EHR Errors Essay

Read the following article:

• Wiedemann. Lou Ann. “Completing Charts in EHRs.” Journal of AHIMA 81, no. 1 (January 2010): 40-41.

The following quote from the article mentions a problem with data entry errors that directly affect the performance of the EHR system.

“If information is entered incorrectly on the front end the HIM department has additional clean-up on the back end, ‘It is “garbage in, garbage out,’ Bell notes.”

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Questions for discussion:

• How do you think “garbage in, garbage out” can be avoided?
• How can the source of the inaccurate data be identified? EHR Errors Essay

Performance of the EHR System

How I think “garbage in, garbage out” can be avoided

“Garbage in, garbage out” is a phrase severally used to express the fact that, input that is of poor quality or incorrect will always result in faulty output as related to computing or other spheres of day to activities. However, it is possible to avoid “garbage in, garbage out” more so in relation to the field of computing. The first initiative to avoid “garbage in, garbage out” is by individuals expressing and selling the benefits of a clean data set EHR Errors Essay.  Basically, a clean dataset ensures that the process of cleansing data in not only possible but also effective in producing desired outcomes. Performing regular data cleansing exercises through software and hardware updates assure the integrity of data hence accurate results (Wiedemann, 2010).

Another way in which “garbage in, garbage out” can be avoided is through working within existing processes. There is a specific procedure in which specific operations have to be executed before receiving final outcomes. It is essential that computer users follow these procedures depending on specific computer applications and operations they would like to perform. In this manner, computer users are able to prioritize operations, identify possibilities of errors and correct before execution hence avoiding possibilities of the occurrence of “garbage in, garbage out”(Bjokaman, 2014).

“Garbage in, garbage out” is highly attributable to human and system errors although the former largely contribute in comparison with the latter. For this reason, it should be an initiative by computer users to countercheck data and information before inputting to check for possible errors and inaccuracies that may result in undesired outcomes. This has to be done just before or at the point of data entry as it helps to avoid occurrences of “garbage in, garbage out” (Thomson, 2009) EHR Errors Essay.

How the Source of the Inaccurate Data Can Be Identified

Right from the entry point, it is possible to identify sources of incorrect data especially if the person who enters the data knows what type of data to expect before entry. In this manner, an individual is able to identify inaccuracy sources which may include misspellings, human errors and even system errors during the process of data entry.  The most common type of error in that largely contributes to the inaccuracy of data is attributed to human errors which are likely associated with ignorance of individuals EHR Errors Essay. However, sources of human errors are easily identified through a series of steps that range from inspecting the data collection process to the center of data output. Through this initiative, it is possible to identify if data inaccuracy is attributable to human errors, system errors or both (Nickle, 2012).

References

Bjokaman, P. (2014). Avoiding the ‘Garbage in Garbage Out’ trap – Snow Software

Blog.Software Asset Management & License Optimization Blog.Mc

Nickle, M. (2012) 5 reasons data inaccuracies occur in EMRs. Healthcare IT News.

Thomson, V. E. (2009). Garbage in, garbage out: Solving the problems with long-distance trash

transport Charlottesville: University of Virginia Press EHR Errors Essay.

Wiedemann. Lou Ann. (2010). Completing Charts in EHRs Journal of AHIMA, 81, no.1,

January 2010: 40-41. Available at https://content.learntoday.info/Learn/HIM2652fw_Spring_16/site/Media/Completing_Charts_in_EHRs.docx Accessed on 30/10/2017

 

Completing Charts in EHRs By Lou Ann Wiedemann, MS, RHIA, CPEHR This issue the Journal introduces a new “Working Smart” column offering best practices for working in the e-HIM environment. Since the advent of the HIM profession many have struggled with the chart completion process. In the paper environment, the process began with assembling mountains of paper into a logical order and sequence. From there clerical staff spent countless hours reviewing pages for signatures and missing documentation EHR Errors Essay. Many of these processes still remain in the EHR. “It really comes down to a process that is shorter, but sometimes more time-consuming,” says Bonnie Irzyk, RHIT, HIM manager at VNS Home Health Services in Rhode Island. This column outlines practice guidance for completing a record in an electronic environment. Defining Chart Completion Policies and Procedures The first step in the chart completion process is to review regulatory guidelines, including any state-specific, Joint Commission, or Centers for Medicare and Medicaid Services guidelines regarding record completion. Most organizations require that each entry within a record be signed. State regulations may further outline that entities include the date and time with the signature. These requirements, and any other requirements, should be outlined in an organization’s chart completion policies and procedures EHR Errors Essay. Organizations should ensure that their policies and procedures are up-to-date as processes change. Irzyk recommends keying in on specific terms such as “paper” when reviewing specific department policies and procedures. In such an instance, organizations can simply change references from “paper” to “electronic.” Policies and procedures should define when a record is complete. For most organizations, a record is complete once all applicable signatures and reports are verified to be part of the record. The organization should then define which signatures and reports the HIM department will confirm. For example, at OU Medical Center in Oklahoma City, HIM manager Valerie Bell, RHIA, considers a record complete when the clerical staff has confirmed that it contains a “history and physical, discharge summary, applicable consultations or operative notes as well as signatures on each report and all physician orders.” If one physician order is missing, the record remains incomplete until that order is signed EHR Errors Essay. This is the same policy that was in place when the record was completely comprised of paper. The only process that has changed is the process by which reports and signatures are obtained. Irzyk also recommends that every department define its legal electronic health record. A documentation crosswalk can provide guidance on the components of the legal health record EHR Errors Essay. It will also help HIM professionals address other issues, such as electronic signature, within other policies. For example, an organization that has implemented electronic signature no longer must obtain manual signatures. Instead of reviewing and placing a manual deficiency into an HIM tracking module, EHR systems have built-in queues that recognize the author and the need for a cosignature. The order is automatically sent to the appropriate physician for counter signature. No manual review is needed. Chart Completion Challenges A major challenge for HIM professionals is learning an EHR system’s functionality. Irzyk found that “understanding the logic of the software” was a major hurdle to overcome at VNS. The software VNS chose allowed providers to enter clinical notes; however, it did not provide e-signature functionality for all modules. The issue was quickly recognized by working closely with providers and IT. The HIM and IT departments were able to adapt a system “task” function as a workaround EHR Errors Essay. The HIM department completes the task, which sends a notification to the clinician to complete the record deficiency. Once the physician completes the deficiency, an edit list is reviewed in the HIM department to complete the record. HIM professionals should not be afraid to ask system questions, nor should they assume that if a system has electronic data entry it automatically allows e-signatures. In addition, the number of people entering data on the front end increases as more modules are moved to the electronic environment. If information is entered incorrectly on the front end the HIM department has additional clean-up on the back end. “It is ‘garbage in, garbage out,’” Bell notes. For example, if a nurse enters a verbal order and links it to the incorrect physician the HIM department usually finds out after discharge. The system assigns the signature to the incorrect physician, who then comes to HIM to have the order corrected. HIM professionals must understand the functionality of the software and how physicians are assigned in these instances. EHR Errors Essay “If we [HIM] don’t understand, the number of incorrect deficiencies continues to increase and physicians get frustrated with a system that does not appear to work correctly,” Bell says. Another major challenge for HIM professionals is job responsibilities. Many providers feel that record completion activities are clerical functions and do not fall within their scope of services. However, these functions are no longer black and white in an electronic environment. For example, when implementing computerized physician order entry, a key process in the paper world was the transcription of the order. Many times a ward clerk reviewed the order and then transcribed the order into the different ancillary modules (e.g., medications to the pharmacy or chest x-ray to the radiology department). As ward clerks entered the order they answered key questions such as “Is the patient required to have nothing by mouth?” prior to the test. In the electronic world these questions are flagged for the provider entering the order to answer. Physicians may feel overwhelmed at the beginning of the electronic order implementation because they are not accustomed to answering these types of questions. Another challenge for HIM professionals during the transition is the hybrid process that occurs while modules are being implemented. During this time period providers may be completing records electronically and manually EHR Errors Essay. Clerical staff must then identify which providers are signing electronically and which are signing manually. EHR Chart Completion Lessons Learn as much about the EHR system as possible Work closely with IT and clinicians, and keep communication open Test system upgrades extensively Understand downtime procedures Do not be afraid to ask questions Require all providers to use each implemented module Do not expect the EHR to fix all of the chart completion deficiencies In a facility with a large medical staff this process can bring HIM processes to a screeching halt. “It is a huge problem that is often overlooked,” Bell says. The HIM department should be aware of chart completion concerns before beginning the transition. “Just go into the implementation being aware of back-end difficulties,” she recommends. As HIM professionals move toward an electronic record there are several lessons to be learned. Completing health records and maintaining the integrity of the information is a fundamental HIM function that cannot be lost in the transition to an EHR. “Just when you think you have it down, something new happens,” says Irzyk. “However, the end product is more accurate, and the documentation is better.” HIM professionals can take advantage of the EHR to streamline record completion processes and minimize duplication of effort. Lou Ann Wiedemann is a director of practice resources at AHIMA. Article citation: Wiedemann, Lou Ann. “Completing Charts in EHRs.” Journal of AHIMA 81, no.1 (January 2010): 40-41.

