NSG 530 septic shock Essay Assignment

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NSG 530 septic shock Essay Assignment

NSG 530 septic shock essay Assignment

Wilkes University

Passan School of Nursing

NSG 530

Case Study Power Point Assignment

 

 

  1. Case Study Power Point Presentation

 

Based on your readings throughout the course, choose a disorder/disease from your text and develop a power point presentation. The NSG 530 septic shock essay Assignment presentation must include:

An introduction, incidence, prevalence (include to a global perspective), pathophysiology of the disease/disorder to the cellular level, existing prevention and therapeutic measures, current or future research relevant to the disorder/disease. The presentation must specifically address how this disorder/disease impacts ONE of the following age groups: infant/child, adult, or elderly. NSG 530 septic shock Essay Assignment

 

This presentation should be no more than 20 slides (excluding title and reference slide(s)). APA 7th ed. is required. A minimum of 4 current (within 5-7 yrs) references excluding your text is required. Refer to the Grading Rubric for Written PowerPoint Presentations.

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Criteria
Topic Description: Introduction, incidence, prevalence (include to a global perspective), pathophysiology of the disease/disorder to the cellular level, existing prevention and therapeutic measures, current or future research relevant to the disorder/disease. 

 
Application of disorder/disease: Specific to age group. NSG 530 septic shock essay Assignment 

 
References: Use of 4 scientific references (excluding text). References must be current, within 5-7 years. 

 
Other Criteria: Length not to exceed 20 slides  (excluding title and reference slides). APA 7th ed. format required. Your PowerPoint should utilize graphics including but not limited to images, graphs, tables, etc. You may also audio record or voice over to provide an explanation of a slide. 

 

 

 

—PowerPoint Presentation: Septic Shock

—Introduction

—Shock refers to life threatening circulatory failure with inadequate perfusion to tissues

—Clinically presents with hypotension and signs of hypoperfusion

—Initially attributed to neurologic response to  vasomotor  circulation changes, and response to injury

—Septic shock is a common non-cardiogenic cause of shock

—Annually, septic shock occurs in  more than 230,000 patients in the US

—Results in more than 40,000 deaths annually

Seymour & Rosengar (2015) define septic shock as a life threatening condition characterized by circulatory failure due to inadequate perfusion of tissues. Patients will present with a mean arterial blood pressure of ≤65 mmHg or hypotension (SBP ≤90 mm Hg) with signs of hypoperfusion. Initially, researchers and clinicians attributed shock to vasomotor alterations to circulation and neurologic response to injury and categorized shock into hypovolemic, cardiogenic, vasogenic, and obstructive. In this presentation, the author discusses septic shock, a common cause of non-cardiogenic shock accounting for more than 230,000 cases and 40,000 septic shock-related deaths every year (Seymour & Rosengar, 2015). Currently existing evidence reveals that septic shock is the fifth leading cause of lost productive years as a result of premature mortality. Due to the public health burden of septic shock, in this presentation, the author reviews   the global incidence, prevalence, pathophysiology, and management of septic shock.

 

—Septic Shock

Source:  Orme, H. (2016). Nursing a canine in septic shock: a patient care report. The Veterinary Nurse, 7(9), 542-547.

—Incidence & Prevalence

—Globally, there are 31.5 million and 19.4 million cases of sepsis and severe sepsis respectively (Hotchkiss et al., 2016).

—Annually, there are more than  5 million sepsis-related deaths

—Most  cases are in low and middle income countries  due to scarce knowledge  about sepsis

—There is no concrete data tracked in  the Global Burden  of Disease Report by the WHO on sepsis and septic shock

—Areas experiencing high prevalence of  infectious diseases such as HIV, streptococcus pneumoniae, non-typhoid salmonella should expect  a high burden

Despite the high mortality associated with sepsis and septic shock, there lacks comprehensive epidemiological data on its global burden. The findings of the study by Hotchkiss et al. (2016) revealed that in well-developed nations across the globe, the cases of sepsis are approximately 31.5 million while those of severe spies are 19.4 million every year with more than 5 million deaths (Hotchkiss et al., 2016). However, the researchers highlight that these figures are only estimates since there lacks adequate knowledge on the mortality and incidence of sepsis in middle and low-income nations, due to challenges in generating population level data. In the US, findings from epidemiological studies indicate that in the year 2006, there were high incidence rates of nosocomial-related sepsis that ranges from   580/100,000 inhabitants in the US (Hotchkiss et al., 2016). These trends were similar in high-developed nations such as Australia, which had 194/100,000, and Germany whose   incidence rate increased from 256/100,000 to 335/100,000 cases between 2007 and 2013 (Hotchkiss et al., 2016).

 

—Incidence & Prevalence Cont’

—The exact given  incidence of sepsis in any nation is unknown

—Reported incidences are highly dependent on the definitions used, the reporting mechanism, and infecting organism.

—In most high-income countries, sepsis accounts for  2.8 million  deaths  annually

—In the US, in 2005,  severe sepsis incidences  exceeded 750,000 equating to 2.26/100 discharges (Cecconi et al., 2018)

—Generally, the incidence rate of sepsis is under-reported

—The incidence will continue to increase with an increase in an ageing population

—In the US, sepsis contributes to half of hospital-related deaths

The exact incidence of sepsis in each nation remains unknown and the current incidences provided by researches and scholars depend on the infecting organisms, the definitions used, and the mechanism of reporting. A lot of data describing the incidence of sepsis is from well-developed and high income nations whereby annually, there are more than 2.8 million sepsis related deaths. For instance, in the US, every year, more than 750,000 cases of severe sepsis occur. This equates to 2.26/100 discharge cases (Cecconi et al., 2018). In the United Kingdom, sepsis accounts for 27% of ICU admissions. The incidence of sepsis is generally under-reported. With the growth of an ageing population, researchers estimate that the incidence of sepsis will continuously increase. According to Cecconi et al. (2018), when compared to what’s reported, the exact incidence of sepsis and septic shock is higher. Evidence indicates that in the US, sepsis accounts for a third of all hospital deaths in the US. However, most deaths occur in middle and low resource settings where it is difficult to obtain population-based data. Current epidemiological studies estimate that 90% of global deaths from infections   happen in middle and low resource settings. Of these infections, Cecconi et al. (2018) attribute 70% of 9 million deaths to chest infections among infants and neonates particularly in Africa and Asia.

 

 

—Pathophysiology of Septic Shock

—Source: Misra, D., Avula, V., Wolk, D. M., Farag, H. A., Li, J., Mehta, Y. B., … & Abedi, V. (2021). Early detection of septic shock onset using interpretable machine learners. Journal of Clinical Medicine, 10(2), 301.

—Pathophysiology: Etiology’

—Generally, sepsis may result from infection with  fungi, bacteria, parasite, and viruses

—It can also develop from non-infectious intraabdominal causes such as UTIs, severe abdominal trauma, pancreatitis, and pneumonia.

—The most commonly identified infecting organisms are Escherichia coli (16%), Staphylococcus Aureus (20%), and Pseudomonas (20%) (Font, Thyagarajan & Khanna, 2020).

—Predominant sites of infection   are the bloodstream, respiratory system,  and the genitourinary tract

—Before the use of antibiotics in  the 1950s, gram positive bacteria such as Staphylococcus aureus and Streptococcus pyogenes were the most frequent causes of sepsis

—Gram negative  causes  became more frequent with  drug resistance over time

Sepsis can originate from infectious and non-infectious sources. Infectious causes may include parasites, fungi, bacteria, or viruses. Non-infectious causes include severe trauma to the abdomen, pancreatitis, UTI, and pneumonia. The most common infection sites  that cause sepsis are   the bloodstream (15%), lungs (64%), genitourinary tract(14%), abdomen (20%), and  renal (Cecconi et al., 2018). Infections with gram-positive bacteria are more common in comparison to infection with gram-negative causes. The well-known gram-positive causes of sepsis are Escherichia coli, Staphylococcus aureus, and Pseudomonas aeruginosa.

 

 

—Pathophysiology: Etiology

—Multidrug-resistant strains such as MRSA and vancomycin resistant enterococci (VRE) causing  sepsis syndromes are on the rise

—Risk factors  predisposing to sepsis are:

¡malignancy

¡diabetes

¡major surgery

¡trauma

¡chronic liver and kidney diseases

¡corticosteroid use

¡prolonged  admission into hospital

¡extreme age

¡presence of an  indwelling catheter

¡hemodialysis

With the occurrence of drug-resistance to antibiotics, there are also sepsis syndromes caused by bacterial strains of multidrug-resistance such as MRSA and VRE (Cecconi et al., 2018) which are more severe. The risk factors that predispose to sepsis are trauma, hemodialysis, diabetes, malignancy, immunosuppression, extreme of age, prolonged admission to hospital, presence of an indwelling catheter, corticosteroid use, major surgery, and burns.

