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

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Learning Resources

Required Readings (click to expand/reduce)

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

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

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

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

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

Required Media (click to expand/reduce)

Foundational Concepts of Cellular Pathophysiology – Week 2 (8m)Accessible player–Downloads–Download Video w/CCDownload AudioDownload Transcript

Immunity and Inflammation

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

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

Soo, P. (2018, July 28). Pathophysiology Ch 10 alterations in immune function [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-jTds   Note: The approximate length of the media program is 37 minutes.

Acid-Base Balance #1

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

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

Acid-Base Balance #2

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

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

Hyponatremia

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

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

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

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

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

To Register to View the Content

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.

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Module 1 Assignment: Case Study Analysis

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

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

To prepare:

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

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

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

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

By Day 7 of Week 2

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

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

Submission and Grading Information

NURS_6501_Module1_Case Study_Assignment_Rubric

• Grid View
• List View

	Excellent	Good	Fair	Poor
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following: Explain why you think the patient presented the symptoms described.	28 (28%) – 30 (30%)The response accurately and thoroughly describes the patient symptoms.The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.	25 (25%) – 27 (27%)The response describes the patient symptoms.The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.	23 (23%) – 24 (24%)The response describes the patient symptoms in a manner that is vague or inaccurate.The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.	0 (0%) – 22 (22%)The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing.The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research.
Identify the genes that may be associated with the development of the disease.	23 (23%) – 25 (25%)The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease.	20 (20%) – 22 (22%)The response includes an accurate analysis of the genes that may be associated with the development of the disease.	18 (18%) – 19 (19%)The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease.	0 (0%) – 17 (17%)The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing.
Explain the process of immunosuppression and the effect it has on body systems.	28 (28%) – 30 (30%)The response includes an accurate, complete, detailed, and specific explanation of the process of immunosuppression and the effect it has on body systems.	25 (25%) – 27 (27%)The response includes an accurate explanation of the process of immunosuppression and the effect it has on body systems.	23 (23%) – 24 (24%)The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems.	0 (0%) – 17 (17%)The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.	5 (5%) – 5 (5%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity.A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.	4 (4%) – 4 (4%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.	3 (3%) – 3 (3%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.Purpose, introduction, and conclusion of the assignment are vague or off topic.	0 (0%) – 2 (2%)Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time.No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%)Uses correct grammar, spelling, and punctuation with no errors.	4 (4%) – 4 (4%)Contains a few (1 or 2) grammar, spelling, and punctuation errors.	3 (3%) – 3 (3%)Contains several (3 or 4) grammar, spelling, and punctuation errors.	0 (0%) – 2 (2%)Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.	5 (5%) – 5 (5%)Uses correct APA format with no errors.	4 (4%) – 4 (4%)Contains a few (1 or 2) APA format errors.	3 (3%) – 3 (3%)Contains several (3 or 4) APA format errors.	0 (0%) – 2 (2%)Contains many (≥ 5) APA format errors.

Total Points: 100

Name: NURS_6501_Module1_Case Study_Assignment_Rubric

Attachments area

Preview YouTube video Inflammatory response | Human anatomy and physiology | Health & Medicine | Khan Academy

Inflammatory response | Human anatomy and physiology | Health & Medicine | Khan AcademyPreview YouTube video Pathophysiology Ch 10 Alterations in Immune FunctionPathophysiology Ch 10 Alterations in Immune FunctionPreview YouTube video Medical Acid Base Balance, Disorders & ABGs Explained ClearlyMedical Acid Base Balance, Disorders & ABGs Explained ClearlyPreview YouTube video Medical Acid Base and ABGs Explained Clearly by MedCram.com | 2 of 8Medical Acid Base and ABGs Explained Clearly by MedCram.com | 2 of 8Preview YouTube video Hyponatremia Explained Clearly (Remastered) – Electrolyte ImbalancesHyponatremia Explained Clearly (Remastered) – Electrolyte Imbalances

Brit Essays <britessays@gmail.com>	Mar 9, 2021, 3:40 AM
to ogingajuniours

Week 2!!!

Posted on: Sunday, March 7, 2021 4:43:30 PM EST

Welcome to Week 2!! I hope each of you are getting into a routine with work, school, life balance. I enjoyed reading your DB postings. Thanks for intellectual, respectful interaction with your peers. As we move into the quarter, for future assignments it is imperative that you follow the rubric, including how to name assignments before submission.  Answer the questions and delineate a topic/header as you respond to the questions posed for the scenario. Your assignments should be substantive and written in APA format. This is a graduate level course and proper grammar and punctuation are expected. Use the writing center as a resource. Please keep in mind Walden’s Academic integrity Policy as well. Cheating or plagiarism will not be tolerated. 

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

Assignment

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.

Scenario: A 49-year-old patient with rheumatoid arthritis comes into the clinic with a chief complaint of a fever. Patient’s current medications include atorvastatin 40 mg at night, methotrexate 10 mg po every Friday morning and prednisone 5 mg po qam. He states that he has had a fever up to 101 degrees F for about a week and admits to chills and sweats. He says he has had more fatigue than usual and reports some chest pain associated with coughing. He admits to having occasional episodes of hemoptysis. He works as a grain inspector at a large farm cooperative. After extensive work-up, the patient was diagnosed with Invasive aspergillosis.