 

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How I think “garbage in, garbage out” can be avoided

“Garbage in, garbage out” is a phrase severally used to express the fact that, input that is of poor quality or incorrect will always result in faulty output as related to computing or other spheres of day to activities. However, it is possible to avoid “garbage in, garbage out” more so in relation to the field of computing. The first initiative to avoid “garbage in, garbage out” is by individuals expressing and selling the benefits of a clean data set EHR Errors Essay.  Basically, a clean dataset ensures that the process of cleansing data in not only possible but also effective in producing desired outcomes. Performing regular data cleansing exercises through software and hardware updates assure the integrity of data hence accurate results (Wiedemann, 2010).

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Another way in which “garbage in, garbage out” can be avoided is through working within existing processes. There is a specific procedure in which specific operations have to be executed before receiving final outcomes. It is essential that computer users follow these procedures depending on specific computer applications and operations they would like to perform. In this manner, computer users are able to prioritize operations, identify possibilities of errors and correct before execution hence avoiding possibilities of the occurrence of “garbage in, garbage out”(Bjokaman, 2014).

“Garbage in, garbage out” is highly attributable to human and system errors although the former largely contribute in comparison with the latter. For this reason, it should be an initiative by computer users to countercheck data and information before inputting to check for possible errors and inaccuracies that may result in undesired outcomes. This has to be done just before or at the point of data entry as it helps to avoid occurrences of “garbage in, garbage out” (Thomson, 2009) EHR Errors Essay.

How the Source of the Inaccurate Data Can Be Identified

Right from the entry point, it is possible to identify sources of incorrect data especially if the person who enters the data knows what type of data to expect before entry. In this manner, an individual is able to identify inaccuracy sources which may include misspellings, human errors and even system errors during the process of data entry.  The most common type of error in that largely contributes to the inaccuracy of data is attributed to human errors which are likely associated with ignorance of individuals. EHR Errors Essay However, sources of human errors are easily identified through a series of steps that range from inspecting the data collection process to the center of data output. Through this initiative, it is possible to identify if data inaccuracy is attributable to human errors, system errors or both (Nickle, 2012).

 

References

Bjokaman, P. (2014). Avoiding the ‘Garbage in Garbage Out’ trap – Snow Software

Blog.Software Asset Management & License Optimization Blog.Mc

Nickle, M. (2012) 5 reasons data inaccuracies occur in EMRs. Healthcare IT News.

Thomson, V. E. (2009). Garbage in, garbage out: Solving the problems with long-distance trash

transport Charlottesville: University of Virginia Press.

Wiedemann. Lou Ann. (2010). Completing Charts in EHRs Journal of AHIMA, 81, no.1,

January 2010: 40-41. Available at https://content.learntoday.info/Learn/HIM2652fw_Spring_16/site/Media/Completing_Charts_in_EHRs.docx Accessed on 30/10/2017 EHR Errors Essay

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Benefits of EHR in the Healthcare Sector

Introduction

Many healthcare institutions are embracing the use of Electronic Health Records as promoted by insurance companies, state and federal governments. Electronic Health Records refers to a systematic collection and storage of patients’ information in a digital format that can be easily shared in different healthcare settings across connected information networks EHR contributions to healthcare safety essay. This record includes; radiological images, laboratory results, patient medical history, and demographics, the status of immunization, medications, biodata, and information on billing among others. This system is designed to accurately store information as well as captures the state of a patient over time (Gupta, 2016).

Benefits that EHR has brought to healthcare that the paper medical record did not

• Paper medical records as previously used was time-consuming as health records officers spent much time searching for patients records during scheduled visits. The Electronic Health Records is time-saving since patient data is stored in a central database with ease of access to meet patient’s needs (Amatayakul, Lazarus & Medical Group Management Association, 2015)

• Paper medical records easily got lost hence losing entire patient information. In other occasions, particular sections of patient information got lost hence affecting the delivery of care. This resulted in patients being subjected to similar laboratory and radiological tests hence additional costs. However, electronic health Records has a backup system which ensures that patient information is not lost which guarantees quality and efficient healthcare services (Amatayakul, Lazarus & Medical Group Management Association, 2015)
• Paper medical records do not provide an efficient flow of patients’ medication history including allergies to medications, compliance, drugs a patient has taken over time and the outcome after treatment. Without this information, it becomes easier for errors such as giving a similar medication that a patient poorly responded to twice among others EHR contributions to healthcare safety essay. However, with the Electronic Health Records, there is increased compliance and sufficient information to initiate treatment options (Amatayakul, Lazarus & Medical Group Management Association, 2015).