 

—Pathophysiology

—Starts with a systemic inflammatory response (SIRS) and  ends with  multiorgan dysfunction syndrome (MODS)

—Starts with initiation of a   host response to a pathogen which activates immune cells (natural killer cells, macrophages, neutrophils, and  monocytes)

—The proinflammatory cytokines  activate  leukocytes,  the  complement system, production of tissue factor, and  induce  acute phase reactants of the hepatic system

—Hemostatic dysregulation which can  result in mild  thrombocytopenia or  fulminant DIC (Disseminated Intravascular Coagulation)

The pathophysiology of septic shock often begins with the initiation of a host immune response to a pathogen resulting in the activation of innate immune cells. These cells include   natural killer cells, macrophages, neutrophils, and monocytes. This happens through   pathogen-associated molecular patterns commonly known as PAMPs that bind to cells of specific recognition receptors. Binding will activate   intracellular signal transduction pathways, which cause the release of inflammatory cytokines (IL-1, TNFα, and IL-6) (Gyawali, Ramakrishna & Dhamoon, 2019).  The Cytokines influence the proliferation and proliferation of leukocytes, the upregulation of molecules that adhere to the endothelium, activate the complement system, and promote the expression of cytokines and production of tissue factor. There occurs an intersection between the hemostatic and inflammatory paths when both get activated simultaneously (Huang et al., 2020). The outcome of this intersection may be mild thrombocytopenia, or disseminated intravascular coagulopathy (DIC). Dysregulation may result from the production of tissue factor by endothelial cells, which activates the coagulation cascade and results in a hypercoagulable state.

 

—Pathophysiology Cont’

—Immunosuppression leads to a decrease in the number of T cells due to apoptosis hence a decreased response to  inflammatory cytokines

—The immune system cannot stage an effective  immunological response to infection

—Early  lymphopenia  can be used as an immunosuppression biomarker  for sepsis

—Tissue, cellular,  and  organ dysfunction occurs with decreased utilization of oxygen  by cells due to hypoperfusion

A prolonged immunosuppressive state follows the initial inflammatory state resulting in a decrease in the overall number of T cells due to apoptosis and a decreased immunological response to inflammatory cytokines. It also includes a decreased count of both CD4+ and CD8+ T cells (Gyawali, Ramakrishna & Dhamoon, 2019). During this phase, the immune system cannot respond to the infection. As such, clinicians can use early lymphopenia as a biomarker to detect immunosuppression among patients with sepsis. These cascades of events result in hypoperfusion due to a decrease in oxygen utilization and delivery by cells. Hypoperfusion has also been associated with increased circulating cytokines (IL- 1β and TNFα) which can cause myocytes of the cardiac muscle to be depressed as well as interfere with their mitochondrial function (Huang et al., 2020).

 

 

—Septic Shock: Clinical Features

—Source: Font, M. D., Thyagarajan, B., & Khanna, A. K. (2020). Sepsis and Septic Shock–Basics of diagnosis, pathophysiology and clinical decision making. Medical Clinics, 104(4), 573-585.

—Evaluation

—Initial inflammatory signs are evidenced by:

¡Tachypnea(a RR  exceeding  20 breaths  per minute)

¡Tachycardia( HR exceeding  90 beats per minute)

¡Fever (hypothermia or temperatures exceeding  380c)

¡Leukocytosis (WBC exceeding 12,000/cu mm

NSG 530 septic shock essay Assignment

¡Leukopenia with WBC less than 4,000/cu mm)

—Cyanosis

—Anuria/oliguria

—Altered mental status

—Hypoxia

Patients who are progressing towards septic shock   will demonstrate signs and symptoms of severe or very severe sepsis and hypotension. In the initial stages, the patient may have maintained blood pressure, vital signs, and other signs of distributive shock such as a bounding pulse, flashed capillary refill, and warm extremities. At this point, if managed well through vasoactive support and fluids, clinicians can reverse the shock. As shock progresses to the uncompensated stage, hypotension sets in and patients may exhibit   delayed capillary refill, cool extremities, and a thready pulse (Seymour & Rosengart, 2015). As hypoperfusion progresses, the patient progressively goes into multiorgan dysfunction syndrome (MODS) and even death. NSG 530 septic shock Essay Assignment

 

—Evaluation Cont’

—Complete Blood Count (CBC)

¡Thrombocytopenia (platelets less than 100,000/mL)

¡Leukocytosis (WBC more than 12,000/mm3)

¡Leukopenia (WBC less than 4000/mm3)

—C-reactive  protein

¡more than 2 SD above normal

—Renal Function Test

¡Pre-renal azotemia

—Coagulation profile

¡INR more than 1.5 or PTT more than 60 sec

—Liver Function Test (LFT)

¡Hyperbilirubinemia (total bilirubin more than 4 mg/dL)

—Arterial Blood Gas analysis

¡Lactic acidosis (more than 2 mmol/L)

—Blood glucose

Clinicians should place patients with septic shock on a cardiopulmonary monitor   to observe   their vital signs. The nurse should also thoroughly assess patients for dysfunction of end organs and peripheral perfusion.  This includes evaluating the MSE of a patient using the GCS (Glasgow coma scale) measuring urine output and determining the saturation of lactate levels. A C – reactive protein tests would help to differentiate bacterial sepsis from viral sepsis (Seymour & Rosengart, 2015). Before the initiation of antibiotics, the nurse must withdraw two blood culture sets NSG 530 septic shock essay Assignment.

 

¡Hyperglycemia (glucose more than 120 mg/dL)

—Existing Therapeutic Measures

Source: Rhodes, A., Evans, L. E., Alhazzani, W., Levy, M. M., Antonelli, M., Ferrer, R., … & Dellinger, R. P. (2017). Surviving sepsis campaign: international guidelines for management of sepsis and septic shock: 2016. Intensive care medicine, 43(3), 304-377.

—Existing Therapeutic Measures

—Management based on  the Surviving Sepsis Campaign Guideline

—Controlling the source

¡administration of  empiric  antibiotics

¡remove  necrotic/infected tissue

—Managing shock

¡initiated within the first 6 hours

¡restore  vital signs

¡fluid resuscitation

¡mechanical ventilation

¡administration of vasoactive agents

—Enhancing the host response

¡administer corticosteroids

¡administer vasopressin

The management of septic shock starts with the administration of broad-spectrum antibiotics, which the clinician must administer within the 1st hour of diagnosis. Broad-spectrum antibiotics act on all pathogens and adequately penetrate tissues. If there are any infective or necrotic tissues as the primary source of the shock, the nurse should organize for its removal (Hotchkiss et al., 2016) NSG 530 septic shock essay Assignment. This includes abscesses, cellulitis, and infected wounds. To enhance the response   of the host, the nurse should consider administering corticosteroids. This particularly applies to patients with   low basal levels of cortisol (<150 ug/L) (Gyawali, Ramakrishna & Dhamoon, 2019). In vasoactive-refractory shock, the nurse can also administer vasopressin.

 

 

—Existing Therapeutic Measures: Shock Management

—Effective when implemented in the initial six hours of diagnosis

—CVP (Central venous pressure) restored to 8 mmHg to 12 mmHg

—MAP (Mean arterial pressure) restored to greater than 65 mmHg

—Superior vena cava saturation restored to 70%

—Administer crystalloids (NS or albumin) and colloids (blood products) for fluid resuscitation

—Place the patient on mechanical ventilation to decrease metabolic demand

—Administer first-line vasoactive agents such as epinephrine (cold shock) and  norepinephrine (warm shock)

—Existing Prevention Measures Cont’

Source: Centers for Disease Control and Prevention (CDC). (n.d.). Sepsis. https://www.cdc.gov/sepsis/prevention/index.html

—Current/Future Research Relevant To Septic Shock

—Rowe, T., Araujo, K. L., Van Ness, P. H., Pisani, M. A., & Juthani-Mehta, M. (2016, January). Outcomes of older adults with sepsis at admission to an intensive care unit. In Open Forum Infectious Diseases (Vol. 3, No. 1). Oxford University Press.

—Impact to the Elderly

—Sepsis is a potential cause of mortality and morbidity among older adults

—Older adults in the US  have high sepsis rates  when compared  with younger adults

—When compared with  younger adults,  older adults  are more likely to die from sepsis

—Compared to age, factors such as  functional status and comorbidities  impact long-term outcomes

—Impact to the Elderly

—Older adults are at a higher risk of contracting pathogens that cause infections due to

¡Age-related changes on all body systems

÷Immunosenescence

÷challenges with pharmacokinetics and pharmacodynamics

¡Declining immune system

÷comorbid conditions

—These vulnerabilities predispose them to higher risks of sepsis and subsequently septic shock

—Sepsis  has high diagnostic  challenges NSG 530 septic shock essay Assignment

¡present with typical non-specific symptoms

¡Increased incidence of delirium  and underlying multiple comorbid conditions  makes it difficult to  acquire a thorough HPI

—

—Conclusion

—Sepsis remains a common condition associated with a high mortality

—Patients who survive sepsis have  a  long-term morbidity

—There is a better understanding of sepsis and septic shock hence improved evidence-based management approaches

—Current RCTs  can help to increase nurses’ understanding of sepsis and septic shock

—References

—Bakker, J., Kattan, E., Annane, D., Castro, R., Cecconi, M., De Backer, D., … & Hernandez, G. (2021). Current practice and evolving concepts in septic shock resuscitation. Intensive care medicine, 1-16.

—Cecconi, M., Evans, L., Levy, M., & Rhodes, A. (2018). Sepsis and septic shock. The Lancet, 392(10141), 75-87.

