NR-507 Week 2 Case Study Discussion: Part One, Two

NR-507 Week 2 Case Study Discussion: Part One, Two

NR-507 Week 2 Case Study Discussion: Part One, Two

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NR-507 Week 2 Case Study Discussion: Part One

A five-month-old Caucasian female is brought into the clinic as the parent indicates that she has been having ongoing foul-smelling, greasy diarrhea. She seems to be small for her age and a bit sickly but, her parent’s state that she has a huge appetite. Upon examination, you find that the patient is wheezing and you observe her coughing. After an extensive physical exam and work-up, the patient is … with cystic fibrosis.

1. What is the etiology of cystic fibrosis?

2. Describe in detail the pathophysiological process of cystic fibrosis.

3. Identify hallmark signs identified from the physical exam and symptoms.

4. Describe the pathophysiology of complications of cystic fibrosis.

5. What teaching related to her diagnosis would you provide the parents?

Sharif, N., Baig, M. S., Sharif, S., & Irfan, M. (2020). Etiology, Clinical, Radiological, and Microbiological Profile of Patients with Non-cystic Fibrosis Bronchiectasis at a Tertiary Care Hospital of Pakistan. Cureus, 12(3), e7208. https://doi.org/10.7759/cureus.7208.  doi: 

NR 507 WEEK 2 CASE STUDY DISCUSSION: PART TWO

Tammy is a 33-year-old who presents for evaluation of a cough. She reports that about 3 weeks ago she developed a “really bad cold” with rhinorrhea. The cold seemed to go away but then she developed a profound, deep, mucus-producing cough. Now, there is no rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Tammy has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves. Through and extensive work-up, she is . with bronchitis.

1. What is the etiology of bronchitis?
2. Describe in detail the pathophysiological process of bronchitis.
3. Identify hallmark signs identified from the physical exam and symptoms.
4. Describe the pathophysiology of complications of bronchitis.
5. What teaching related to her diagnosis would you provide?In addition to the textbook, utilize at least one peer-reviewed, evidence-based resource to develop your post

In addition to the textbook, utilize at least one peer-reviewed, evidence-based resource to develop your post.

NR 507 MIDTERM PRACTICE QUESTIONS & ANSWERS 2

1. A 25 year old female is … with urinary tract obstruction. while planning care, the nurse realizes that the patient is expected to have hydronephrosis and a decreased glomerular filtration rate … by ?
2. A 27 year old male has a severe kidney obstruction leading to removal of the affected kidney. Which of the following would the nurse expect to occur?
3. A 55 year old male presents reporting urinary retention. Tests reveal that he has a lower urinary tract obstruction. Which of the following is of most concern to the nurse?
4. When a patient asks what the most common type of renal stones is … of, how should the nurse respond? The most common type of renal stone is composed of?
5. While planning care for a patient with renal calculi, the nurse remembers the most important factor in renal calculus formation is
6. A 24 year old female is … with renal calculus that is causing obstruction. Which of the following symptoms would she most likely experience
7. A 25 year old female presents with burning urination. She was … with a urinary tract infection. When the nurse checks the culture results, which of the following organisms is most likely infecting her urinary tract
8. A 75 year old male reports to his primary care provider loss of urine with cough, sneezing, or laughing. Which of the following is the most likely diagnosis the nurse will observe on the chart
9. A nurse assesses a patient with a complicated urinary tract infection (UTI) for
10. A 28 year old female presents with fever, chills, and flank pain. She is … with pyelonephritis. A nurse recalls the patient’s infection is located in the
11. While planning care for a patient who has acute pyelonephritis, a nurse recalls the most common condition associated with the development of acute pyelonephritis is
12. A 29 year old female presents with cloudy urine, flank pain, hematuria, and fever. which of the following does the nurse suspect the patient is most likely experiencing?
13. A 15 year old male was … with pharyngitis. Eight days later he developed acute glomerulonephritis. While reviewing the culture results, which of the following is the most likely cause of this disease
14. When a nurse observes post-streptococcal glomerulonephritis as a diagnosis on a patient, which principle will the nurse remember? Acute post-streptococcal glomerulonephritis is primarily … by
15. A 30 year old male is demonstrating hematuria with red blood cell casts and proteinuria exceeding 3 to 5 g/day, with albumin being the major protein. The most probable diagnosis the nurse will see documented on the chart is
16. A 45 year old male presents with oliguria. He is … with chronic glomerulonephritis. The nurse knows oliguria is … to
17. A 42 year old male is involved in a motor vehicle accident during which he loses a lot of blood. the nurse realizes he is in acute renal failure … by
18. A 56 year old male presents with flank pain and polyuria. Tests reveal that he has an enlarged prostate. which of the following types of renal failure should the nurse monitor for as it is the most likely to occur
19. A 60 year old male is … with renal failure. while the nurse is reviewing lab results, which of the following lab values would … most consistent with this diagnosis
20. A 45 year old female presents with hypertension, anorexia, nausea and vomiting, and anemia. She is … with chronic renal failure. When the patient asks what … this anemia, how should the nurse respond? Your anemia is … by
21. A 42 year old female is … with chronic renal failure and the nurse is discussing dietary treatment. Which information indicates the nurse understands dietary regimen? Treatment includes restricting
22. While turning a patient with chronic renal failure, which principle should the nurse recall? Bone fractures are a risk factor in chronic renal failure because
23. Anemia accompanies chronic renal failure because of
24. A patient with end-stage renal disease has pruritus. When the patient asks what causes this, what is the nurse’s best response? Pruritus, seen in patients with end-stage renal disease, is … by high levels of
25. When a nurse is teaching about urinary pathogens in men. Which information should the nurse include? Mechanisms for defense against urinary pathogens in men include
26. A 15-year-old female presents with flank pain, irritability, malaise, and fever. Tests reveal glomerulonephritis. When the parents ask what could have … this, how should the nurse respond
27. post streptococcal infection
28. A urologist is discussing nephritic syndrome. Which information should … included? If nephrotic syndrome is not … initially by kidney disease, it is termed ____ nephrotic syndrome
29. A 4-year-old male is … with nephrotic syndrome. Which of the following assessment findings accompanies this condition?
30. A 7-year-old female is … with nephrotic syndrome. Which of the following should the nurse ask the parents if they or the child has noticed recently
31. Which of the following clusters of symptoms would make a clinician suspect a child has developed glomerulonephritis
32. When a child is … with acute renal failure, a clinician realizes the most common cause of acute renal failure is
33. A 10-year-old male is … with glomerulonephritis. Tests reveal the deposition of immunoglobulin IgA i the glomerular capillaries. The nurse will monitor for recurrent. NR-507 Week 2 Case Study Discussion: Part One, Two