How EHR has changed the way healthcare functions today 

The impact of Electronic health records in the healthcare sector today is huge and cannot be underestimated. It has resulted in quality of care improvement, productivity, and improvement in finances, improvement in Job satisfaction and improvement in customer satisfaction. Under improvement in quality care, integration of evidence-based clinical guidelines that results to easy management of acute and chronic diseases are evident. Improvement in finances can be related to efficiencies in billing and coding of visits. Improvement associated with job and customer satisfaction can be attributed to how easy EHR enable healthcare providers to comply with regulations and rapid and remote access to entire patient information respectively (Walker, Walker e.t al., 2015) EHR contributions to healthcare safety essay.

Description of my own healthcare experience as a patient and how EHR has been a benefit to my care

EHR has enabled quick access to my medical records during scheduled hospital visits which makes the entire system time saving and efficient. Since it facilitates the provision of entire medical and personal information to a healthcare provider, it has ensured improved delivery of my care as a patient as well as providing additional education information.

Conclusion

Following the benefits of the Electronic Health Records as compared to Paper medical records to a patient, healthcare institution, personnel among others, it is vital that all healthcare organizations embrace this system to ensure efficient, timely, accurate and patient-centered approach in the management of patients. In addition, healthcare organizations which have already embraced this system should ensure back up of information and appropriate security measures to enhance confidentiality and security of patient information. EHR contributions to healthcare safety essay

  

References

Amatayakul, M., Lazarus, S. S., & Medical Group Management Association (2015) Electronic      health records: Transforming your medical practice Englewood, Co: Medical Group          Management Association.

Walker, J. M., In Walker, J. M., In Bieber, E. J., & In Richards, F. (2015) Implementing an           electronic health record system London: Springer

Gupta, A. (2016). Advances in Healthcare Informatics and Analytics Springer International           Publishing

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We have focused on specific functionality that makes healthcare safer, which contributes to improved quality and outcomes for our patients. Describe at least two specific functions that the EHR can provide to healthcare to make it a safer environment. EHR contributions to healthcare safety essay

Specific Functions That The EHR Can Provide To Healthcare To Make It A Safer Environment.

EHRs Reduce Errors, Improve Patient Safety and Outcomes

EHRs ensures a safer healthcare environment by improving the patient outcomes and diagnostics. This helps the healthcare providers to gain access to accurate and complete patient records which can be relied upon to provide better medical care. It also provides a systematic and quick identification of operational problems (Amatayakul, Lazarus & Medical Group Management Association. (2015). As a result, EHRs can reduce medical errors. EHRs also play the role of automatically checking for any problem that may arise when new medications are prescribed for allergic and chronic complications (Balgorsky, 2014). EHRs then alert the clinician on the potential conflicts that may arise from the use of the alternative drugs. As a result, it improved patient outcome, safety, and diagnostic results. It also provides emergency repose to enable the emergency staff to respond immediately especially when the patients are unconscious (Health IT.Gov, 2017).  Besides, EHRs has the potential of exposing any potential safety issue so as to avoid such consequences, thus improving the safety of the medical environment for better patient’s outcome.

Securely Sharing Electronic Information with Patients and Other Clinicians

EHRs perform the function of providing a secure platform for sharing electronic information with patients and other healthcare providers. This leads to a safer and more reliable prescription to the patients.  Besides, it has the ability to improve the interaction between the patients and healthcare providers thus creating a safe environment that fosters healthcare convenience (Balgorsky, 2014). As a result, the clinicians can easily provide a complete documentation, more legible, streamlined and accurate billing and coding of all the patient data. This means that the data of the patient will be secure and its integrity and privacy upheld, leading to a safe healthcare environment. EHR contributions to healthcare safety essay

 

References

Amatayakul, M., Lazarus, S. S., & Medical Group Management Association. (2015). Electronic

health records: Transforming your medical practice. Englewood, Co: Medical Group

Management Association

Balgorsky, B. J. A. (2014). Essentials of Health Information Systems and Technology. Sudbury:

Jones & Bartlett Publishers.

Health IT.Gov  (2017). Benefits of EHRs. Available at https://www.healthit.gov/providers-professionals/improved-diagnostics-patient-outcomes. Accessed on 2/11/2017. EHR contributions to healthcare safety essay

.

 

 

NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes

NURS 6501: Advanced Pathophysiology Walden Week 1 Discussion

Factors That Influence Disease

In clinical settings, some of the most common questions that patients ask are Why do I have this? What caused this disorder? Will it ever go away? These emotional questions can be difficult to ask and to answer. However, for patients to come to terms with their diagnoses and adhere to treatment plans, they must have an understanding of factors that might have caused, or continue to impact, their disorders. As an advanced practice nurse, it is important that you are able to explain disorders, associated alterations and symptoms, and changes that might occur within your patients’ bodies. NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes.

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To prepare:

Review this week’s media presentation with Dr. Terry Buttaro. Reflect on the importance of developing an in-depth understanding of pathophysiology.

Select a disorder from the following list:

• Adrenal insufficiency (Addison’s disease)
• Atherosclerosis
• Cholelithiasis (gallstones)
• Colon cancer
• Cystic fibrosis
• Hemophilia
• Nephrolithiasis (kidney stones)
• Osteoporosis
• Parkinson’s disease
• Tuberculosis

Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how that factor might impact your selected disorder, as well as potential associated alterations and symptoms.

Identify the pathophysiology of the associated alterations, including the normal and altered cellular function. Consider both intra- and extra-cellular changes that occur. NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes.

By Day 3

Post a brief description of a patient scenario involving the disorder and the factor you selected. Explain how the factor might impact your selected disorder, as well as potential associated alterations and symptoms. Finally, explain the pathophysiology of the associated alterations, including changes in cellular function.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different disorders and factors than you, in the following ways:

Share insights on how the factor you selected impacts the pathophysiology of the disorder your colleague selected.

Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

NURS 6501: Advanced Pathophysiology Walden Week 2 Discussion

DQ1

Maladaptive Responses to Immune Disorders

Maladaptive responses to disorders are compensatory mechanisms that ultimately have adverse health effects for patients. For instance, a patient’s allergic reaction to peanuts might lead to anaphylactic shock, or a patient struggling with depression might develop a substance abuse problem. To properly diagnose and treat patients, advanced practice nurses must understand both the pathophysiology of disorders and potential maladaptive responses that some disorders cause. NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes.

Consider immune disorders such as HIV, psoriasis, inflammatory bowel disease, and systemic lupus E. What are resulting maladaptive responses for patients with these disorders?

To prepare:

Review Chapter 5 and Chapter 7 in the Huether and McCance text. Reflect on the concept of maladaptive responses to disorders.