—Clifford, K. M., Dy-Boarman, E. A., Haase, K. K., Maxvill, K., Pass, S. E., & Alvarez, C. A. (2016). Challenges with Diagnosing and Managing Sepsis in Older Adults. Expert review of anti-infective therapy, 14(2), 231–241. https://doi.org/10.1586/14787210.2016.1135052

—Font, M. D., Thyagarajan, B., & Khanna, A. K. (2020). Sepsis and Septic Shock–Basics of diagnosis, pathophysiology and clinical decision making. Medical Clinics, 104(4), 573-585. NSG 530 septic shock Essay Assignment

—Gyawali, B., Ramakrishna, K., & Dhamoon, A. S. (2019). Sepsis: The evolution in definition, pathophysiology, and management. SAGE open medicine, 7, 2050312119835043.

—Hotchkiss, R. S., Moldawer, L. L., Opal, S. M., Reinhart, K., Turnbull, I. R., & Vincent, J. L. (2016). Sepsis and septic shock. Nature reviews. Disease primers, 2, 16045. https://doi.org/10.1038/nrdp.2016.45

—Huang, Y., Yang, J., Xie, J., Liu, L., Liu, S., Guo, F., & Yang, Y. (2020). Association between pathophysiology and volume of distribution among patients with sepsis or septic shock treated with imipenem: A prospective cohort study. The Journal of Infectious Diseases, 221(Supplement_2), S272-S278.

—References

—Misra, D., Avula, V., Wolk, D. M., Farag, H. A., Li, J., Mehta, Y. B., … & Abedi, V. (2021). Early detection of septic shock onset using interpretable machine learners. Journal of Clinical Medicine, 10(2), 301.

—Orme, H. (2016). Nursing a canine in septic shock: a patient care report. The Veterinary Nurse, 7(9), 542-547.

—Rhee, C., & Klompas, M. (2020). Sepsis trends: increasing incidence and decreasing mortality, or changing denominator?. Journal of Thoracic Disease, 12(Suppl 1), S89.

—Rowe, T., Araujo, K. L., Van Ness, P. H., Pisani, M. A., & Juthani-Mehta, M. (2016, January). Outcomes of older adults with sepsis at admission to an intensive care unit. In Open Forum Infectious Diseases (Vol. 3, No. 1). Oxford University Press.

—Seymour, C. W., & Rosengart, M. R. (2015). Septic Shock: Advances in Diagnosis and Treatment. JAMA, 314(7), 708–717. https://doi.org/10.1001/jama.2015.7885

—Centers for Disease Control and Prevention (CDC). (n.d.). Sepsis. https://www.cdc.gov/sepsis/prevention/index.html

—Rhodes, A., Evans, L. E., Alhazzani, W., Levy, M. M., Antonelli, M., Ferrer, R., & Dellinger, R. P. (2017). Surviving sepsis campaign: international guidelines for management of sepsis and septic shock: 2016. Intensive care medicine, 43(3), 304-377 NSG 530 septic shock essay Assignment.

Assignment: Asthma and Stepwise Management ppt Essay

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Assignment: Asthma and Stepwise Management ppt Essay

Long-term asthma management

  • ICS – anti-inflammatory, blocks late reaction to allergen, reduce airway sensitivity.
  • Inhibit cytokine production, adhesion protein activation, inflammatory cell migration and activation at cellular level.
  • Reverse beta2-receptor down-regulation. Inhibit microvascular leakage.
  • Side effects- oropharyngeal candidiasis, delayed growth in children (Heffle, et al., 2018).
  • Oral corticosteroids- works the same as inhaled corticosteroids.
  • Short-term use- reversible abnormalities in sugar metabolism, mood changes, hypertension, rare aseptic necrosis of femur.
  • Long-term use- systemic effects

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Inhaled and oral corticosteroids have the same mechanism of action. They are both anti-inflammatory medications which act by inhibiting cytokine production, activation of adhesion protein, inflammatory cell migration and activation at the cellular level. They also reverse beta2-receptor down-regulation and inhibit microvascular leakage. Oral corticosteroids may cause short-term and long term side effects. The long-term effects are systemic and may include growth suppression, dermal thinning, hypertension, muscle weakness, and impaired immune function. Assignment: Asthma and Stepwise Management ppt Essay

  • Long-term Treatment
  • LABAs- work slowly and lasts longer than SABAs (Boulet, et al., 2019).
  • Cause bronchodilation by relaxing bronchial smooth muscle, increases cyclic AMP producing functional antagonism of bronchoconstriction (Lenney, et al., 2018).
  • LABAS can increase heart rate, tremors, hypokalaemia.
  • A reduced Broncho protective effect may occur 1 week after chronic therapy (Ramsahai, et al., 2018).
  • Leukotriene modifiers – LTRAs and 5-lipoxygenase inhibitor. Block synthesis of all leukotrienes at the cellular level.
  • May elevate liver enzymes, thus monitoring is recommended (Zahran, et al., 2017).
  • LRTAs +ICSs – used as adjunctive therapy for >12 years .
  • Immunomodulators – adjunctive therapy for >12 years.

The long-term medications for asthma control are taken on daily basis to achieve and maintain control of persistent asthma. Leukotriene receptor antagonists (LTRAs) is for patients aged more than one while 5-lipoxygenase pathway inhibitors are used for more than 12 years. Long-acting beta-agonists such as salmeterol and formoterol act as bronchodilators for at least 12 hours after a single-dose. LABAS cannot be used as monotherapy due to short duration of acting.

Short-Term management – Assignment: Asthma and Stepwise Management ppt Essay

  • Quick-relieve inhalers – fast acting bronchodilators e.g albuterol.
  • Provide short-term relieve of symptoms –rescue inhalers
  • Act by opening inflamed airways and relieving asthma symptoms.
  • Short-acting Beta-agonists- most common quick relieve drugs for asthma attacks.
  • Oral steroids – for frequent attacks, not quick-relief medications.

Asthma quick-relief drugs are used for fast control of asthma attacks. Also called rescue drugs. They can be used before exercise to dilate and relax muscles of the airways. Short-acting Beta-agonists are the most common quick relievers for asthma attacks. They include albuterol, levalbuterol, metaproterenol, and terutaline.  Oral steroids can also be administered although not for quick relieve. They are given 7 to 14 days during symptom flare-ups.

 

Quick-relievers –Assignment: Asthma and Stepwise Management ppt Essay

  • Short-acting beta-agonists act as bronchodilators – relax airway muscles within 5 minutes.
  • Increase airflow and make breathing easier.
  • Relieve symptoms within 3-6 hours.
  • Pharmacologically predictable dose-related and potency related adverse effects.
  • Cause tachycardia and tremors.
  • The potential for arrhythmia increases with comorbidity and hypoxemia (Lenney, et al., 2018).
  • Non-pharmacologic predictable side effects – non-specific and specific stimuli.
  • Increased airway inflammation. Assignment: Asthma and Stepwise Management ppt Essay

SABAs are bronchodilators which relax the airway muscles within 5 minutes and relieve asthma symptoms within 3 to 6 hours. Research shows pharmacologically predictable dose-related and potency related adverse effects of SABAs including tachycardia, tremors, and effects on potassium and glucose levels. However, the effects resolve with increased exposure to the medications. Also, there is potential for arrhythmia in comorbidity and hypoxemia. Non-pharmacologically predictable effects include nonspecific and specific stimuli including allergen and exercise, and increased airway inflammation.

 

Importance of Step-wise management – Assignment: Asthma and Stepwise Management ppt Essay

  • Prevent recurrent asthma exacerbations.
  • Prevent progressive loss of lung function.
  • Provide optimal pharmacotherapy with minimal or no adverse effects.
  • Reduce ED visits and hospitalization (Bernstein & Mansfield, 2019).
  • Providers and patients gain and maintain control of asthma.
  • Providers use the approach to complement decision making in meeting patient needs.
  • Alternative treatment in unresponsive cases available.
  • Effective control and management of asthma for both patients and providers.

The step-wise approach to asthma management helps patients and providers to gain and maintain asthma control. It helps prevent recurrent asthma exacerbation , improve lung function, and improve the quality of life. The approach does not replace decision-making in asthma management but is used by providers as an alternative in decision-making regarding meeting patient’s individual needs. Alternative treatment are used in unresponsive cases . Alternatives therapies can be discontinued and the preferred treatment used before stepping up. The step-wise approach helps providers and patients control and manage asthma effectively.

Step-wise management of ASTHMA

  • Step 1: ICS- formoterol+ SABA
  • Step 2: Low –dose ICS- formoterol or daily low-dose ICS + SABA
  • Step 3: Low-dose ICS long-acting agonist +SABA
  • Step 4: Medium dose ICS-LABA +SABA
  • Step 5: Higher dose ICS-LABA or refer to a pulmonologists.

References

  • Boulet, L. P., Reddel, H. K., Bateman, E., Pedersen, S., FitzGerald, J. M., & O’Byrne, P. M. (2019). The global initiative for asthma (GINA): 25 years later. European Respiratory Journal, 54(2).
  • Bernstein, J. A., & Mansfield, L. (2019). Step-up and step-down treatments for optimal asthma control in children and adolescents. Journal of Asthma, 56(7), 758-770.
  • Heffler, E., Madeira, L. N. G., Ferrando, M., Puggioni, F., Racca, F., Malvezzi, L., … &Canonica, G. W. (2018). Inhaled corticosteroids safety and adverse effects in patients with asthma. The Journal of Allergy and Clinical Immunology: In Practice, 6(3), 776-781.
  • Lenney, W., Bush, A., Fitzgerald, D. A., Fletcher, M., Ostrem, A., Pedersen, S., … & Zar, H. J. (2018). Improving the global diagnosis and management of asthma in children. Thorax, 73(7), 662-669.
  • Ramsahai, J. M., Hansbro, P. M., & Wark, P. A. (2019). Mechanisms and management of asthma exacerbations. American journal of respiratory and critical care medicine, 199(4), 423-432.
  • Zahran, H. S., Bailey, C. M., Qin, X., & Johnson, C. (2017). Long-term control medication use and asthma control status among children and adults with asthma. Journal of asthma, 54(10), 1065-10.

