Myoglobin in muscle cells leaks into the bloodstream due to muscle cell injury, resulting in kidney toxicity. The nephrons are the following organs affected by disease and metabolic acidosis (Waldman et al., 2021). In addition, nerve injury (nerve cells) may arise from muscle ischemia and extracellular fluid shift, which can produce hypovolemia. Dysrhythmias may be brought on by hyperkalemia due to potassium ions leaking from inside the cell.
How other characteristics influence the response
Rhabdomyolysis is more common in males than in women. Rhabdomyolysis is less common in females; hence burning pain in females may be caused primarily by local tamponade due to immobility (Nance & Mammen, 2015). However, this does not mean that rhabdomyolysis in females is eliminated. Several genetic disorders, including muscular dystrophies, metabolic myopathies, and channelopathies, increase the risk of rhabdomyolysis (Nance & Mammen, 2015). Exertional rhabdomyolysis and exercise intolerance are often the underlying causes of many of these ailments. Rhabdomyolysis is also linked with a wide range of hereditary muscle illnesses, although the differential diagnosis may be narrowed down depending on the specific clinical symptoms (Waldman et al., 2021). That is why finding out if the patient has baseline muscular weakness, exercise intolerance, or the workout pattern that triggers rhabdomyolysis is critical
References
Cabral, B. M. I., Edding, S. N., Portocarrero, J. P., & Lerma, E. V. (2020). Rhabdomyolysis. Disease-a-Month : DM, 66(8). https://doi.org/10.1016/J.DISAMONTH.2020.101015
Cowley, E., & Omar, M. A. (2021). Suspected Drug-Induced Rhabdomyolysis From the Combination of Atorvastatin, Amiodarone, and Ciprofloxacin. The Annals of Pharmacotherapy, 55(3), 415–416. https://doi.org/10.1177/1060028020946299
Guzman, M. M. (2020). Rhabdomyolysis: Practice Essentials, Background, Pathophysiology. Emedicine. https://emedicine.medscape.com/article/1007814-overview#a4
Kruijt, N., van den Bersselaar, L. R., Kamsteeg, E. J., Verbeeck, W., Snoeck, M. M. J., Everaerd, D. S., Abdo, W. F., Jansen, D. R. M., Erasmus, C. E., Jungbluth, H., & Voermans, N. C. (2021). The etiology of rhabdomyolysis: an interaction between genetic susceptibility and external triggers. European Journal of Neurology, 28(2), 647–659. https://doi.org/10.1111/ENE.14553
Nance, J. R., & Mammen, A. L. (2015). Diagnostic Evaluation of Rhabdomyolysis. Muscle & Nerve, 51(6), 793. https://doi.org/10.1002/MUS.24606
Stanley, M., Chippa, V., Aeddula, N. R., Rodriguez, B. S. Q., & Adigun, R. (2022). Rhabdomyolysis. StatPearls. https://www.ncbi.nlm.nih.gov/books/NBK448168/
Waldman, W., Kabata, P. M., Dines, A. M., Wood, D. M., Yates, C., Heyerdahl, F., Hovda, K. E., Giraudon, I., Dargan, P. I., & Anand, J. S. (2021). Rhabdomyolysis related to acute recreational drug toxicity—A Euro-DEN study. PLOS ONE, 16(3), e0246297. https://doi.org/10.1371/JOURNAL.PONE.024629
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6501_Discussion_Rubric
| Excellent | Good | Fair | Poor | |||
| Main Posting | 45 (45%) – 50 (50%)
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. |
40 (40%) – 44 (44%)
Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
||
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by Day 3. |
0 (0%) – 0 (0%)
N/A |
0 (0%) – 0 (0%)
N/A |
0 (0%) – 0 (0%)
Does not post main post by Day 3. |
||
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. |
||
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. |
||
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on 3 different days. |
0 (0%) – 0 (0%)
N/A |
0 (0%) – 0 (0%)
N/A |
0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
||
| Total Points: 100 | ||||||
Name: NURS_6501_Discussion_Rubric
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 (click to expand/reduce)
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.
Required Media (click to expand/reduce)
Foundational Concepts of Cellular Pathophysiology – Week 2 (8m)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Immunity and Inflammation
Note: The approximate length of the media program is 14 minutes.
Note: The approximate length of the media program is 37 minutes.
Acid-Base Balance #1
Note: The approximate length of the media program is 13 minutes.