Select two of the following immune disorders: HIV, psoriasis, inflammatory bowel disease, or systemic lupus E (SLE).

Identify the pathophysiology of each disorder you selected. Consider the compensatory mechanisms that the disorders trigger. Then compare the resulting maladaptive and physiological responses of the two disorders.

Select one of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor might impact your selected immune disorders.

By Day 3

Post a brief description of the pathophysiology of your selected immune disorders. Explain how the maladaptive and physiological responses of the two disorders differ. Finally, explain how the factor you selected might impact the pathophysiology of each disorder.

Read a selection of your colleagues’ responses NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes.

By Day 5

Respond to at least two of your colleagues on two different days who selected different immune disorders and/or factors than you, in the following ways:

Share insights on how the factor you selected impacts the pathophysiology of the immune disorder your colleague selected.

Expand on your colleague’s posting by providing additional insights or contrasting perspectives based on readings and evidence.

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

NURS 6501 Week 2 Quiz (Already graded A+)

NURS 6501 Advanced Pathophysiology Week 2 Quiz -Walden University

Question 1 A patient has a disease state that results from the secretion of toxins by bacteria. Which medical diagnosis will the nurse see documented on the chart?

Question 2 An infant develops a fever secondary to a bacterial infection. Which of the following most likely triggered the fever?

Question 3 Exhaustion occurs if stress continues and _____ is not successful.

Question 4 When a patient presents at the emergency department for an allergic reaction, the nurse recognizes the most severe consequence of a type I hypersensitivity reaction is:

Question 5 Which of the following hormones activates adrenergic receptors?

Question 6 Which of the following individuals would be at greatest risk for an opportunistic infection?

Question 7 A patient has a tissue growth that was diagnosed as cancer. Which of the following terms best describes this growth? NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes.

Question 8 A 35-year-old male is diagnosed with a hormone-secreting tumor of the adrenal medulla. He experiences elevated blood pressure, pupil dilation, “goose bumps,” and increased anxiety. Which of the following hormones is the predominant one released by the tumor?

Question 9 A 50-year-old female experiences decreased blood pressure, decreased oxygen delivery, cardiovascular shock, and subsequent death. A complication of endotoxic shock is suspected. Which of the following is the most likely cause?

Question 10 A 30-year-old female presents to her primary care provider reporting fatigue, excessive sweating, and increased appetite. Physical examination reveals protruding eyes, and laboratory testing reveals hyperthyroidism secondary to autoantibody production. This disorder falls into the category of type _____ hypersensitivity.

Question 11 A 3-year-old is making play cakes in a sandbox and is eating the play cakes. The sand was also being used by cats as a litter box and was contaminated with toxoplasmosis. Which of the following would most likely also be present?

Question 12 A 30-year-old female is diagnosed with cancer. Testing reveals that the cancer cells have spread to local lymph nodes. A nurse realizes this cancer would be documented as stage: Question 13 A 30-year-old male is having difficulty breathing and has been spitting blood. He reports that he began experiencing this reaction after cleaning his pigeons’ cages. Testing reveals he is suffering from allergic alveolitis. Which of the following is he experiencing?

Question 14 A 5-month-old child is admitted to the hospital with recurring respiratory infections. A possible cause of this condition is: Question 15 During inflammation, the liver is stimulated to release plasma proteins, collectively known as:

Question 16 A 10-year-old male is stung by a bee while playing in the yard. He begins itching and develops pain, swelling, redness, and respiratory difficulties. He is suffering from: Question 17 When the maternal immune system becomes sensitized against antigens expressed by the fetus, what type of immune reaction occurs? Question 18 While planning care for children with cancer, which information should the nurse remember? Most childhood cancers originate from the: Question 19 A 20-year-old male shoots his hand with a nail gun while replacing roofing shingles. Which of the following cell types would be the first to aid in killing bacteria to prevent infection in his hand? Question 20 A nurse recalls an example of an immune-complex-mediated disease is: Question 21 Stress induces sympathetic stimulation of the adrenal medulla. This causes the secretion of catecholamines, which include: Question 22 A 45-year-old male presents with persistent, severe stomach pain. Testing reveals a peptic ulcer. Further laboratory tests reveal the presence of Helicobacter pylori. Which of the following is of concern for this patient? Question 23 A 35-year-old male is diagnosed with lobar pneumonia (lung infection). Which of the following exudates would be present in highest concentration at the site of this advanced inflammatory response? Question 24 After teaching about stress, which information indicates a correct understanding of stress? Question 25 A 65-year-old female is diagnosed with metastatic breast cancer. She has developed muscle wasting. Which of the following substances would be produced in large quantities to eliminate the tumor cells and cause muscle wasting? Question 26 After studying about viruses, which information indicates the student has a good understanding of viruses? Viruses: Question 27 A 54-year-old male was recently diagnosed with rheumatoid arthritis (RA). Which of the following is the expected treatment of choice? NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes. Question 28 A 46-year-old male presents with severe pain, redness, and tenderness in the right big toe. He was diagnosed with gouty arthritis. The symptoms he experienced are caused by the crystallization of _____ within the synovial fluid. Question 29 A 42-year-old female presents with raised red lesions with a brownish scale. She was diagnosed with discoid lupus erythematosus. A clinician recalls this disorder is related to: Question 30 A 5-year-old male is diagnosed with tinea corporis following development of lesions on the non-hairy parts of his face, trunk, and limbs. A common source of this condition is a: Question 31 Fibromyalgia is a chronic musculoskeletal disorder characterized by: Question 32 A 34-year-old female was recently diagnosed with RA. Physical examination revealed that inflammation started in the: Question 33 A 70-year-old female presents with a hip fracture secondary to osteoporosis. This condition is caused by an increase in bone: Question 34 A patient has chicken pox. How does the varicella replicate? Question 35 A 40-year-old female is diagnosed with SLE. Which of the following findings would be considered a symptom of this disease?

Question 36 A 76-year-old female was diagnosed with osteoporosis by radiologic exam. She is at high risk for:

Question 37 The final stage of gout, characterized by crystalline deposits in cartilage, synovial membranes, and soft tissue, is called:

Question 38 A 3-year-old male develops tinea capitis after playing with the family dog. This infection is caused by a:

Question 39 Researchers now believe that RA is:

Question 40 A 51-year-old male experienced severe acute gouty arthritis. Which of the following is the most common trigger for the symptoms?

NURS 6501: Advanced Pathophysiology Walden DQ2

Arthritis

While arthritis impacts nearly 50 million adults in the United States, it is not a disease that is limited to adulthood. Consider the case of Ashley Russell. At the age of 14 months, Ashley was diagnosed with juvenile rheumatoid arthritis. As a baby, her parents noticed that her knee was always swollen and that she often wanted to be carried instead of walking on her own (Cyr, 2012). After seeking medical care, Ashley’s underlying disorder was discovered.Arthritis in children is not uncommon. According to the CDC (2011), an estimated 294,000 children under age 18 have some form of arthritis or rheumatic condition. Due to the prevalence of the disorder in both children and adults, you must understand the pathophysiology and symptoms of arthritis in order to properly diagnose and prescribe treatment. NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes.