NR 507 WEEK 6 ASSIGNMENT: RECORDED DISEASE PROCESS PRESENTATION

Purpose: The purpose of the Disease Process Presentation is for learners to:

1. Develop professional presentation/communication skills.
2. Demonstrate an advancing understanding of pathophysiological processes of body systems that result in the diagnosis and treatment of patients who present with these disorders in these systems.
3. …. the ability to analyze the literature to obtain the most current, evidence-based resources on the assigned disease process.
4. Demonstrate and practice professional communication and leadership, while advancing the education of peers.

Requirements: For Week 6 of the course, there is no case study given to you by the faculty. Instead you will be creating a recorded presentation that demonstrates your understanding of a selected disease process. This presentation will be uploaded into the course via Kaltura (see course resource for directions).

Address the following Criteria:

1. Introduce the disease with a brief definition and description.
2. Discuss the Risk Factors and the connection to the Etiology of the initial injury to the cell/tissue/organ.
3. Discuss health care provider implications for prevention of the disease.
4. Show the progression from the initial injury to the defect in the tissue, organ and system functioning.
5. Link changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease.
6. Provide a brief description of how the disease is …..
7. Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease.
8. Summarizes the disease on final slide with concluding remarks; includes implication for nurse practitioner practice.
9. Utilizes at least two current (within 5 years), peer-review scholarly sources to support presentation content.
10. Reference slide and in-text citations depict references correctly cited according to APA.

NR507 Week 6 Recorded Disease Process Presentation

The Recorded Disease Process Presentation assignment must be submitted for faculty grading by Sunday, 11:59 p.m. MT at the end of Week 6. The guidelines and grading rubric are located in the Course Resource section.

This assignment will follow the late assignment policy specified in the course syllabus.

Reminder: The Recorded Disease Process Presentation assignment must also be uploaded into the discussion area by Tuesday, 11:59 p.m. MT of Week 6. All questions must be addressed by Sunday, 11:59 p.m. MT at the end of Week 6.

Week 6: Recorded Disease Process Presentation Peer Review

Please upload your recorded Disease Process PowerPoint presentations to this area by Tuesday, 11:59 p.m. MT. See the Disease Process Presentation Peer Review Guidelines and Rubric located in the Course Resource section for specific information.

Students are to review at least one peer’s recorded presentation and respond to it by Thursday, 11:59 p.m. MT using the Disease Process Peer Review Guidelines.

Presenters are also required to monitor comments and questions from peers and faculty about their presentations and respond appropriately. Make sure to respond to all faculty questions. All responses are due by Sunday 11:59 p.m. MT.

Recorded Disease Process Presentation

2. Discuss the risk factors and the connection to the etiology of the initial injury to the cell/tissue/organ.

The main risk factor for cystic fibrosis is two parents that are carriers of abnormal genes and then pass the genes on to their children. However, there are other risk factors such as environment, lifestyle, and age that contribute to the severity and progression of cystic fibrosis. Cystic fibrosis gene mutations are divided into classes based on how damaged the CFTR protein function is. Classes, I, II, and III are generally more severe causing “classic CF (Cutting, 2015).  Classes IV and V are usually milder. Also, other genes called modifier genes can affect a person’s symptoms and outcome (Cutting, 2015).  Environment and lifestyle: People with CF need to consume a very large number of calories to maintain weight and grow, which can be difficult to achieve. Physical activity is also important to help keep lungs healthy. People with CF should not smoke or be exposed to secondhand smoke, as it will worsen lung disease. Patients should also be careful with alcohol intake and avoid it altogether if they have liver disease.  Patients with CF usually have their condition worsen as they age.

