Module 2: Inflammation, Infection, and Immunity
Module 2: Inflammation, Infection, and Immunity
Module Objectives:
Upon completion of this module, the learner will be able to:
1. Compare and contrast acute and chronic inflammation.
2. Explore the pathophysiologic reasons for clinical manifestations and management of health alterations related to inflammation.
3. Explore the pathophysiologic reasons for clinical manifestations and management of selected infectious processes. Module 2: Inflammation, Infection, and Immunity
4. Relate the development of infection to breaks in lines of defense.
5. Explore the pathophysiologic reasons for clinical manifestations and management of health alterations related to altered immune function.
Required readings and resources:
Sorenson, M., Quinn, L., & Klein, D. (2019). Pathophysiology: Concepts of human disease. Pearson Education. Read chapters 11, 13, 14, 15, & 16
Go to the CDC website (cdc.gov) and enter ‘antibiotic resistance’ in the search bar. There are multiple short and interesting videos (you do not need to watch them all, rather peruse)
The Agency for Healthcare Research and Quality (AHRQ) has developed the Comprehensive Unit Based Safety Program (CUSP) to address safety concerns (with a significant emphasis on infection control) in the health care system.
Here is the link to the AHRQ site that addresses the Science of Safety. AHRQ – the Science ofSafety Below are links to some shorter videos that will introduce you to CUSP.
Introductory video Learn about CUSP
CUSP from a nursing perspective. CUSP from a nursing perspective
CUSP Understand the Science of Safety. CUSP – Understanding the Science of Safety-
CUSP Project Summary health care acquired infections CUSP Project summary related to health care acquired infectionsPeruse the websites linked into the module.
Optional resources:
The following resources may be helpful as you start to work on your first Health Alteration Analysis – take a look.
David Woodruff, MSN, RN-BC, CNS, CNE has published a number of excellent presentations on youtube. I am no longer linking them into specific modules as they are nearly or more than ten years old, and most are lengthy. However, if you want more detail on a specific concept, go to youtube and enter David Woodruff in the search bar. His videos are excellent in explaining pathophysiology
Alilia Medical Media is a valuable Youtube channel with lots and lots of excellent and short videos. I have not watched all of them, but what I have watched are excellent. Here is the link https://www.youtube.com/c/Alilamedicalmedia/videos
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Osmosis is another Youtube channel I have found valuable. Again, I have not watched all of them, but what I have seen has been good. As an example, I was challenged trying to understand the cytokine storm we heard much about during COVID. Osmosis has a video (just over 10 minutes long) that helped me. Here is the link to Osmosis https://www.youtube.com/c/osmosis/videos
The Khan Academy has a lot of engaging videos. Those I have viewed are high quality and accurate. I find this site a little more challenging to navigate than Alilamedicalmedia or Osmosis. You can start your investigation at https://www.khanacademy.org/
‘Crash Course’ videos on Youtube can provide a nice overview before you get started reviewing professional evidence based resources. Go to youtube and then in the search bar, enter ‘crash course pathophysiology’.
Items due:
Health Alteration Analysis One-Chronic Lymphocytic Leukemia
Substantive Additions to the Health Alteration Analysis to two peers
Please see the course calendar for due dates. See the Health Alteration folder (found under content) for guidance. Note: a video overview, examples, and a template are available in that folder. See the grading rubric in the syllabus appendices (the identical grading rubric is copied below for your convenience)
Appendix B. Health alteration analysis rubric
Students will develop two health alteration analyses over the semester. Choose one of the topics included in the appropriate discussion forum. If you have a health alteration you wish to address that fits with the concepts being studied and is not listed, please email Ruth. I am looking for succinct responses that demonstrate understanding. More detail is not always better. I want you to ‘drill down’ to the essential information and share that with your peers. You may not be able to find the specific ‘why’ in a textbook – this will require you to understand essential information and make meaningful connections.
Students will make a substantive addition to two different alterations other than the one addressed in their initial post. Will address a minimum of three health alterations (one primary post, two substantive additions)
For more guidance, and an example, go to the Health Alteration Analysis folder under Content
Health alteration analysis rubric – 30 points possible
Criteria -primary post
Excellent
Developing
Not Satisfactory
Criterion 1: Succinct description of the health alteration.
Summarizes information essential for nursing understanding clearly, including contributing factors. Three to six sentences. Well structured, logical.
(2 points)
Essential information is not complete. More than six sentences. Organization is sporadic. (1 point)
Inaccurate.
Lacks clarity.
(0 points)
2. Expected assessment findings
Accurate. Includes crucial, expected assessment findings (2 points)
Some, but not all crucial assessments included (1 point)
Inaccurate. Incomplete. (0 points)
3. Physiologic causes of assessment findings
Accurate. Explains physiologic causes (the why) of signs / symptoms. Makes meaningful connections. Module 2: Inflammation, Infection, and Immunity
(3 points)
Physiologic ‘why’ is incomplete. Some, but not all connections made.
(1.5 points)
Inaccurate. Meaningful connections lacking.
(0 points)
4: Relevant lab tests/diagnostics
Accurate. Includes crucial labs and diagnostics. (1 point)
Accurate. Some crucial labs/diagnostics not included.
(0.5 points)
Inaccurate, incomplete.
(0 points)
5. Physiologic cause of alterations in labs/diagnostics
Accurate. Explains physiologic cause (they
‘why’) of alterations. Makes meaningful connections.
(1 point)
Physiologic ‘why’ incomplete(
0.5 points)
Inaccurate. Incomplete. (0 points)
6. Expected essential nursing interventions (include dependent and independent)
Accurate. Includes all crucial, expected interventions.
(2 points)
Most, but not all crucial interventions included
(1 point)
Inaccurate. Incomplete. (0 points)
7. Rationale for interventions from physiologic perspective
Accurate. Explains the physiologic ‘why’ for interventions. Makes meaningful connections.
(3 points)
Accurate. Physiologic ‘why’ is incomplete. Some, but not all connections made.
(1.5 points)
Inaccurate. Incomplete. Meaningful connections lacking. (0 points) Module 2: Inflammation, Infection, and Immunity
8: Prevention
(incorporate lifestyle and social determinants as appropriate)
Addresses prevention strategies. Consider both potential social determinants and potential lifestyle considerations. Makes meaningful connections
(2 points)
Prevention considered OR social determinants considered.
(1 point)
Inaccurate. Incomplete. (0 points)
9. Priorities for Safety
/ Potential
Complications
Addresses priorities for safety. Addresses potential complications.
(2 points)
Priorities to safety OR potential complications addressed (but not both) (1 point)
Inaccurate. Incomplete. (0 points)
10: Evidence based/ writing quality
Accesses and integrates at least two professional
Multiple or lengthy direct quotations. References
More than 10 writing mechanics /APA
evidence-based sources (see criteria p. 6 of syllabus) per APA style. Sources developed for the lay person will not count as professional evidence. Minimal direct quotations. Fewer than five writing mechanics / APA style errors. Flows clearly and logically.
(2 points)
included, but do not meet criteria for professional evidence based sources. Five – ten writing mechanics / APA errors. (1 points)
errors. No evidence to support post.
(0 points) Module 2: Inflammation, Infection, and Immunity