To prepare:

Review Chapter 37 in the Huether and McCance text and Chapter 24 in the McPhee and Hammer text. Identify the pathophysiology of osteoarthritis and rheumatoid arthritis. Consider the similarities and differences of the disorders.

Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology of the disorders, as well as the diagnosis of and treatment for the disorders.

By Day 4

Post a description of the pathophysiology of osteoarthritis and rheumatoid arthritis, including the similarities and differences between the disorders. Then explain how the factors you selected might impact the pathophysiology of the disorders, as well as the diagnosis of treatment for the disorders.

Read a selection of your colleagues’ responses. NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes.

By Day 6

Respond to at least two of your colleagues on two different days who selected different factors than you, in one or more of the following ways:

Offer alternative diagnoses and prescription of treatment options for osteoarthritis and rheumatoid arthritis.

Shae an insight from having read your colleague’s posting, synthesizing the information to provide new perspectives.

References:

Centers for Disease Control and Prevention. (2011). Arthritis-related statistics. Retrieved from http://www.cdc.gov/arthritis/data_statistics/arthritis_related_stats.htm

Cyr, J. (2012). 7-year-old from Aroostook County chosen as youth ambassador for Bangor Arthritis Walk. Bangor Daily News. Retrieved from http://bangordailynews.com/2012/05/10/health/7-year-old-from-aroostook-county-chosen-as-youth-ambassador-for-bangor-arthritis-walk/

Click on the Reply button below to reveal the textbox for entering your message. Then click on the Submit button to post your message.

NURS 6501: Advanced Pathophysiology Walden Week 3 Discussion

Pain

The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain.While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred.

To prepare:

Review this week’s media presentation on the neurological system, as well as Chapter 13 in the Huether and McCance text.

Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.

Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

By Day 3

Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different factors than you, in the following ways:

Share insights on how your colleague’s factors impact the pathophysiology of pain.

Suggest alternative diagnoses and treatment options for acute, chronic, and referred pain.

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NURS 6501 Week 3 : Advanced Pathophysiology -Walden University (Verified answers, Scored A)

NURS 6501 Week 3 Quiz : Advanced Pathophysiology -Walden University

• Question 1 A 65-year-old male recently suffered a cerebral vascular accident. He is now unable to recognize and identify objects by touch because of injury to the sensory cortex. How should the nurse document this finding?

• Question 2 A 15-year-old male is brought to the ER for treatment of injuries received in a motor vehicle accident. An MRI reveals spinal cord injury, and his body temperature fluctuates markedly. The most accurate explanation of this phenomenon is that: NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes

• Question 3 A 60-year-old female with a recent history of head trauma and a long-term history of hypertension presents to the ER for changes in mental status. MRI reveals that she had a hemorrhagic stroke. What does the nurse suspect caused this type of stroke?

• Question 4 A nurse should document on the chart that chronic pain is occurring when the patient reports the pain has lasted longer than:

• Question 5 A 40-year-old male complains of uncontrolled excessive movement and progressive dysfunction of intellectual and thought processes. He is experiencing movement problems that begin in the face and arms that eventually affect the entire body. The most likely diagnosis is:

• Question 6 A patient has memory loss of events that occurred before a head injury. What cognitive disorder does the nurse suspect the patient is experiencing?

• Question 7 Parents of a 3-month-old infant bring him to the emergency room (ER) after he has had a seizure. He has muscle rigidity, and the parents report they are of Jewish ancestry. For what genetic disease should this infant be screened?

• Question 8 When a patient has a fever, which of the following thermoregulatory mechanisms is activated?

• Question 9 A 50-year-old male suffers a severe head injury when his motorcycle hits a tree. His breathing becomes deep and rapid but with normal pattern. What term should the nurse use for this condition?

• Question 10 A 20-year-old male was at the supermarket when he fell to the ground. Bystanders reported that he lost consciousness and his body tensed up then relaxed, then tensed and relaxed several times. He most likely was experiencing a(n):

• Question 11 A teenage boy sustains a severe closed head injury following an all-terrain vehicle (ATV) accident. He is in a state of deep sleep that requires vigorous stimulation to elicit eye opening. How should the nurse document this in the chart?

• Question 12 A 15-month-old child from Pennsylvania was brought to the ER for fever, seizure activity, cranial palsies, and paralysis. Which of the following diagnosis will be documented in the chart?

• Question 13 A 33-year-old male is brought to the ER for treatment of injuries received in a motor vehicle accident. An MRI reveals an injury of the cervical cord. Cord swelling in this region may be life threatening because:

• Question 14 A 72-year-old male demonstrates left-sided weakness of upper and lower extremities. The symptoms lasted 24 hours and resolve with no evidence of infarction. The patient most likely experienced a(n):

• Question 15 Which finding indicates the patient is having complications from heat stroke?

• Question 16 A 20-year-old male was brought to the emergency room (ER) for severe burns. He requested something for the excruciating pain he was experiencing. Blocking which of the following neurotransmitters would reduce his pain?

• Question 17 A nurse thinks a patient may be experiencing dementia. Which assessment finding will most help support this diagnosis?

• Question 18 An initial assessment finding associated with acute spinal cord injury is _____ the injury. • Question 19 The nursing student would correctly identify the most common symptom of brain abscess as:

• Question 20 An older adult is admitted to the ER following a fall. The patient complains of pain in the back. The patient has a history of osteoporosis. The nurse would expect the patient’s injury and subsequent pain is most likely due to:

• Question 21 A 16-year-old male took a recreational drug that altered his level of arousal. Physical exam revealed a negative Babinski sign, equal and reactive pupils, and roving eye movements. Which of the following diagnosis will the nurse most likely see on the chart?

• Question 22 A 20-year-old male suffers a severe closed head injury in a motor vehicle accident. He remains in a vegetative state (VS) 1 month after the accident. Which of the following structures is most likely keeping the patient alive?

• Question 23 A 23-year-old female begins having problems with tiredness, weakness, and visual changes. Her diagnosis is multiple sclerosis (MS). What is occurring in the patient’s body?

• Question 24 A 69-year-old male with a history of alcohol abuse presents to the emergency room (ER) after a month-long episode of headaches and confusion. Based on his alcoholism, a likely cause of his neurologic symptoms is:

• Question 25 When planning care for a child in pain, which principle should the nurse remember? The pain threshold in children is _____ that of adults.