References

Cutting, G. R. (2015). Cystic fibrosis genetics: from molecular understanding to clinical application. Nature Reviews Genetics, 16(1), 45-56. doi:10.1038/nrg3849

Rubric

NR507 Week 6 Recorded Disease Process Presentation

NR507 Week 6 Recorded Disease Process Presentation
Criteria	Ratings	Pts
This criterion is linked to a Learning Outcome Application of Course Knowledge	70.0 ptsExceptional- The recorded presentation includes clear presentation of all required concepts: -Introduction of disease with brief definition and description. -Risk factors with link to etiology provided. -Implications of health care provider in disease prevention. -Shows progression from the initial injury to the defect in the tissue, organ, and system functioning. – Links changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease. – Provides a brief description of how the disease is diagnosed. – Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease. All concepts are presented with logical thought process. 61.0 ptsExceeds- The recorded presentation includes clear presentation of all required concepts and linkages, but may lack some applicability to topic or misses one criteria in some way. 57.0 ptsMeets- The recorded presentation has limited perspective, unclear linkages, insights and/or applicability to topic or does not meet one or more of the criteria of the assignment. 28.0 ptsNeeds Improvement- The recorded presentation contains inaccurate information and is not consistent with current practice. No clear linkages provided. Analysis is minimal. 0.0 ptsDeveloping- The recorded presentation offers no insight or application to the assignment or course content.	70.0 pts
This criterion is linked to a Learning Outcome Support from Evidence-Based Practice (EBP)	60.0 ptsExceptional- Scholarly literature is present throughout the presentation. Guidelines regarding disease prevention and pharmacological and non-pharmacological interventions are addressed and clearly analyzed. 52.0 ptsExceeds- Where applicable in in the recorded presentation, analysis is partially supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided. Evidence-based, peer reviewed journal article cited but may not fully support disease prevention and pharmacological and non-pharmacological interventions. 49.0 ptsMeets- Where applicable in the recorded presentation, analysis is partially supported by evidence. Sources may not be scholarly in nature or may be older than 5 years. Guidelines are not used. In-text citations and/or full references may be incomplete or missing. 24.0 ptsNeeds Improvement- Citations to non-scholarly websites given as rationale to support disease prevention and pharmacological and non-pharmacological interventions. 0.0 ptsDeveloping- Presentation contains no evidence-based practice reference or citation.	60.0 pts
This criterion is linked to a Learning Outcome Summary of Disease Process	50.0 ptsExceptional- Summarizes the disease using concise statements that reflect all content covered in the presentation. Implications for practice addressed. 44.0 ptsExceeds- Summarizes the disease using concise statements that reflect all content covered in the presentation. Implications for practice not clearly evident. 41.0 ptsMeets- Summarizes the disease using concise statements with some content not reflected in the summary. Implications for practice not clearly evident or missing. 20.0 ptsNeeds Improvement- Summary of the disease process is lacking concise statements and all content not reflected in the summary. Implications for practice not addressed or not clearly evident. 0.0 ptsDeveloping- No summary of the disease process provided. Implications for practice not addressed.	50.0 pts
This criterion is linked to a Learning Outcome Professionalism/ Organization	10.0 ptsExceptional- The recorded presentation has clear audio and video. The content flows in a logical, smooth manner. Verbal pauses are limited or absent. Student speaks in a clear cadence and speed. 9.0 ptsExceeds- The recorded presentation is lacking 1-2 components from the 50 point criteria 8.0 ptsMeets- The recorded presentation is lacking 3-4 components from the 50 point criteria. 4.0 ptsNeeds Improvement- Presentation presents findings that are sometimes unclear to follow and may not always be relevant to topic and concepts are difficult to follow. 0.0 ptsDeveloping- The audio/video is hard to hear/see. Slides contain lengthy content (student reading from slides). Presentation style lacks flow of ideas and thoughts.	10.0 pts
This criterion is linked to a Learning Outcome Grammar, Syntax, Spelling, & Punctuation	10.0 ptsExceptional- Grammar, spelling, and/or punctuation are accurate, or with zero to one error. 9.0 ptsExceeds- Two to four errors in grammar, spelling, and syntax noted. 8.0 ptsMeets- Five to seven errors in grammar, spelling, and syntax noted. 4.0 ptsNeeds Improvement- Eight to nine errors grammar, spelling, and syntax noted. 0.0 ptsDeveloping- Post contains ten or greater errors grammar, spelling, and/ or punctuation or repeatedly makes the same errors after faculty feedback.	10.0 pts
Total Points: 200.0