 

Assignment: Asthma and Stepwise Management

Asthma is a respiratory disorder that affects children and adults. Advanced practice nurses often provide treatment to patients with these disorders. Sometimes patients require immediate treatment, making it essential that you recognize and distinguish minor asthma symptoms from serious, life-threatening ones. Since symptoms and attacks are often induced by a trigger, advanced practice nurses must also help patients identify their triggers and recommend appropriate management options. Like many other disorders, there are various approaches to treating and managing care for asthmatic patients depending on individual patient factors. Assignment: Asthma and Stepwise Management ppt Essay

 

Photo Credit: Photo Library / Getty Images

One method that supports the clinical decision making of drug therapy plans for asthmatic patients is the stepwise approach, which you explore in this Assignment.

To Prepare
  • Reflect on drugs used to treat asthmatic patients, including long-term control and quick relief treatment options for patients. Think about the impact these drugs might have on patients, including adults and children.
  • Consider how you might apply the stepwise approach to address the health needs of a patient in your practice.
  • Reflect on how stepwise management assists health care providers and patients in gaining and maintaining control of the disease.
By Day 7 of Week 3

Create a 5- to 6-slide PowerPoint presentation that can be used in a staff development meeting on presenting different approaches for implementing the stepwise approach for asthma treatment. Be sure to address the following:

  • Describe long-term control and quick relief treatment options for the asthma patient from your practice as well as the impact these drugs might have on your patient.
  • Explain the stepwise approach to asthma treatment and management for your patient.
  • Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Assignment: Asthma and Stepwise Management ppt Essay. Be specific.

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  • Click on the Submit button to complete your submission. Assignment: Asthma and Stepwise Management ppt Essay
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NURS_6521_Week3_Assignment_Rubric

Excellent Good Fair Poor
Describe the long-term control and quick relief treatment options for the asthma patient from your practice, as well as the impact these drugs might have on your patient.
27 (27%) – 30 (30%)
The presentation clearly and accurately describes in detail the long-term control and quick relief treatment options for the asthma patient from their practice. 

The presentation clearly and accurately describes in detail the impact these drugs might have on their patient.
24 (24%) – 26 (26%)
The presentation accurately describes the long-term control and quick relief options for the asthma patient from their practice. 

The presentation accurately describes the impact these drugs might have on their patient. Assignment: Asthma and Stepwise Management ppt Essay
21 (21%) – 23 (23%)
The presentation inaccurately or vaguely describes the long-term control and quick relief options for the asthma patient from their practice. 

The presentation inaccurately or vaguely describes the impact these drugs might have on their patient.
0 (0%) – 20 (20%)
The presentation inaccurately and vaguely describes the long-term and quick relief options for the asthma patient from their practice, or is missing. 

The presentation inaccurately and vaguely describes the impact these drugs might have on their patient, or is missing.
Explain the stepwise approach to asthma treatment and management for your patient.
27 (27%) – 30 (30%)
The presentation clearly and accurately explains in detail the stepwise approach to asthma treatment and management for their patient.
24 (24%) – 26 (26%)
The presentation accurately explains the stepwise approach to asthma treatment and management for their patient. Assignment: Asthma and Stepwise Management ppt Essay
21 (21%) – 23 (23%)
The presentation inaccurately or vaguely explains the stepwise approach to asthma treatment and management for their patient.
0 (0%) – 20 (20%)
The presentation inaccurately and vaguely explains the stepwise approach to asthma treatment and management for their patient.
Explain how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. Be specific.
27 (27%) – 30 (30%)
The presentation clearly and accurately explains in detail how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. 

The presentation provides accurate and detailed examples to support the explanation provided.
24 (24%) – 26 (26%)
The presentation accurately explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. 

The presentation provides accurate examples to support the explanation provided.
21 (21%) – 23 (23%)
The presentation inaccurately or vaguely explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease. 

The presentation provides inaccurate or vague examples to support the explanation provided.
0 (0%) – 20 (20%)
The presentation inaccurately and vaguely explains how stepwise management assists health care providers and patients in gaining and maintaining control of the disease, or is missing. 

The presentation provides inaccurate and vague examples to support the explanation provided, or is missing.
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.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. Assignment: Asthma and Stepwise Management ppt Essay
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 (1–2) grammar, spelling, and punctuation errors Assignment: Asthma and Stepwise Management ppt Essay
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) grammar, spelling, and punctuation errors
0 (0%) – 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding

Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example

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Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example

Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example

Behavior impact on pharmacokinetics and pharmacodynamics

Hypertension (HTN) affects around 29 percent of the adult population in the United States. Having high blood pressure raises one’s risk of cardiovascular disease, including heart failure, myocardial infarction, and stroke. Due to the lack of early signs, high blood pressure (HBP) is frequently referred to as “the silent killer” (Kovell et al., 2015). HTN may be categorized as either essential or non-essential. In addition to age and ethnicity, behavioral variables such as obesity, alcohol use, and dietary salt intake are essential Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example. We may reduce HTN risk by changing one’s behavior toward a patient with a background of obesity and just gained 9 pounds. Cholesterol levels are elevated in people with hyperlipidemia (HLD). Coronary heart disease is indeed a factor in the development of HLD. HLD is caused by environmental variables such as obesity, foods rich in lipids, illness conditions such as Diabetes mellitus, and drugs like beta-blockers (Arcangelo et al., 2017). It has a significant effect on HLD and HTN when people engage in this practice. The everyday use of fast food and lack of exercise exposes them to a diet heavy in sodium and cholesterol. HTN and HLD are prevented due to changes in nutrition, exercise, and stress reduction (Oikonomou et al., 2018). The metabolism and reaction of medications in the body influence a person’s diet and nutrition. It is important to note that the intake of medicine is affected by the presence or absence of meals, which may lower or raise the solubility of the prescription. The uptake of atenolol by the body might be affected by fluids such as apple, orange, and grape. Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example

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Impact of change in the process on the patient’s recommended drug therapy.

Decreasing cardiovascular deaths and renal difficulties is the primary focus of HTN diagnosis and treatment efforts. Hydrochlorothiazide is the first-line treatment for stage I hypertension, which may be supplemented with ACE inhibitors, beta-blockers, calcium channel blocks, or angiotensin II receptor blockers, if necessary. Atenolol, a beta-blocker, is being administered to patient AO. Hydralazine may be used as a vasodilator to treat stage II hypertension, particularly in individuals with essential hypertension. HTN sufferers may benefit from Doxazosin, which lowers cholesterol levels and relaxes smooth muscles to lower blood pressure.

In contrast to tricyclic antidepressants, Sertraline is a selective serotonin reuptake inhibitor (SSRI) that does not raise blood pressure (Arcangelo et al., 2017). Simvastatin is the first-line treatment for high cholesterol since it reduces LDL and triglyceride levels while boosting HDL, the good cholesterol. Those who use alcohol or have liver illness should avoid taking simvastatin because of the risk of increased transaminase levels. As a result, statins are often utilized as the first-line treatment for cardiovascular disease (Struijker-Boudier, 2017). Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example

Improving Drug Therapy Plan

Simvastatin should be started at a low dosage of 20–40mg in patients with no known cardiovascular risk factors, followed by a six-week LDL measurement, and then a six–to–12-month period of treatment in which the aim is to drop LDL to less than 100mg/dL. For this reason, it is recommended to take simvastatin at night, when most cholesterol production occurs (Struijker- Boudier, 2017). Fluid retention is to blame for the patient’s 9-pound weight increase. Indapamide 2.5mg daily, rather than atenolol, is the first-line treatment for stage I and II hypertension since hydrochlorothiazide may induce elevated levels of HLD. My recommendation is to switch to three-times-a-day administration of hydralazine for the patient, who is now taking it twice daily. I will watch the patient for any possible drug interactions since the patient will also be taking new drugs (Arcangelo et al., 2017).

References

Arcangelo, V. P., Peterson, A. M., Wilbur, V., & Reinhold, J. A. (Eds.). (2017). Pharmacotherapeutics for advanced practice: A practical approach (4th ed.). Ambler, PA: Lippincott Williams & Wilkins.

Oikonomou, E., Psaltopoulou, T., Georgiopoulos, G., Siasos, G., Kokko, E., Antonopoulos, A., & … Tousoulis, D. (2018). Western dietary pattern is associated with severe coronary artery disease. Angiology, 69(4), 339-346. doi:10.1177/0003319717721603

Struijker-Boudier, H. (2017). Should a statin be given to all hypertensive patients? Artery Research, 18, 66-68. doi: 10.1016/j.artres.2017.04.001

Kovell, L. C., Ahmed, H. M., Misra, S., Whelton, S. P., Prokopowicz, G. P., Blumenthal, R. S., & Mcevoy, J. W. (2015). US Hypertension management guidelines: A review of the recent past and recommendations for the future. Journal of the American Heart Association, 4(12). doi:10.1161/jaha.115.002315

 

Assignment: Pharmacotherapy for Cardiovascular Disorders

…heart disease remains the No. 1 killer in America; nearly half of all Americans have high blood pressure, high cholesterol, or smoke—some of the leading risk factors for heart disease…

—Murphy et al., 2018

Despite the high mortality rates associated with cardiovascular disorders, improved treatment options do exist that can help address those risk factors that afflict the majority of the population today.