NURS 6501: Advanced Pathophysiology Walden Week 4 Discussion

Cardiovascular Disorders

Veins and arteries are vital elements of the cardiovascular system. They carry the blood supply through the body and are essential for proper function.Sometimes veins and arteries malfunction, resulting in cardiovascular disorders. Malfunctions of arteries and veins are similar to malfunctions of a water hose. Consider the structure and function of a hose. A tap releases water, which then travels through the hose and comes out the other end. If the hose has been dormant for several months, dirt and rusty particles might build up inside, resulting in a restricted flow of water. Similarly, buildup of plaque inside the coronary arteries restricts blood flow and leads to disorders such as coronary heart disease. This disease is one of the most common cardiovascular disorders, and according to the National Heart, Lung and Blood Institute (2011), is the leading cause of death for men and women in the United States. In this Discussion, you examine the pathophysiology of cardiovascular disorders such as coronary heart disease.

To prepare:

Review this week’s media presentation on alterations of cardiovascular functions, as well as Chapter 23 in the Huether and McCance text. Identify the pathophysiology of cardiovascular disorders.

Select one patient factor: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of cardiovascular disorders.

Select one of the following alterations of cardiovascular disorders: peripheral arterial disease, myocardial infarction, coronary artery disease, congestive heart failure, or dysrhythmia. Think about how hypertension or dyslipidemia can lead to the alteration you selected.

By Day 3

Post a description of the pathophysiology of cardiovascular disorders, including how the factor you selected might impact the pathophysiology. Then, explain how hypertension or dyslipidemia can lead to the alteration you selected for patients with the factor you identified

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different alterations and factors than you, in one or more of the following ways:

Share insights on how the factor you selected impacts the cardiovascular alteration your colleague selected.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

Reference:

National Heart Lung and Blood Institute. (2011). What is coronary heart disease? Retrieved from http://www.nhlbi.nih.gov/health/health-topics/topics/cad/

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NURS 6501: Advanced Pathophysiology Walden Week 5 Discussion

DQ1

Cardiovascular Disorders

At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause. NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes.

Consider the following scenario:

A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies.

To prepare:

Review the scenario provided, as well as Chapter 24 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.

Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.

By Day 3

Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.

Read a selection of your colleagues’ responses NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes.

By Day 5

Respond to at least two of your colleagues who selected a different factor than you, in one of the following ways:

Make a suggestion based on additional evidence drawn from readings or after synthesizing multiple postings.

Share insights based on your own experience and additional research.

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NURS 6501: Advanced Pathophysiology Walden DQ2

Anaphylactic Shock

The treatment of anaphylactic shock varies depending on a patient’s physiological response to the alteration. Immediate medical intervention and emergency room visits are vital for some patients, while others can be treated through basic outpatient care.

Consider the January 2012 report of a 6-year-old girl who went to her school nurse complaining of hives and shortness of breath. Since the school did not have any medication under her name to use for treatment and was not equipped to handle her condition, she was sent to an emergency room where she was pronounced dead. This situation has raised numerous questions about the progression of allergic reactions, how to treat students with severe allergies, how to treat students who develop allergic reactions for the first time, and the availability of epinephrine in schools NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes. If you were the nurse at the girl’s school, how would you have handled the situation? How do you know when it is appropriate to treat patients yourself and when to refer them to emergency care?

To prepare:

Review “Anaphylactic Shock” in Chapter 23 of the Huether and McCance text, “Distributive Shock” in Chapter 10 of the McPhee and Hammer text, and the Jacobsen and Gratton article in the Learning Resources.

Identify the multisystem physiologic progression that occurs in anaphylactic shock. Think about how these multisystem events can occur in a very short period of time.

Consider when you should refer patients to emergency care versus treating as an outpatient.

Select two patient factors different from the one you selected in this week’s first Discussion: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the process of anaphylactic shock.

By Day 4

Post an explanation of the physiological progression that occurs in anaphylactic shock. Then, describe the circumstances under which you would refer patients for emergency care versus treating as an outpatient NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes. Finally, explain how the patient factors you selected might impact the process of anaphylactic shock.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues who selected at least one different factor than you in one of the following ways:

Share insights on how the factor your colleague selected impacts the pathophysiology of anaphylactic shock.

Offer and support an alternative perspective using readings from the classroom or from your own research in the Walden Library.

Validate an idea with your own experience and additional research.

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Reference:

Moisse, K. (2012). Death of allergic student raises questions about school’s responsibility. Retrieved from http://abcnews.go.com/Health/AllergiesFood/year-virginia-girl-dies-allergic-reaction-school/story?id=15295949#.T7qD0sWPRBk

NURS 6501: Advanced Pathophysiology Walden Week 6 Discussion

Respiratory Alterations

In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder.Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.

Consider the following three scenarios:

Scenario 1:

Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.

Scenario 2:

Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough.His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.

Scenario 3:

Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough.She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.

To prepare:

Review the three scenarios, as well as Chapter 26 and Chapter 27 in the Huether and McCance text.

Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described.

Identify the pathophysiology of the alteration that you associated with the cough.

Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder.

By Day 3

Post a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected a different scenario than you, in one or more of the following ways:

Share insights on how the factor you selected impacts the disorder your colleague identified.

Ask a probing question regarding the disorder that your colleague identified.

Suggest an alternative disorder for the scenario your colleague selected.

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NURS 6501: Advanced Pathophysiology Walden Week 7 Discussion

Anemia

In clinical settings, advanced practice nurses often encounter patients with blood disorders such as anemia. Consider the case of a 17-year-old girl who is rushed to the emergency room after suddenly fainting. The girl’s mother reports that her daughter has had difficulty concentrating for the past week, frequently becomes dizzy, and has not been eating normally due to digestion problems NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes. The mother also informs the nurse that their family has a history of anemia. With the family history of anemia, it appears that this is the likely diagnosis. However, in order to properly diagnose and treat the patient, not only must her symptoms and family history be considered, but also factors such as gender, ethnicity, age, and behavior. This poses the question: How do patient factors impact the incidence and prevalence of different types of anemia?

To prepare:

Review Chapter 20 in the Huether and McCance text. Reflect on the pathophysiological mechanisms of iron deficiency anemia.

Select one of the following types of anemia: pernicious anemia, folate deficiency anemia, sideroblastic anemia, chronic inflammation anemia, or post-hemorrhagic anemia. Identify the pathophysiological mechanisms of the anemia you selected.

Consider the similarities and differences between iron deficiency anemia and the type of anemia you selected.

Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact these anemic disorders.

By Day 3

Post an explanation of the pathophysiological mechanisms of iron deficiency anemia and the anemia you selected. Compare these two types of anemia, as well as their potential causes. Finally, explain how genetics, gender, ethnicity, age, and behavior might impact the anemic disorders you selected.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different types of anemia than you, in the following ways:

Share insights on how the anemia you selected is similar to or different from the one your colleague selected.