Acid-Base Balance #2
Note: The approximate length of the media program is 15 minutes.
Hyponatremia
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.
Photo Credit: Getty Images/Hero Images
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.
STOP !!!!!! THIS IS FOR WEEK #2 CASE STUDY —- PLEASE NOTE
Scenario 4: A 65-year-old obese African American male patient presents to his HCP with crampy left lower quadrant pain, constipation, and fevers to 101˚ F. He has had multiple episodes like this one over the past 15 years and they always responded to bowel rest and oral antibiotics. He has refused to have the recommended colonoscopy even with his history of chronic inflammatory bowel disease (diverticulitis), sedentary lifestyle, and diet lacking in fiber. His paternal grandfather died of colon cancer back in the 1950s as well. He finally underwent colonoscopy after his acute diverticulitis resolved. Colonoscopy revealed multiple polyps that were retrieved, and the pathology was positive for adenocarcinoma of the colon.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6501_Module1_Case Study_Assignment_Rubric
| Excellent | Good | Fair | Poor | |||
| Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain why you think the patient presented the symptoms described. |
28 (28%) – 30 (30%)
The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation. |
25 (25%) – 27 (27%)
The response describes the patient symptoms. The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation. |
23 (23%) – 24 (24%)
The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research. |
0 (0%) – 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research. |
||
| Identify the genes that may be associated with the development of the disease. | 23 (23%) – 25 (25%)
The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease. |
20 (20%) – 22 (22%)
The response includes an accurate analysis of the genes that may be associated with the development of the disease. |
18 (18%) – 19 (19%)
The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease. |
0 (0%) – 17 (17%)
The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing. |
||
| Explain the process of immunosuppression and the effect it has on body systems. | 28 (28%) – 30 (30%)
The response includes an accurate, complete, detailed, and specific explanation of the process of immunosuppression and the effect it has on body systems. |
25 (25%) – 27 (27%)
The response includes an accurate explanation of the process of immunosuppression and the effect it has on body systems. |
23 (23%) – 24 (24%)
The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems. |
0 (0%) – 17 (17%)
The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems. |
||
| Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow 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 are provided that delineate all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. |
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. |
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. |
||
| Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
||
| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
||
| Total Points: 100 | ||||||
Name: NURS_6501_Module1_Case Study_Assignment_Rubric
NURS 6501 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 (click to expand/reduce)
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
Required Media (click to expand/reduce)
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)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Cardiovascular Respiratory Disorders – Week 3 (16m)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Pneumonia
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 5-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
Photo Credit: Getty Images/Science Photo Library RF
Complete the Knowledge Check by Day 7 of Week 3
To complete this Knowledge Check:
Module 2 Knowledge Check
NURS 6501 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 (click to expand/reduce)
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.
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 (click to expand/reduce)
Alterations in the Cardiovascular and Respiratory Systems – Week 4 (15m)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Pneumonia
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.
Photo Credit: yodiyim / Adobe Stock
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.
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.
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.
STOP— PLEASE NOTE THIS IS THE CASE STUDY FOR WEEK #4 —
Posted on: Wednesday, June 15, 11:59:00 PM EDT
STOP—
PLEASE NOTE THIS IS THE CASE STUDY FOR WEEK #4 —
Scenario 6: A 42-year-old female presented to the dentist complaining intermittent right upper toothache pain over a week which intensified 1 day ago and seemed to radiate to the back of her neck. At the time of her appointment the dentist refused to treat the patient’s toothache pain with anything other than oral antibiotics because her blood pressure was 210/155. The patient presented to her local ER where she reported that she had been experiencing edema and voiding very little despite her increase in fluid intake. Her labs revealed a non-fasting blood glucose level of 410, proteinuria and an initial, elevated troponin level of 0.3. Her vital signs were blood pressure 225/150, pulse 86, respirations 18, and temperature of 97.7. Medications included Lasix 20mg po daily, coreg 12.5mg daily, losartan 25mg daily, clonidine 0.1mg po TID, metformin 875mg po BID and Humulin 70/30 insulin 15U in the morning and 10U in the evening subq.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6501_Module2_Case Study_Assignment_Rubric
| Excellent | Good | Fair | Poor | |||
| Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain both the cardiovascular and cardiopulmonary pathophysiologic processes of why the patient presents these symptoms. |
28 (28%) – 30 (30%)