Photo Credit: Getty Images/Science Photo Library RF

As an advanced practice nurse, it is your responsibility to recommend appropriate treatment options for patients with cardiovascular disorders. To ensure the safety and effectiveness of drug therapy, advanced practice nurses must consider aspects that might influence pharmacokinetic and pharmacodynamic processes such as medical history, other drugs currently prescribed, and individual patient factors.

Reference: Murphy, S. L., Xu, J., Kochanek, K. D., & Arias, E. (2018). Mortality in the United States, 2017. Retrieved from https://www.cdc.gov/nchs/products/databriefs/db328.htm

To Prepare
  • Review the Resources for this module and consider the impact of potential pharmacotherapeutics for cardiovascular disorders introduced in the media piece.
  • Review the case study assigned by your Instructor for this Assignment.
  • Select one the following factors: genetics, gender, ethnicity, age, or behavior factors.
  • Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes.
  • Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy.
  • Think about how you might improve the patient’s drug therapy plan based on the pharmacokinetic and pharmacodynamic changes. Reflect on whether you would modify the current drug treatment or provide an alternative treatment option for the patient. Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example
By Day 7 of Week 2

Write a 2- to 3-page paper that addresses the following:

  • Explain how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you were assigned.
  • Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples.
  • Explain how you might improve the patient’s drug therapy plan and explain why you would make these recommended improvements.

Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The College of Nursing Writing Template with Instructions provided at the Walden Writing Center offers an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates/general#s-lg-box-20293632). All papers submitted must use this formatting.

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Submission and Grading Information

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

  • Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 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 “WK2Assgn+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. Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example
  • Click on the Submit button to complete your submission.

NURS_6521_Week2_Assignment_Rubric

Excellent Good Fair Poor
Explain how the factor you selected might influence the pharmacokinetic and pharmacodynamic processes in the patient from the case study you were assigned.
23 (23%) – 25 (25%)
The response accurately and completely explains in detail how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient.
20 (20%) – 22 (22%)
The response provides a basic explanation of how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient.
18 (18%) – 19 (19%)
The response inaccurately or vaguely explains how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient.
0 (0%) – 17 (17%)
The response inaccurately and vaguely explains how the factor selected might influence the pharmacokinetic and pharmacodynamic processes in the patient, or is missing.
Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples.
27 (27%) – 30 (30%)
The response accurately and completely describes in detail how changes in the processes might impact the patient’s recommended drug therapy. 

Accurate, complete, and aligned examples are provided to support the response.
24 (24%) – 26 (26%)
The response accurately describes how changes in the processes might impact the patient’s recommended drug therapy. 

Accurate examples may be provided to support the response. Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example
21 (21%) – 23 (23%)
The response inaccurately or vaguely describes how changes in the processes might impact the patient’s recommended drug therapy. 

Inaccurate or vague examples are provided to support the response.
0 (0%) – 20 (20%)
The response inaccurately and vaguely describes how changes in the processes might impact the patient’s recommended drug therapy, or is missing. 

Inaccurate and vague examples may be provided to support the response, or is missing.
Explain how you might improve the patient’s drug therapy plan, and explain why you would make these recommended improvements. Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example
27 (27%) – 30 (30%)
The response accurately and clearly explains in detail how to improve the patient’s drug therapy plan. 

The response includes an accurate and detailed explanation to support the recommended improvements. Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example
24 (24%) – 26 (26%)
The response accurately explains how to improve the patient’s drug therapy plan. 

The response may include an accurate explanation to support the recommended improvements.
21 (21%) – 23 (23%)
The response inaccurately or vaguely explains how to improve the patient’s drug therapy plan. 

The response may include an inaccurate, vague, or misaligned explanation to support the recommended improvements.
0 (0%) – 20 (20%)
The response inaccurately and vaguely explains how to improve the patient’s drug therapy plan, or is missing. 

The response may include an inaccurate and vague explanation to support the recommended improvements, or is missing.
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.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
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 (1–2) grammar, spelling, and punctuation errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) 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, running head, 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 (1–2) APA format errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) APA format errors Pharmacotherapy for Cardiovascular Disorders Assignment Essay Example
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors

Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

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Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

The case of HL is the subject of this Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders paper. In the clinic, patient HL presents with the following symptoms: vomiting, diarrhea, and nausea. There is a possibility that the patient has Hepatitis C due to a history of drug misuse. These are the medications that HL is now taking: Synthroid, Nifedipine, and Prednisone.

Gastroenteritis would be my primary diagnosis for HL. An infection of the lining of the intestines is known as gastroenteritis, which can be caused by a virus, bacteria, or parasite. The second most prevalent ailment in the United States is viral gastroenteritis. There is a good chance that norovirus is to blame. It can be passed from person to person or by contaminated food or drink. Vomiting, chills, abdominal pain, and fever are among the patient’s symptoms. Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

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The patient’s use of prednisone is the basis for this diagnosis. The liver converts prednisone to prednisolone. This patient’s liver function may have been affected by corticosteroids, which can increase hepatitis C virus (HCV) RNA levels, ultimately leading to aggravation of the underlying liver illness and causing nausea, vomiting, and diarrhea in the stomach (LiverTox, 2020).

Take tiny, frequent sips of water throughout the day. Slowly get back into the habit of eating. Foods that are easy to digest, such as soda crackers, toast, and gelatin, are a good place to start. Stop eating if your stomach starts to feel nauseous after eating. The patient’s drug therapy should focus on symptom management and tapering off prednisone. I would gradually decrease the dosage of prednisone until it was eliminated. An antiemetic like ondansetron would be a good addition. It is less sedative than promethazine; thus, I choose ondansetron instead. There is no need to stop taking nifedipine and Synthroid; thus, I would recommend doing so.

 

References

LiverTox: Clinical and Research Information on Drug-Induced Liver Injury [Internet]. Bethesda (MD): National Institute of Diabetes and Digestive and Kidney Diseases; 2012-2020. Available from: https://www.ncbi.nlm.nih.gov/books/NBK547852

Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

Photo Credit: Getty Images/iStockphoto

Gastrointestinal (GI) and hepatobiliary disorders affect the structure and function of the GI tract. Many of these disorders often have similar symptoms, such as abdominal pain, cramping, constipation, nausea, bloating, and fatigue. Since multiple disorders can be tied to the same symptoms, it is important for advanced practice nurses to carefully evaluate patients and prescribe a treatment that targets the cause rather than the symptom.

Once the underlying cause is identified, an appropriate drug therapy plan can be recommended based on medical history and individual patient factors. In this Assignment, you examine a case study of a patient who presents with symptoms of a possible GI/hepatobiliary disorder, and you design an appropriate drug therapy plan. Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

To Prepare
  • Review the case study assigned by your Instructor for this Assignment
  • Reflect on the patient’s symptoms, medical history, and drugs currently prescribed.
  • Think about a possible diagnosis for the patient. Consider whether the patient has a disorder related to the gastrointestinal and hepatobiliary system or whether the symptoms are the result of a disorder from another system or other factors, such as pregnancy, drugs, or a psychological disorder.
  • Consider an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
By Day 7 of Week 4

Write a 1-page paper that addresses the following:

  • Explain your diagnosis for the patient, including your rationale for the diagnosis.
  • Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
  • Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.

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 offers an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). 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 “WK4Assgn+last name+first initial.(extension)” as the name.
  • Click the Week 4 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Week 4 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 “WK4Assgn+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. Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders
  • Click on the Submit button to complete your submission. Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders

NURS_6521_Week4_Assignment_Rubric

Excellent Good Fair Poor
Explain your diagnosis for the patient, including your rationale for the diagnosis.
23 (23%) – 25 (25%)
The response accurately and clearly explains in detail the diagnosis for the patient, including an accurate and thorough rationale for the diagnosis that supports clinical judgment.
20 (20%) – 22 (22%)
The response provides a basic explanation of 1-2 diagnoses for the patient, including an accurate rationale for the diagnosis that may support clinical judgment.
18 (18%) – 19 (19%)
The response inaccurately or vaguely explains the diagnosis for the patient, including an inaccurate or vague rationale for the diagnosis that may or may not support clinical judgment.
0 (0%) – 17 (17%)
The response inaccurately and vaguely explains the diagnosis for the patient, including an inaccurate and vague rationale for the diagnosis that does not support clinical judgment, or is missing. Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders
Describe an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
27 (27%) – 30 (30%)
The response accurately and completely describes in detail an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
24 (24%) – 26 (26%)
The response describes a basic explanation of the appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
21 (21%) – 23 (23%)
The response inaccurately or vaguely describes an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
0 (0%) – 20 (20%)
The response inaccurately and vaguely describes an appropriate drug therapy plan based on the patient’s history, diagnosis, and drugs currently prescribed.
Justify why you would recommend this drug therapy plan for this patient. Be specific and provide examples.
27 (27%) – 30 (30%)

The response provides an accurate, clear, and detailed justification for the recommended drug therapy plan for this patient.

The response includes specific, accurate, and detailed examples that fully support the justification provided.
24 (24%) – 26 (26%)

The response provides a basic justification for the recommended drug therapy plan for this patient.