Discuss how genetic, gender, ethnic, age, and behavioral factors impact the diagnosis and prescription of treatment for anemic patients.

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NURS 6501: Advanced Pathophysiology Walden Week 8 Discussion

Digestive Disorders

Many patient symptoms can be tied to multiple disorders, which may lead to misdiagnoses. For instance, consider two digestive disorders of the gastrointestinal tract—inflammatory bowel disease and irritable bowel syndrome. These two disorders are commonly confused because they present similar symptoms. As an advanced practice nurse, you must know the differences to properly diagnose and treat the disorders. How does the pathophysiology of inflammatory bowel disease compare to the pathophysiology of irritable bowel syndrome? How do treatments for the two disorders compare?

To prepare:

Review Chapter 34 in the Huether and McCance text and Chapter 13 in the McPhee and Hammer text.

Identify the pathophysiological mechanisms of inflammatory bowel disease and irritable bowel syndrome. Think about similarities and differences between the disorders.

Consider common treatments for inflammatory bowel disease and irritable bowel syndrome. Reflect on whether treatments for one disorder would work for the other disorder.

Select one of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factor you selected might impact the pathophysiology of and treatments for each disorder. NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes.

By Day 3

Post an explanation of the pathophysiological mechanisms of inflammatory bowel disorder and irritable bowel syndrome, including similarities and differences. Then describe common treatments, addressing whether treatments for one disorder would work for the other disorder. Finally, explain how the patient factor you selected might impact the pathophysiology of and treatments for each disorder.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different treatments and factors than you, in the following ways:

Offer alternative common treatments for the disorders.

Share insight on how the factor you selected impacts the treatment of alterations of digestive function.

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NURS 6501: Advanced Pathophysiology Walden Week 9 discussion

Diabetes

According to the American Diabetes Association (2011), 25.8 million children and adults have been diagnosed with diabetes in the United States.Approximately 2 million more are diagnosed every year, with another 79 million people considered to be in a pre-diabetes state. These millions of people are at risk of several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. Since diabetes has a major impact on the health of millions of people around the world, it is essential for nurses to understand the pathophysiology and associated alterations of this disorder NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes. In this Discussion, you compare two types of diabetes—diabetes mellitus and diabetes insipidus.

To prepare for this Discussion:

Review Chapter 18 in the Huether and McCance text and Chapter 18 in the McPhee and Hammer text. Identify the pathophysiology of diabetes mellitus and diabetes insipidus. Consider the similarities and differences between resulting alterations of hormonal regulation.

Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Think about how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.

By Day 3

Post an explanation of the pathophysiology of diabetes mellitus and diabetes insipidus. Describe the differences and similarities between resulting alterations of hormonal regulation. Then explain how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different factors than you, in one or more of the following ways:

Share insights on how the factor you selected impacts the pathophysiology of diabetes mellitus and diabetes insipidus.

Offer alternative diagnoses and prescription of treatment options for diabetes mellitus and diabetes insipidus.

Validate an idea with your own experience and additional research.

Reference:

American Diabetes Association. (2011). Diabetes statistics. Retrieved from http://www.diabetes.org/diabetes-basics/diabetes-statistics/

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NURS 6501: Advanced Pathophysiology Walden Week 10 Discussion

Urinary Tract Infections

Urinary tract infections (UTIs) are caused by bacteria—most often Escherichia coli. However, certain viruses, fungi, and parasites can also lead to infection.The infection can affect the lower and upper urinary tract, including the urethra, prostate (in males), bladder, ureter, and kidney. Due to the progression of the disease and human anatomy, symptoms present differently among the sexes as well as among age groups. It is important to understand how these factors, as well as others, impact the pathophysiology of UTIs. Advanced practice nurses must have this foundation in order to properly diagnose patients. NURS 6501: Advanced Pathophysiology weekly discussions, assignments and quizzes.

To prepare:

Review Chapter 29 in the Huether and McCance text. Identify the pathophysiology of lower and upper urinary tract infections. Consider the similarities and differences between the two types of infections.

Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology of the infections, as well as the diagnosis of and treatment for the infections.

By Day 3

Post a description of the pathophysiology of lower and upper urinary tract infections, including their similarities and differences. Then explain how the factors you selected might impact the pathophysiology of the infections, as well as the diagnosis of and treatment for the infections.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected at least one different factor than you, in one or more of the following ways:

Offer alternative diagnoses and prescription of treatment options for urinary tract infections.

Share an insight from having read your colleague’s posting, synthesizing the information to provide new perspectives.

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NURS 6501: Advanced Pathophysiology Walden Week 11 Discussion

Disorders of the Reproductive Systems

While the male and female reproductive systems are unique to each sex, they share a common function—reproduction. Disorders of this system range from delayed development to structural and functional abnormalities. Since many reproductive disorders not only result in physiological consequences but also psychological consequences such as embarrassment, guilt, or profound disappointment, patients are often hesitant to seek treatment. Advanced practice nurses need to educate patients on disorders and help relieve associated stigmas. During patient evaluations, patients must feel comfortable answering questions so that you, as a key health care provider, will be able to diagnose and recommend treatment options. As you begin this Discussion, consider reproductive disorders that you would commonly see in the clinical setting.

To prepare for this Discussion:

Review Chapter 22 and Chapter 23 in the McPhee and Hammer text, as well as Chapter 32 in the Huether and McCance text.

Select two disorders of the male and/or female reproductive systems that interest you. Consider the similarities and differences between the disorders.

Select one of the following factors: genetics, ethnicity, age, or behavior. Think about how the factor you selected might impact the diagnosis of and treatment for the reproductive disorders.

By Day 3

Post a description of the two reproductive disorders you selected, including their similarities and differences. Then explain how the factor you selected might impact the diagnosis of treatment for the reproductive disorders.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different days who selected different disorders or factors than you, in one or more of the following ways:

Share insights on how the factor you selected impacts the pathophysiology of the disorder your colleague selected.

Offer alternative diagnoses and prescription of treatment options for the disorder your colleague selected.

Validate an idea with your own experience and additional research.

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Health care delivery and clinical systems

Students are required to maintain weekly reflective narratives throughout the course to combine into one course-long reflective journal that integrates leadership and inquiry into current practice as it applies to the Professional Capstone and Practicum course.