The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed reasons, with explanation for both the cardiovascular and cardiopulmonary pathophysiologic processes supported by evidence and/or research, as appropriate, to support the explanation. |
25 (25%) – 27 (27%)
The response describes the patient symptoms. The response includes accurate reasons, with explanation for both the cardiovascular and cardiopulmonary pathophysiologic processes supported by evidence and/or research, as appropriate, to support the explanation. |
23 (23%) – 24 (24%)
The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes reasons for the cardiovascular and/or cardiopulmonary pathophysiologic processes, with explanations that are vague or based on inappropriate evidence/research. |
0 (0%) – 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include reasons for either the cardiovascular or cardiopulmonary pathophysiologic processes, or the explanations are vague or based on inappropriate or no evidence/research. |
||
| Explain how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient. | 28 (28%) – 30 (30%)
The response includes an accurate, complete, detailed, and specific explanation of how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient. |
25 (25%) – 27 (27%)
The response includes an accurate explanation of how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient. |
23 (23%) – 24 (24%)
The response includes a vague or inaccurate explanation of how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient. |
0 (0%) – 22 (22%)
The response includes a vague or inaccurate explanation of how the cardiovascular and cardiopulmonary pathophysiologic processes interact to affect the patient. |
||
| Explain any racial/ethnic variables that may impact physiological functioning. | 23 (23%) – 25 (25%)
The response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning supported by evidence and/or research, as appropriate, to support the explanation. |
20 (20%) – 22 (22%)
The response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning supported by evidence and/or research, as appropriate, to support the explanation. |
18 (18%) – 19 (19%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, and/or explanations based on inappropriate evidence/research. |
0 (0%) – 17 (17%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, or the explanations are based on inappropriate or no evidence/research. |
||
| Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow 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 are provided that delineate all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. |
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. |
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. |
||
| Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
||
| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
||
| Total Points: 100 | ||||||
Name: NURS_6501_Module2_Case Study_Assignment_Rubric
NURS 6501 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 (click to expand/reduce)
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
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 (click to expand/reduce)
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)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Concepts of Gastrointestinal and Hepatobiliary Disorders – Week 5 (15m)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Liver Function Tests
Note: The approximate length of the media program is 11 minutes.
Liver Diseases
Note: The approximate length of the media program is 13 minutes.
Liver Pathophysiology
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 5-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
NURS 6501 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 (click to expand/reduce)
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
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 (click to expand/reduce)
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)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Concepts of Endocrine Disorders – Week 6 (24m)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
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 (click to expand/reduce)
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.
Knowledge Check: Endocrine Disorders
In this exercise, you will complete a 5-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
Photo Credit: Getty Images/Science Photo Library RF
(Note: It is strongly recommended that you take the Knowledge Check at least 48 hours before taking the Midterm Exam.)
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.)
Photo Credit: Getty Images
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
NURS 6501 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 (click to expand/reduce)
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)
Required Media (click to expand/reduce)
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)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Note: The approximate length of the media program is 8 minutes.
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 5-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
NURS 6501 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 (click to expand/reduce)
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
Required Media (click to expand/reduce)
Note: The approximate length of the media program is 8 minutes.
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.
Photo Credit: jijomathai – stock.adobe.com
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.
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.
STOP !!!!!! THIS IS FOR WEEK #8 CASE STUDY —- PLEASE NOTE
Scenario 6: A 72-year-old woman is brought to the clinic by her daughter. The daughter reports that her mother had an acute onset of slurred speech that morning, but it resolved within an hour. About an hour later she noted her mother was a lethargic and speechless. When she attempted to get her mother to stand, she panicked when her mother slumped over to the right side and couldn’t seem to push herself to an upright position or stand.