The response includes only 1-2 examples that fully support the justification provided. Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders
21 (21%) – 23 (23%)

The response provides an inaccurate or vague justification for the recommended drug therapy plan for this patient.

The response may include examples, which may inaccurately or vaguely support the justification provided.
0 (0%) – 20 (20%)

The response provides an inaccurate and vague justification for the recommended drug therapy plan for this patient, or is missing.

The response does not include examples that support the justification provided, or is missing.
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.
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity.
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.
3.5 (3.5%) – 3.5 (3.5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.
0 (0%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time.
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 (1–2) grammar, spelling, and punctuation errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) 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, running head, 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 (1–2) APA format errors
3.5 (3.5%) – 3.5 (3.5%)
Contains several (3–4) APA format errors Assignment: Pharmacotherapy for Gastrointestinal and Hepatobiliary Disorders
0 (0%) – 3 (3%)
Contains many (≥ 5) APA format errors

HCA 812 Grand Canyon Week 7 Discussions

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HCA 812 Grand Canyon Week 7 Discussions

HCA 812 Grand Canyon Week 7 DiscussionsHCA 812 Grand Canyon Week 7 Discussions
HCA 812 Grand Canyon Week 7 Discussion 1

Professional healthcare providers in direct contact with patients have been required to be licensed and credentialed demonstrating current competencies of quality and safe healthcare practice.

Should similar licensing and credentialing requirements be imposed on collaborative workers in the health care industry who may not be directly serving patients (e.g. business office personnel, CEOs, CFOs, or other administrators)? Why or why not? HCA 812 Grand Canyon Week 7 Discussions

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HCA 812 Grand Canyon Week 7 Discussion 2

Credential requirements have gradually increased in all sectors of the health care arena over the past decades. If this trend continues, for how long will health care organizations remain sustainable? Why?

What steps should health care administrators take to absorb or mitigate the rising credentialing requirements? Why?

PSY 100 Grand Canyon Week 1 Assignment

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PSY 100 Grand Canyon Week 1 Assignment

Psychology for Life Worksheet

Directions: Answer each of the following three questions in 100-150 words each.

1. Complete “Interactive Stress Quiz for Instant Health Risk Results!” located on the Stress Management Web site at .stress-management.net/stress-test.htm”>http://www.stress-management.net/stress-test.htm

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What did the self-assessment tell you about your level of stress? Were you surprised by the results? Explain.

PSY 100 Grand Canyon Week 1 Assignment
2. The readings for this Module discuss the relationship between motivation, emotion, and stress. After taking the quiz do you have a new perspective on this dynamic? Describe some times that your motivation and emotion have been affected by stressors in your life.

3. Describe how psychology is applicable to everyday life. Discuss topics such as relationships with others, work, school, etc. How might understanding psychology help you in your everyday life? PSY 100 Grand Canyon Week 1 Assignment

PSY 860 Grand Canyon Assignment Information gathering and processing

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PSY 860 Grand Canyon Assignment Information gathering and processing

Details: Write a paper (1,750-2,000 words) that discusses factors that influence information gathering and processing. Address the following in the paper:

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1-Briefly describe the fast brain/slow brain concept presented by Kahneman.

2-Briefly describe the positivity ratio concept presented by Fredrickson.

3-Briefly describe the readiness concept presented by Prochaska.

4-Analyze how each of these concepts influences the process of creating hypotheses, testing hypotheses, and drawing conclusions. Which of these researchers’ concepts is the preferred model? Why?

5-Using the model you identified above as the preferred model, draft a sample theoretical foundation/conceptual framework for a dissertation prospectus that is based on that model. You may use your own topic/prospectus if the model is applicable. PSY 860 Grand Canyon Assignment Information gathering and processing

Need it to be 2000 words

PCN 540 GCU All Week Assignments

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PCN 540 GCU All Week Assignments

PCN 540 GCU All Week Assignments

PCN 540 Research Methods

PCN 540 GCU Topic 1 Assignment Research in Counseling

Details: Research is important in the field of counseling and psychology because it can help us to understand the profession, shed light on the theories and concepts,

and to determine if the application of theories and concepts actually improves mental health.

PCN 540 GCU All Week Assignments

Research is the best mechanism for determining if something is effective and if so, what parts and why. Write a 750-1,000-word paper about the importance of research in the field of counseling. Include the following in your paper:

1. The relationship between research and counseling

2. The roles and responsibilities of researchers in the counseling profession

3. At least two scholarly resources to support your paper

PCN 540 GCU All Week Assignments

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion. PCN 540 GCU All Week Assignments

PCN 540 GCU All Week Assignments

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standard: 2.F.8.a. The importance of research in advancing the counseling profession, including how to critique research to inform counseling practice.

PCN 540 GCU All Week Assignments

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PCN 540 GCU Topic 2 Assignment Short Answer Questions (Obj. 2.1, 2.2, 2.3, and 2.5)

Details: Complete the short answer questions document.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

PCN 540 GCU All Week Assignments

Include a title & reference slide, as well as 3-5 scholarly references.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standards:

  1. F.8.a. The importance of research in advancing the counseling profession, including how to critique research to inform counseling practice.
  2. F.8.b. Identification of evidence-based counseling practices.

PCN 540 GCU All Week Assignments

PCN 540 GCU Topic 3 Assignment Multivariate Approaches (Obj. 3.1, 3.3, 3.4, 3.5, and 3.6)

Details: In preparation for this assignment, read the “Maladaptive Perfectionism as a Mediator and Moderator Between Adult Attachment and Depressive Mood” article located in the Topic 3 readings.

PCN 540 GCU All Week Assignments

Write a 750-1,000-word paper about your selected article. Be sure to include the following in your paper:

1. A discussion about the key variables in the selected article

2. Identify the validity and reliability reported statistics for the article

3.The particular threats to internal validity that were found in the study

4.The strengths and limitations of the multivariate models used in the selected article

5.A reference and in-text citations for the selected article as well as one additional reference

PCN 540 GCU All Week Assignments

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

PCN 540 GCU All Week Assignments

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standard: 2.F.8.i. Analysis and use of data in counseling.

PCN 540 GCU Topic 4 Assignment Descriptive Statistics Worksheet (Obj. 4.5)

Details:Complete the “Descriptive Statistics Worksheet.”

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines,

which can be found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standard: 2.F.8.h. Statistical methods used in conducting research and program evaluation.

PCN 540 GCU Topic 4 Assignment Article Review (Obj. 4.2 and 4.4)

Details:Select and read one of the following articles, located in the Topic 4 materials:

1.The Role of Faculty Mentors in the Research Training of Counseling Psychology Doctoral Students

2.The Career Development of Mexican American Adolescent Women: A Test of Social Cognitive Career Theory

Write a 500-750-word analysis of your selected article. Include the following in your analysis:

1.What are the key differences between qualitative and quantitative research? PCN 540 GCU All Week Assignments

2.What are the strengths and weaknesses of qualitative research designs?

3.What are the essential components that should be considered when applying qualitative methods to counseling outcomes?

PCN 540 GCU All Week Assignments

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standards:

  1. F.8.f. Qualitative, quantitative, and mixed research methods.
  2. F.8.g. Designs used in research and program evaluation.

PCN 540 GCU All Week Assignments


PCN 540 GCU Topic 5 Assignment Short Answer Questions (Obj. 5.3 and 5.5)

Details:Complete the “Topic 5 Short Answer Questions” document.

While APA style is not required for the body of this assignment, solid academic writing is expected,

and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

This assignment meets the following CACREP Standards:

  1. F.8.a. The importance of research in advancing the counseling profession, including how to critique research to inform counseling practice.
  2. F.8.g. Designs used in research and program evaluation.

    PCN 540 GCU Topic 6 Assignment Proposal Process Worksheet (Obj. 6.1 and 6.4)

    Details:    In psychology and counseling research, there may be instances in which you become involved in the proposal process.

Therefore, it is essential for you as a scientist-practitioner to become familiar with the key terms and steps in the proposal process.

Complete the “Proposal Process Worksheet” document.

This assignment meets the following CACREP Standards:

  1. F.8.c. Needs assessments.
  2. F.8.d. Development of outcome measures for counseling programs.
  3. F.8.e. Evaluation of counseling interventions and programs.
  4. F.8.i. Analysis and use of data in counseling.

    PCN 540 GCU Topic 7 Assignment The Role of Scientist-Practitioners (Obj. 7.2, 7.3, and 7.4)

PCN 540 GCU All Week Assignments

Details:Create a 10-12-slide presentation about the role of scientist-practitioners. Include the following in your presentation:

1.A title page

2.A description of the key knowledge, skills, and abilities of an effective scientist-practitioner

3.A description of how research reports are an essential component for the scientist-practitioner

4.A description of why data management and presentation are key components of research reports

5.A reference page

6.At least three scholarly sources

7.Detailed speaker notes that represent what would be said if giving the presentation in person

PCN 540 GCU All Week Assignments

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines,

which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

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PCN 540 GCU Topic 8 Assignment Benchmark – Research Review (Obj. 8.1 and 8.2)

Details:

Write a 750-1,000-word reflection essay on how to effectively utilize research in order to guide decision-making processes in the counseling profession. Include the following in your essay:

1.A discussion about how qualitative and quantitative research reports, as discussed earlier in this topic, guide the decision-making process.

2.A discussion about the key characteristics of effective writing and publication in counseling and psychological research.

How do these characteristics guide the decision-making processes?