In your journal, you will reflect on the personal knowledge and skills gained throughout this course. The journal should address a variable combination of the following, depending on your specific practice immersion clinical experiences: Health care delivery and clinical systems

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1. New practice approaches
2. Intraprofessional collaboration
3. Health care delivery and clinical systems
4. Ethical considerations in health care
5. Population health concerns
6. The role of technology in improving health care outcomes
7. Health policy
8. Leadership and economic models
9. Health disparities Health care delivery and clinical systems

Students will outline what they have discovered about their professional practice, personal strengths and weaknesses that surfaced, additional resources and abilities that could be introduced to a given situation to influence optimal outcomes, and finally, how the student met the competencies aligned to this course. Health care delivery and clinical systems

NURS-6501 week 1 discussion – sore throat essay

NURS-6501 Module 1, week1 discussion. Topic: Discussion: Alterations in Cellular Processes

Alterations of cellular responses are caused by multiple changes occurring within the cell in response to the environmental stressors. When signals sent by the signaling molecules are received by the target cell, the normal cellular response is the end of the line. However, diseases cause alterations of cellular responses resulting in abnormal changes in the normal response processes and is often caused by…

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A 16-year-old boy comes to clinic with chief complaint of sore throat for 3 days. Denies fever or chills. PMH negative for recurrent colds, influenza, ear infections or pneumonias. NKDA or food allergies. Physical exam reveals temp of 99.6 F, pulse 78 and regular with respirations of 18. HEENT normal with exception of reddened posterior pharynx with white exudate on tonsils that are enlarged to 3+. Positive anterior and posterior cervical adenopathy. Rapid strep test performed in office was positive. His HCP wrote a prescription for amoxicillin 500 mg po q 12 hours x 10 days disp #20. He took the first capsule when he got home and immediately complained of swelling of his tongue and lips, difficulty breathing with audible wheezing. 911 was called and he was taken to the hospital, where he received emergency treatment for his allergic reaction. NURS-6501 week 1 discussion – sore throat essay.
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.
Use three scholarly peer review article not later than FIVE YEARS eg 2015 to 2020 in writing this NURS-6501 week 1 discussion – sore throat essay paper.

 

Resources

https://www.youtube.com/watch?v=FXSuEIMrPQk

https://www.youtube.com/watch?v=Jz0wx1-jTds

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

file:///C:/Users/obyok/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3d8bbwe/TempState/Downloads/Pathophysiology-%20The%20Biologic%20Basis%20for%20Disease%20in%20Adults%20and%20Children%20%20(1).pdf

Use this textbook and the YouTube videos and three scholarly peer reviewed articles related to cell and immunity and disease to write this 2 page discussion. The articles must be from 2015 to 2020. Cite in APA format. The link following the textbook is the E version of the textbook. NURS-6501 week 1 discussion – sore throat essay.

 

Rubric Detail

 

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Name: NURS_6501_Discussion_Rubric

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		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. NURS-6501 week 1 discussion – sore throat essay 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 NURS-6501 week 1 discussion – sore throat essay	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. NURS-6501 week 1 discussion – sore throat essay	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
			NURS-6501 week 1 discussion – sore throat essay

Name: NURS_6501_Discussion_Rubric

 

 

NURS-6501 Module 1, week1 discussion. Topic: Discussion: Alterations in Cellular Processes

Alterations of cellular responses are caused by multiple changes occurring within the cell in response to the environmental stressors. When signals sent by the signaling molecules are received by the target cell, the normal cellular response is the end of the line. However, diseases cause alterations of cellular responses resulting in abnormal changes in the normal response processes and is often caused by diseases and are demonstrated as signs and symptoms. This paper examines a case study of a 16-year-old boy who visits the clinic with a chief complaint of sore throat for 3 days presenting in multiple symptoms. However, he experiences a severe allergic reaction after the administration of amoxicillin 500 mg. therefore, the role of genetics, presentation of specific symptoms and the impact of age factor are explored in this assignment.

Role of genetics

Recurrent sore throat is common particularly in children. It is caused by a Streptococcus group A bacteria and is often linked to genetics. Genetic variations taking place at the HLA region are linked to the recurrent nature of sore throat (Chauhan et al., 2016). In essence, these specific variations of the gene are evident during genetic testing and are associated with the immune systems interaction with pathogens. As such, the patient becomes more susceptible to sore throat following the genetic changes causing variations. Notably, insufficient responses of the antibody responses against SpeA bacteria are connected to immunologic and genetic factors (Chauhan et al., 2016). This challenges the recognition of the Streptococcus group A bacteria factor. NURS-6501 week 1 discussion – sore throat essay

Why the patient presents with the specific symptoms

The alteration of normal responses within the cells of the body results in the development of signs and symptoms of diseases. For instance, the invasion of Streptococcus group A bacteria in the body causes the secretion of pus and reddening as well as the inflammation of the throat. Clinical manifestations are thus associated with the pharynx colonialization by the fibronectin-binding proteins of Streptococcus pyogenes (Soderholm, Barnett, Sweet & Walker, 2018). On the other hand, the symptoms occurring on the patient after the administration of the first capsule of amoxicillin 500 mg are as a result of allergic reactions to antibiotics. Severe nausea and vomiting, dizziness, swelling of lips and face, fast heart rates, shortness of breath, wheezing and shock are common allergic responses to antibiotics.

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Physiologic response and cells involved in the process

The physiologic responses evident in this patient include reddened posterior pharynx with white exudate on tonsils that are enlarged to 3+. Positive anterior and posterior cervical adenopathy is also observed. On carrying out the rapid strep test, the patient turned out positive of Streptococcus group A bacteria. The adaptive and innate responses are responsible for the physiologic responses as they create a defense mechanism to fight the infection. Cellular mediators produce PGE2 and leukotriene B4 (LTB4 ), chemokines, antimicrobial peptides (AMPs), eicosanoids and proinflammatory cytokines among other substances which induce and maintain host responses. These cells include epithelial cells, macrophages, neutrophils and dendritic cells. NURS-6501 week 1 discussion – sore throat essay

How age factor would change the response

Age influences the risks of contracting diseases. This is to mean that some illnesses are more common in the young persons while others are common among the elderly. The increased prevalence of sore throat is recorded in children of between 5 to 15 years. According to Campbell et al. (2018), a 5 to 10% risk of sore throat infection exists among the adults regardless of the already established strong immune system. Safe pharmacologic treatment of sore throat patients should thus be guided by the age of the patient to prevent adverse reactions and allergies.

 

 

References

Campbell, P. T., Frost, H., Smeesters, P. R., Kado, J., Good, M. F., Batzloff, M., … & Steer, A. (2018). Investigation of group A Streptococcus immune responses in an endemic setting, with a particular focus on J8. Vaccine, 36(50), 7618-7624.

Chauhan, S., Kashyap, N., Kanga, A., Thakur, K., Sood, A., & Chandel, L. (2016). Genetic diversity among group A streptococcus isolated from throats of healthy and symptomatic children. Journal of tropical pediatrics, 62(2), 152-157.

Soderholm, A. T., Barnett, T. C., Sweet, M. J., & Walker, M. J. (2018). Group A streptococcal pharyngitis: Immune responses involved in bacterial clearance and GAS‐associated immunopathologies. Journal of leukocyte biology, 103(2), 193-213. NURS-6501 week 1 discussion – sore throat essay