The daughter reports that her mother had a stroke 2 years ago and exhibited similar symptoms resulting in a 5-day hospital stay followed by intensive rehabilitation where she was able to return to normal functioning. When you see the patient, she is alert, ambulating, and has 4/5 strength bilaterally in the upper and lower extremities. DTRs are 2+ bilaterally. A CT of the head reveals an old left sided infarct within the temporal region. A CT of the carotids reveals a 35% blockage on the left and 40% on the right. Blood pressure is 134/84, P 84, and respirations 18. Labs tests reveal a cholesterol of 306, HDL of 36, and an LDL of 140.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6501_Module5_Case Study_Assignment_Rubric
| Excellent | Good | Fair | Poor | |||
| Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain both the neurological and musculoskeletal pathophysiologic processes of why the patient presents these symptoms. |
28 (28%) – 30 (30%)
The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by evidence and/or research, as appropriate, to support the explanation. |
25 (25%) – 27 (27%)
The response describes the patient symptoms. The response includes accurate, explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by evidence and/or research, as appropriate, to support the explanation. |
23 (23%) – 24 (24%)
The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms and is supported by explanations that are vague or based on inappropriate evidence/research. |
0 (0%) – 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include explanations of both the neurological and musculoskeletal pathophysiologic processes of patients who present these symptoms, or the explanations are vague or based on inappropriate evidence/research. |
||
| Explain how the highlighted processes interact to affect the patient. | 28 (28%) – 30 (30%)
The response includes an accurate, complete, detailed, and specific explanation of how the highlighted processes interact to affect the patient and is supported by evidence and/or research, as appropriate, to support the explanation. |
25 (25%) – 27 (27%)
The response includes an accurate explanation of how the highlighted processes interact to affect the patient and is supported by evidence and/or research, as appropriate, to support the explanation. |
23 (23%) – 24 (24%)
The response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate evidence/research. |
0 (0%) – 22 (22%)
The response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate or missing evidence/research. |
||
| Explain any racial/ethnic variables that may impact physiological functioning. | 23 (23%) – 25 (25%)
The response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation. |
20 (20%) – 22 (22%)
The response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation. |
18 (18%) – 19 (19%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, and/or explanations that are based on inappropriate evidence/research. |
0 (0%) – 17 (17%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, or the explanations are based on inappropriate or no evidence/research. |
||
| Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow 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 are provided that delineate all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. The purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive. |
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. The purpose, introduction, and conclusion of the assignment are vague or off topic. |
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. |
||
| Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
||
| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors. |
||
| Total Points: 100 | ||||||
Name: NURS_6501_Module5_Case Study_Assignment_Rubric
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 (click to expand/reduce)
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
Required Media (click to expand/reduce)
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)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Concepts of Psychological Disorders – Week 9 (12m)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Generalized Anxiety Syndrome
Note: The approximate length of the media program is 5 minutes.
Knowledge Check: Psychological Disorders
In this exercise, you will complete a 5-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
Photo Credit: agsandrew / Adobe Stock
Complete the Knowledge Check By Day 7 of Week 9
To complete this Knowledge Check:
Module 6 Knowledge Check
NURS 6501 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 (click to expand/reduce)
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
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 (click to expand/reduce)
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)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
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 5-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
NURS 6501 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)
In your Case Study Analysis related to the scenario provided, explain the following as it applies to the scenario you were provided (not all may apply to each scenario):
- 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.
WEEK #10 TOPIC
Posted on: Sunday, July 31, 2022 11:59:00 PM EDT
Scenario 5: A 60-year-old male presents to your clinic. He reports urinary frequency and incontinence since having his chemo and radiation therapy 3 years ago secondary to prostate cancer. Even though the symptoms are bothersome, he is more concerned about his low back and hip pain which began approximately one month ago which he initially attributed to lifting heavy boxes. The pain is now constant and disrupts his sleep. Labs reveal a normal urinalysis and CBC, a PSA of 7.2. A DRE reveals an enlarged, nodular prostate. The x-rays of the LS spine are positive for mild degenerative changes and what appears to be a cystic mass near the spine.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6501_Module7_Case Study_Assignment_Rubric
| Excellent | Good | Fair | Poor | |||
| Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following as it relates to the case you were assigned (omit section that does not pertain to your case, faculty will give full points for that section):
Explain the factors that affect fertility (STDs) |
23 (23%) – 25 (25%)
The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed explanations of the processes related to women’s and men’s health, infections, and hematologic disorders and is supported by evidence and/or research, as appropriate, to support the explanation. |
20 (20%) – 22 (22%)
The response describes the patient symptoms. The response includes accurate, explanations of the processes related to women’s and men’s health, infections, and hematologic disorders and is supported by evidence and/or research, as appropriate, to support the explanation. |
18 (18%) – 19 (19%)
The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes explanations of the processes related to women’s and men’s health, infections, and hematologic disorders, with explanations that are vague or based on inappropriate evidence/research. |
0 (0%) – 17 (17%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include explanations of the processes related to women’s and men’s health, infections, and hematologic disorders, or the explanations are vague or based on inappropriate evidence/research. |
||
| Explain why inflammatory markers rise in STD/PID | 18 (18%) – 20 (20%)
The response includes an accurate, complete, detailed, and specific analysis of the concepts and principles of pathophysiology across the life span and is supported by evidence and/or research, as appropriate, to support the explanation. |
16 (16%) – 17 (17%)
The response includes an accurate explanation of how the highlighted processes interact to affect the patient and is supported by evidence and/or research, as appropriate, to support the explanation. |
14 (14%) – 15 (15%)
The response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate evidence/research. |
0 (0%) – 13 (13%)
The response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate or missing evidence/research. |
||
| Explain why prostatitis and infection happen. Also explain the causes of systemic reaction. | 18 (18%) – 20 (20%)
The response includes an accurate, complete, detailed, and specific explanation of how the highlighted processes interact to affect the patient and is supported by evidence and/or research, as appropriate, to support the explanation. |
16 (16%) – 17 (17%)
The response includes an accurate explanation of how the highlighted processes interact to affect the patient and is supported by evidence and/or research, as appropriate, to support the explanation. |
14 (14%) – 15 (15%)
The response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate evidence/research. |
0 (0%) – 13 (13%)
The response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate or missing evidence/research. |
||
| Explain why a patient would need a splenectomy after a diagnosis of ITP. | 5 (5%) – 10 (10%)
The response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation. |
4 (4%) – 4 (4%)
The response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation. |
3 (3%) – 3 (3%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, and/or explanations are based on inappropriate evidence/research. |
0 (0%) – 2 (2%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, or the explanations are based on inappropriate or no evidence/research. |
||
| Explain anemia and the different kinds of anemia (i.e., micro and macrocytic). | 5 (5%) – 10 (10%)
The response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation. |
4 (4%) – 4 (4%)
The response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation. |
3 (3%) – 3 (3%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, and/or explanations are based on inappropriate evidence/research. |
0 (0%) – 2 (2%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, or the explanations are based on inappropriate or no evidence/research. |
||
| Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow 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 are provided that delineate all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. The purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. |
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%-79% of the time. The purpose, introduction, and conclusion of the assignment are vague or off topic. |
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. |
||
| Written Expression and Formatting – English Writing Standards:
Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
||
| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
||
| Total Points: 100 | ||||||
Name: NURS_6501_Module7_Case Study_Assignment_Rubric
NURS 6501 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 (click to expand/reduce)
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
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 (click to expand/reduce)
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)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
Pediatrics – Week 11 (14m)
Accessible player –Downloads– Download Video w/CC Download Audio Download Transcript
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 5-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
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.)
Walden University M.S. in Nursing
Formative Evaluation Criteria for Applications and Formal Papers
| Categories and Criteria |
|
Points |
| QUALITY OF WORK SUBMITTED – 35 Possible Points | ||
| 1. The extent to which work meets the assigned criteria and work reflects graduate level critical and analytic thinking (0-30 Points)
|
||
| Assignment exceeds expectations. All topics are addressed with a minimum of 75% containing exceptional breadth and depth about each of the assignment topics. | 25-30 | |
| Assignment meets expectations. All topics are addressed with a minimum of 50% containing good breadth and depth about each of the assignment topics. | 20-24 | |
| Assignment meets most of the expectations. One required topic is either not addressed or inadequately addressed. | 16-19 | |