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

PCN 540 GCU All Week Assignments

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

This benchmark assignment assesses the following programmatic competency: 4.2: Utilize research to guide decision-making processes.

This benchmark assignment meets the following CACREP Standard: 2.F.8.f. Qualitative, quantitative, and mixed research methods. PCN 540 GCU All Week Assignments

Also Check: stress response key mechanisms- PSY 860 Grand Canyon DQ

NURS 6501 Knowledge Check Concepts of Endocrine Disorders

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NURS 6501 Knowledge Check Concepts of Endocrine Disorders

NURS 6501 Knowledge Check Concepts of Endocrine Disorders

 

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

Possible topics covered in this Knowledge Check include:

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

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.) NURS 6501 Knowledge Check Concepts of Endocrine Disorders

Complete the Knowledge Check By Day 5 of Week 6

To complete this Knowledge Check:

Module 4 Knowledge Check

 

Midterm Exam

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

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

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

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.) NURS 6501 Knowledge Check Concepts of Endocrine Disorders

By Day 7 of Week 6

Submit your Midterm Exam.

To complete your exam:

Midterm Exam

What’s Coming Up in Module 5?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

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

Week 7 Knowledge Check: Neurological and Musculoskeletal Disorders

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

Next Module

To go to the next Module:

Module 5

 

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.

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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

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

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

 

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

 

Document: NURS 6501 Midterm Exam Review (PDF document) 

 

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

 

Required Media (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)

Concepts of Endocrine Disorders – Week 6 (24m)

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.

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

Review Test Submission: Module 6 Knowledge Check

 

Course NURS-6501N-32-Advanced Pathophysiology-2021-Summer-QTR-Term-wks-1-thru-11-(05/31/2021-08/15/2021)-PT27
Test Module 6 Knowledge Check
Started 7/27/21 6:53 PM
Submitted 7/29/21 6:19 PM
Due Date 8/2/21 1:59 AM
Status Completed
Attempt Score 20 out of 20 points
Time Elapsed 47 hours, 25 minutes
Results Displayed All Answers, Submitted Answers, Correct Answers, Feedback, Incorrectly Answered Questions
  • Question 1

1.25 out of 1.25 points

The APRN is assessing a patient that states that Napoleon Bonaparte is the King of France even thought he has a book that says he is dead.   This is an example of:
Selected Answer:  

Delusion
Answers:  

Delusion
Hallucination
Anhedonia
Pressured speech
  • Question 2

1.25 out of 1.25 points

Monoamine neurotransmission is hypothesized to be _______________ during mania.
Selected Answer:  

increased
Answers:  

increased
decreased
absent
suspended
  • Question 3

1.25 out of 1.25 points

 Monoamine neurotransmission is hypothesized to be _______________ during depression.
Selected Answer:  

decreased
Answers: increased
 

decreased
absent
stimulated
  • Question 4

1.25 out of 1.25 points

The APRN is assessing a patient that has monotone speech and unchanged facial expressions even though he states he is happy and excited about his life.   This is an example of:
Selected Answer:  

Anhedonia
Answers: Delusion
Hallucination
 

Anhedonia
Pressured speech
  • Question 5

1.25 out of 1.25 points

Obsessive compulsive disorder is characterized by what types of thoughts and behaviors?
Selected Answer:  

repetitive irrational thoughts and ritualized behavior
Answers: disorganized irrational thoughts and disorganized behavior
constant  irrational thoughts and constant behavior
 

repetitive irrational thoughts and ritualized behavior
repetitive irrational thoughts and disorganized behavior
  • Question 6

1.25 out of 1.25 points

The APRN is assessing a patient that is talking to his mother in the corner of the room even although you are the only other person in the room.  This is an example of:
Selected Answer:  

Hallucination
Answers: Delusion
 

Hallucination
Anhedonia
Pressured speech
  • Question 7

1.25 out of 1.25 points

The APRN is treating a patient with bipolar II disorder.  The major focus of treatment is on:
Selected Answer:  

depression
Answers: mania
 

depression
anxiety
panic attacks
  • Question 8

1.25 out of 1.25 points

Abnormalities in brain development related to schizophrenia are thought to develop when? NURS 6501 Knowledge Check Concepts of Endocrine Disorders
Selected Answer:  

Prenatal
Answers:  

Prenatal
Infancy
Early Childhood
Adolescent
  • Question 9

1.25 out of 1.25 points

 A patient with schizophrenia will have alterations in their dorsolateral prefrontal cortex.   The APRN would expect it to be described as:
Selected Answer:  

hypoactive
Answers: stimulated
absent
hyperactive
 

hypoactive
  • Question 10

1.25 out of 1.25 points

 The neurobiology of depression is believed to be related to the atrophy of neurons in the:
Selected Answer:  

hippocampus
Answers: hypothalmus
 

hippocampus
thalmus
amygdala
  • Question 11

1.25 out of 1.25 points

What type of thoughts are characteristic of post traumatic stress disorder?
Selected Answer:  

intrusive
Answers: disorganized
 

intrusive
anxious
disturbing
  • Question 12

1.25 out of 1.25 points

Which of the following are positive clinical manifestations of schizophrenia?
Selected Answer:  

Hallucinations, delusions, and incoherent speech
Answers: Social withdraw, blunted affect, and failure to respond to simple questions
 

Hallucinations, delusions, and incoherent speech
Hallucinations, blunted affect, and social withdraw
Delusions, hallucinations, and failure to respond to simple questions
  • Question 13

1.25 out of 1.25 points

The APRN is assessing a patient that is talking so rapidly and urgently that it is difficult to understand.    This is an example of:
Selected Answer:  

Pressured speech
Answers: Delusion
Hallucination
Anhedonia
 

Pressured speech
  • Question 14

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1.25 out of 1.25 points

Which of the following are negative clinical manifestations of schizophrenia?
Selected Answer:  

Social withdraw, blunted affect, and failure to respond to simple questions
Answers:  

Social withdraw, blunted affect, and failure to respond to simple questions
Hallucinations, delusions, and incoherent speech
Hallucinations, blunted affect, and social withdraw
Delusions, hallucinations, and failure to respond to simple questions
  • Question 15

1.25 out of 1.25 points

The APRN would expect to find elevated blood levels of which of the following markers for patients with a diagnosis of depression?
Selected Answer:  

Proinflammatory cytokines and cortisol
Answers: Proinflammatory cytokines and pH
 Calcium and Cortisol
Calcium and pH
 

Proinflammatory cytokines and cortisol
  • Question 16

1.25 out of 1.25 points

The APRN is treating a patient with bipolar 1 disorder.  The major focus of treatment is on:
Selected Answer:  

mania
Answers:  

mania
depression
anxiety
panic attacks

NURS 6501: Advanced Pathophysiology Walden University full course

/in /by

NURS 6501: Advanced Pathophysiology Walden University full course

Week 1 discussion post

 

Alterations in Cellular Processes

Alterations of cellular responses are caused by multiple changes that
occur within the cell due to the environmental stressors. Different diseases can cause alterations of cellular responses that can lead to abnormal changes in the normal response processes, and it can be showed as signs and symptoms. A case study indicates a 16-year-old boy who visit a clinic with chief complaint of sore throat for 3 days presenting in with multiple symptoms. The bacteria that were involved in the disease is called Pharyngitis. Unfortunately, he experiences a severe allergic reaction after the administration of amoxicillin 500 mg. It is a fact genetics, presentation of specific symptoms and the impact of age factor need to be considered.

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Role of genetics

Research shows that Streptococcus group A bacteria and is often linked
to genetics and it is the major cause of sore throat that were experienced by most young children. Genetic variations taking place at the HLA region are linked to the recurrent nature of sore throat. More so, some specific variations of the gene are evident during genetic testing and are associated with the immune systems interaction with pathogens. Study indicates that many patients become more susceptible to sore throat following the genetic changes that causes variations due to insufficient responses of the antibody responses against the bacteria. NURS 6501: Advanced Pathophysiology Walden University full course

Why the patient presents with the specific symptoms

The alteration of normal responses within the cells of the body can cause the signs and symptoms of diseases. For example, the invasion of Streptococcus group A bacteria in the body can result to secretion of pus, redness, 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). However, during treatment with amoxicillin some patient experience sign and symptom that includes difficulty breathing, tachycardia, swelling of lips, vomiting, and wheezing and it was due to allergic responses to the antibiotics.

Physiologic response and cells involved in the process

The physiologic responses for this patient include redness in the posterior pharynx with white exudate on tonsils that are enlarged to 3 plus. The sign will include positive anterior and a posterior cervical adenopathy. The adaptive and innate responses are responsible for the physiologic responses as they create a defense mechanism to fight the infection strep test, the patient turned out positive of Streptococcus group A bacteria. The immune cells involved in this allergic reaction are Helper T cells of type 1, 2, and 17.This allergic reaction is a type I hypersensitivity reaction. The drug is presented to these T cells through the dendritic cells. The antigen binds to TCR receptors on the T cells and activates these immune cells (McCance & Huether, 2019).

How age factor would change the response

Study indicates that people ‘s age can affect the risks of contracting diseases. It includes how some illnesses are more common in the young persons while others are common among the elderly. An increase in rate of pharyngitis is very common in children of between 5 to 15 years old. 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 response in an endemic setting, with a particular focus on J8. Vaccine, 36(50), 7618-7624.

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 immunopathology. Journal of leukocyte biology, 103(2), 193-213.