| Assignment superficially meets some of the expectations. Two or more required topics are either not addressed or inadequately addressed. | 0-15 | |
| 2. Purpose of the paper is clear (0-5 Points) | ||
| A clear and comprehensive purpose statement is provided which delineates all required criteria. | 5 | |
| Purpose of the assignment is stated, yet is brief and not descriptive. | 4 | |
| Purpose of the assignment is vague. | 1-3 | |
| No purpose statement was provided. | 0 | |
| ASSIMILATION AND SYNTHESIS OF IDEAS – 50 Possible Points
The extent to which the work reflects the student’s ability to- |
||
| 1. Understand and interpret the assignment’s key concepts (0-10 Points) | ||
| Demonstrates the ability to critically appraise and intellectually explore key concepts. | 9-10 | |
| Demonstrates a clear understanding of key concepts. | 8 | |
| Shows some degree of understanding of key concepts. | 5-7 | |
| Shows a lack of understanding of key concepts, deviates from topics. | 0-4 | |
| 2. Apply and integrate material in course resources (i.e. video, required readings, and textbook) and credible outside resources (0-20 Points) | ||
| Demonstrates and applies exceptional support of major points and integrates 2 or more credible outside sources, in addition to 3-4 course resources to support point of view. | 15-20 | |
| Integrates specific information from 1 credible outside resource and 3 to 4 course resources to support major points and point of view. | 10-14 | |
| Minimally includes and integrates specific information from 2-3 resources to support major points and point of view. | 3-9 | |
| Includes and integrates specific information from 0 to 1 resource to support major points and point of view. | 0-2 | |
| 3. Synthesize (combines various components or different ideas into a new whole) material in course resources (i.e. video, required readings, and textbook) by comparing different points of view and highlighting similarities, differences, and connections. (0-20 Points)
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| Synthesizes and justifies (defends, explains, validates, confirms) information gleaned from sources to support major points presented. Applies meaning to the field of advanced nursing practice. | 18-20 | |
| Summarizes information gleaned from sources to support major points, but does not synthesize. | 16-17 | |
| Identifies but does not interpret or apply concepts, and/or strategies correctly; ideas unclear and/or underdeveloped. | 14-15 | |
| Rarely or does not interpret, apply, and synthesize concepts, and/or strategies. | 0-13 |
| WRITTEN EXPRESSION AND FORMATTING – 15 Possible Points | ||
| 1. Paragraph and Sentence Structure: Paragraphs make clear points that support well developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are clearly structured and carefully focused–neither long and rambling nor short and lacking substance. (0-5 Points) | ||
| Paragraphs and sentences follow writing standards. | 5 | |
| Paragraphs and sentences follow writing standards 80% of the time. | 4 | |
| Paragraphs and sentences follow writing standards 70% of the time. | 3 | |
| Paragraphs and sentences follow writing standards < 70% of the time. | 0-2 | |
| 2. English writing standards: Correct grammar, mechanics, and proper punctuation (0-5 Points) | ||
| Uses correct grammar, spelling, and punctuation with no errors. | 5 | |
| Contains a few (1-2) grammar, spelling, and punctuation errors. | 4 | |
| Contains several (3-4) grammar, spelling, and punctuation errors. | 3 | |
| Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. | 0-2 | |
| 3. The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running head, parenthetical/in-text citations, and reference list (0-5 Points) | ||
| Uses correct APA format with no errors. | 5 | |
| Contains a few (1-2) APA format errors. | 4 | |
| Contains several (3-4) APA format errors. | 3 | |
| Contains many (≥ 5) APA format errors. | 0-2 | |
| Total Points for Assignment: |
Please copy and paste this rubric table at the end of all Application Assignments in order for your assignment to be graded.
Guidance for Application Assignments:
Application Assignments require a title page, introduction, body of the paper, conclusion, and reference page. The title page needs to follows APA style and includes a title, student name, course number and section, and date. An abstract is not required. APA style headings are to be used appropriately to separate and organize sections of the paper. The use of direct quotes is discouraged and should only be used when the source material uses language that is particularly striking or notable.
The introduction should provide an overview of the topic, the purpose of the paper, and topics that will be addressed. The body of the paper needs to address all required topics. The conclusion ought to provide closure for the reader, synthesize the content, and tie everything together to help clarify the main points of the paper. The reference page should include all references cited in the assignment in correct APA format.. Some course assignments may require the use of more than 2 credible outside resources.
In these cases, the minimum outside sources specified in the instructions for the assignment will be applied in the grading of these course assignments. Credible sources include scholarly peer-reviewed journal articles, evidence based resources, and professional (.org), educational (.edu), and government websites (.gov). Commercial websites (.com) are not considered credible sources. Please note: When selecting articles for course assignments, you are advised (unless you are referencing seminal information) to focus on work published within the past five years.
Late Policies:
Assignments submitted late without prior agreement of the Instructor, outside of an emergency absence, or in violation of agreements for late submission, will receive a grade reduction for the Assignment amounting to a 20% point loss. After 5 days, the Assignment will not be graded. Students should be aware that late Assignments may not receive the same level of written feedback as do Assignments submitted on time.