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in

adults and children (8th ed.). Mosby/Elsevier.

 

 

REPLY QUOTE EMAIL AUTHOR

 

2 months ago
RE: Initial post- week 1
COLLAPSE

X,

In addition to you points, Allergic reactions to amoxicillin are very common occurrences in the pediatric age group. Amoxicillin is a commonly prescribed antibiotic for treatment of community-acquired bacterial infections in children. Given that it is a first-line treatment for otitis media and sinusitis, and given the high frequency of viral-induced exanthemas including hives in this age group (nih.gov).

True allergic reactions to amoxicillin are mediated by the immune system and are classified into immediate (developing within 30 to 60 minutes of drug ingestion) or non-immediate (beyond 1 hour of ingestion) type reactions (nih.gov). Immediate reactions may range in severity from eruptions limited to the skin (hives/angioedema) to reactions involving more than one organ system or hypotension (that is, anaphylaxis). Non-immediate reactions occur more than 1 hour after ingestion of antibiotic and usually last several days.

In conclusion, many different types of cells are involved in the inflammatory process including mast cells, endothelial cells, platelets, phagocytes (neutrophils, eosinophils, monocytes and macrophages, dendritic cells), natural killer (NK) cells, and lymphocytes (McCance & Huether, 2019). NURS 6501: Advanced Pathophysiology Walden University full course

 

Immediate and non-immediate allergic reactions to amoxicillin present a diagnostic dilemma. Retrieved March 3, 2022 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4717649/#CR7

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

REPLY QUOTE EMAIL AUTHOR

 

2 months ago
XX
RE: Initial post- week 1
COLLAPSE

Hi XX

 

The symptoms represent pharyngitis caused by viruses, bacteria, chemicals, or even gastroesophageal reflux disease. In this case, the culprit is a streptococcal infection with a low-grade fever, which would indicate pharyngitis. The boy experienced symptoms because of his illness and was treated for the condition, resulting in an anaphylactic reaction. I listed an article that I came across that I thought might interest you regarding clinical and experimental immunology.

The sixteen-year-old boy had an anaphylactic reaction to the Amoxicillin prescribed to treat pharyngitis, which resulted in swelling of the lips and tongue, resulting in audible wheezes from the airway constricting. I read an article that noted that allergic diseases affect pubescent males more than females. The prevalence of many diseases in the female gender and the male gender points to testosterone, which limits immune function, whereas estrogen and progesterone support it (Demartinis et al., 2020, p.4). I had a response from a peer that contradicted this article. I have included that information in my references for you. I also listed an article from the CDC relevant to anaphylactic reactions even though the article was written for COVID-19 vaccinations. “Genes, hormones, environmental and immunological factors affect sex disparities associated with the development and control of allergic diseases, while they more rarely are considered and reported regarding their differences related to social, psychological, cultural, economic, and employment aspects” (Demartinis et al., 2020, p.1).

 

References

CDC. (2021). Interim considerations: preparing for the potential management of anaphylaxis

after covid-19 vaccination. Centers for Disease Control and Prevention. https://www.cdc.gov/vaccines/covid-19/clinical-considerations/managing-anaphylaxis.html

Cardinale, F., Amato, D., Mastrototaro, M. F., Caffarelli, C., Crisafulli, G., Franceschini, F.,

Liotti, L., Caimmi, S., Bottau, P., Saretta, F., Mori, F., & Bernardini, R. (2019). Drug-induced anaphylaxis in children. Acta Biomedica Atenei Parmensis, 90(3-S), 30–35. https://doi.org/10.23750/abm.v90i3-S.8172

Davies, F. J., Olme, C., Lynskey, N. N., Turner, C. E., & Sriskandan, S. (2019). Streptococcal

superantigen-induced expansion of human tonsil T cells leads to altered T follicular helper cell phenotype, B cell death and reduced immunoglobulin release. Clinical and Experimental Immunology, 197(1), 83–94. https://doi.org/10.1111/cei.13282

De Martinis, M., Sirufo, M. M., Suppra, M., Di Silvestre, D., & Ginaldi, L. (2020). Sex and

gender aspects for patient stratification in allergy prevention and treatment. International Journal of Molecular Sciences, 21(4). https://doi.org.10.3390/ijms21041535

Vincent, M. T., Celestin, N., & Hussain, A. (2004). Pharyngitis. American Family Physician.

69(6). 1465-1470. https://www.aafp.org/afp/2004/0315/p1465.html

REPLY QUOTE EMAIL AUTHOR

 

2 months ago
RE: Initial post- week 1
COLLAPSE

Hello XX

It is true that cell environment stressors cause alterations within the cell and different diseases cause alterations as cells respond to change. Ultimately, the processes of reacting to change would be expressed as symptoms as evident in the child in the case study. Pharyngitis, caused by bacteria and treatable by administering Amoxicillin 500 mg would involve different processes and responses. Consideration of genetic and age factors become critical in analyzing the symptomatic expressions and the outcome upon administration of the medication (Mccance & Huether, 2018).

I believe that association of streptococcus Group A (SGA) bacteria with genetic variations at the HLA region define the susceptibility of children to SGA (Medline Plus, 2021). This is expressed through symptoms like sore throat as a result of inflammatory reactions that links to the immune cell interaction with the perceived pathogen.  Patients who have an alteration of the gene are not capable of producing g sufficient antibodies in response to the pathogen (Mccance & Huether, 2018). This leads to a recurrence and the need for medication. Inflammatory mediators triggered upon detection of pathogens may lead to redness, heat, swelling and pain.

Type-1 hypersensitive reaction involving immune cells such as the Helper-T cell results to the symptoms evident by the patient. Additionally, I agree that research indicate that there is a relation between age and susceptibility to disease. Some diseases are common among the elderly while some are common among children. It is true that pharyngitis is most common among children between age 5 and 15 (Mccance & Huether, 2018). Adults may also present with sore throat regardless of attaining remarkable immunity. Treatment require consideration of age in order to administer the correct doses and to prevent cases of adverse reactions. NURS 6501: Advanced Pathophysiology Walden University full course

References

Mccance, K. L., & Huether, S. E. (2018). Pathophysiology – e-book: The biologic basis for

disease in adults and children (8th ed.). Mosby.

Medline Plus. (2021, February 22). What is a cell?: Medlineplus genetics. Retrieved March 1,

2022, from https://medlineplus.gov/genetics/understanding/basics/cell/

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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

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

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

Required Media (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)

 

Foundational Concepts of Cellular Pathophysiology – Week 1 (14m)

 
Immunity and Inflammation

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

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

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

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

Acid-Base Balance #1

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

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

Acid-Base Balance #2

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

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

Hyponatremia

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

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

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

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

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

To Register to View the Content

  1. Go to https://evolve.elsevier.com/cs/store?role=student
  2. 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.
  3. Complete the registration process.

To View the Content for This Text

  1. Go to https://evolve.elsevier.com/
  2. Click on Student Site.
  3. Type in your username and password.
  4. Click on the Login button.
  5. Click on the plus sign icon for Resources on the left side of the screen.
  6. Click on the name of the textbook for this course.
  7. Expand the menu on the left to locate all the chapters.
  8. 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. NURS 6501: Advanced Pathophysiology Walden University full course

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!

Submission and Grading Information

Grading Criteria

To access your rubric:

Week 1 Discussion Rubric

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

To Participate in this Discussion:

Week 1 Discussion

Assignment

Part 1

Practicum Manual Acknowledgment

The Practicum Manual describes the structure and timing of the classroom-based and practicum experiences and the policies students must follow to be successful in the nurse practitioner (NP) specialties.

Click here and follow the instructions to confirm you have downloaded and read the entire MSN Nurse Practitioner Practicum Manual and will abide by the requirements described in order to successfully complete this program.

Part 2

This mandatory assignment is an acknowledgement that you fully understand the course guidelines.

By Day 3 of Week 1

Submit your Assignment.

Submission and Grading Information

Submit Your Assignment by Day 3 of Week 1.

To complete this assignment, follow the link below and answer the questions provided.

Week 1 Assignment

Week 2: Altered Physiology

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

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

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

Learning Objectives

Students will:

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

Learning Resources

Required Readings (click to expand/reduce)
Required Media (click to expand/reduce)

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. NURS 6501: Advanced Pathophysiology Walden University full course

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

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

  • Explain why you think the patient presented the symptoms described.
  • Identify the genes that may be associated with the development of the disease.
  • Explain the process of immunosuppression and the effect it has on body systems.
By Day 7 of Week 2

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

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

Submission and Grading Information

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

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

To access your rubric:

Module 1 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

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

Submit Your Assignment by Day 7 of Week 2

To participate in this Assignment:

Module 1 Assignment

What’s Coming Up in Module 2?

 

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

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

Week 3 Knowledge Check: Cardiovascular and Respiratory Disorders

 

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

Next Module

To go to the next Module:

Module 2

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)
Required Media (click to expand/reduce)

ORDER NOW FOR CUSTOMIZED SOLUTION PAPERS

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. NURS 6501: Advanced Pathophysiology Walden University full course

Submission and Grading Information

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

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

To access your rubric:

Module 2 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

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

Submit Your Assignment by Day 7 of Week 4

To participate in this Assignment:

Module 2 Assignment

What’s Coming Up in Module 3?

 

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

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

Week 5 Knowledge Check: Gastrointestinal and Hepatobiliary Disorders

 

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