Posts in category: Nursing Papers

NURS6501 Advanced Pathophysiology
Week 3 Discussion
Pain
The neurological system affects all parts and functions of the body through nerve stimulation. Nerves also control the sensation and perception of pain. While pain can be described in a variety of ways, it is essentially labeled according to its duration and source. As an advanced practice nurse evaluating a patient, you need to consider the following questions: Does the pain quickly come and go, or is it persistent and ongoing? Does the pain arise at the source of injury or in another location? In this Discussion, you compare three common types of pain—acute, chronic, and referred.
To Prepare
Review this week’s media presentation on the neurological system, as well as Chapter 14 in the Huether and McCance text.
Identify the pathophysiology of acute, chronic, and referred pain. Consider the similarities and differences between these three types of pain.
Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.
By Day 3
Post a description of the pathophysiology of acute, chronic, and referred pain, including similarities and differences between them. Then, explain how the factors you selected might impact the pathophysiology, diagnosis, and prescription of treatment for acute, chronic, and referred pain.
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!
Read a selection of your colleagues’ responses.

NURS6501 Advanced Pathophysiology
Week 5 Discussion
Cardiovascular Alterations
At least once a year, the media report on a seemingly healthy teenage athlete collapsing during a sports game and dying of heart complications. These incidents continue to outline the importance of physical exams and health screenings for teenagers, especially those who play sports. During these health screenings, examiners check for cardiovascular alterations such as heart murmurs because they can be a sign of an underlying heart disorder. Since many heart alterations rarely have symptoms, they are easy to miss if health professionals are not specifically looking for them. Once cardiovascular alterations are identified in patients, it is important to refer them to specialists who can further investigate the cause.
Consider the following scenario:
A 16-year-old male presents for a sports participation examination. He has no significant medical history and no family history suggestive of risk for premature cardiac death. The patient is examined while sitting slightly recumbent on the exam table and the advanced practice nurse appreciates a grade II/VI systolic murmur heard loudest at the apex of the heart. Other physical findings are within normal limits, the patient denies any cardiovascular symptoms, and a neuromuscular examination is within normal limits. He is cleared with no activity restriction. Later in the season he collapses on the field and dies.
To Prepare
Review the scenario provided, as well as Chapter 25 in the Huether and McCance text. Consider how you would diagnose and prescribe treatment for the patient.
Select one of the following patient factors: genetics, ethnicity, or behavior. Reflect on how the factor you selected might impact diagnosis and prescription of treatment for the patient in the scenario.
By Day 3
Post a description of how you would diagnose and prescribe treatment for the patient in the scenario. Then explain how the factor you selected might impact the diagnosis and prescription of treatment for that patient.
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!

NURS6501 Advanced Pathophysiology
Week 7 Discussion
Anemia
In clinical settings, advanced practice nurses often encounter patients with blood disorders such as anemia. Consider the case of a 17-year-old girl who is rushed to the emergency room after suddenly fainting. The girl’s mother reports that her daughter has had difficulty concentrating for the past week, frequently becomes dizzy, and has not been eating normally due to digestion problems. The mother also informs the nurse that their family has a history of anemia. With the family history of anemia, it appears that this is the likely diagnosis. However, in order to properly diagnose and treat the patient, not only must her symptoms and family history be considered, but also factors such as gender, ethnicity, age, and behavior. This poses the question: How do patient factors impact the incidence and prevalence of different types of anemia?
To Prepare
Review Chapter 21 in the Huether and McCance text. Reflect on the pathophysiological mechanisms of iron deficiency anemia.
Select one of the following types of anemia: pernicious anemia, folate deficiency anemia, sideroblastic anemia, chronic inflammation anemia, or post-hemorrhagic anemia. Identify the pathophysiological mechanisms of the anemia you selected.
Consider the similarities and differences between iron deficiency anemia and the type of anemia you selected.
Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact these anemic disorders.
By Day 3
Post an explanation of the pathophysiological mechanisms of iron deficiency anemia and the anemia you selected. Compare these two types of anemia, as well as their potential causes. Finally, explain how genetics, gender, ethnicity, age, and behavior might impact the anemic disorders you selected.
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!
Read a selection of your colleagues’ responses.

NURS6501 Advanced Pathophysiology
Week 9 Discussion
Diabetes
According to the American Diabetes Association (2011), 25.8 million children and adults have been diagnosed with diabetes in the United States. Approximately 2 million more are diagnosed every year, with another 79 million people considered to be in a pre-diabetes state. These millions of people are at risk of several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. Since diabetes has a major impact on the health of millions of people around the world, it is essential for nurses to understand the pathophysiology and associated alterations of this disorder. In this Discussion, you compare two types of diabetes—diabetes mellitus and diabetes insipidus.
To Prepare
Review Chapter 19 in the Huether and McCance text and Chapter 18 in the Hammer and McPhee text. Identify the pathophysiology of diabetes mellitus and diabetes insipidus. Consider the similarities and differences between resulting alterations of hormonal regulation.
Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Think about how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.
By Day 3
Post an explanation of the pathophysiology of diabetes mellitus and diabetes insipidus. Describe the differences and similarities between resulting alterations of hormonal regulation. Then explain how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.
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!
Read a selection of your colleagues’ responses.

NURS6501 Advanced Pathophysiology
Week 11 Discussion
Disorders of the Reproductive Systems
While the male and female reproductive systems are unique to each sex, they share a common function—reproduction. Disorders of this system range from delayed development to structural and functional abnormalities. Since many reproductive disorders not only result in physiological consequences but also psychological consequences such as embarrassment, guilt, or profound disappointment, patients are often hesitant to seek treatment. Advanced practice nurses need to educate patients on disorders and help relieve associated stigmas. During patient evaluations, patients must feel comfortable answering questions so that you, as a key health care provider, will be able to diagnose and recommend treatment options. As you begin this Discussion, consider reproductive disorders that you would commonly see in the clinical setting.
To Prepare
Review Chapter 22 and Chapter 23 in the Hammer and McPhee text, as well as Chapter 33 and 34 in the Huether and McCance text.
Select two disorders of the male and/or female reproductive systems that interest you. Consider the similarities and differences between the disorders.
Select one of the following factors: genetics, ethnicity, age, or behavior. Think about how the factor you selected might impact the diagnosis of and treatment for the reproductive disorders.
By Day 3
Post a description of the two reproductive disorders you selected, including their similarities and differences. Then explain how the factor you selected might impact the diagnosis of treatment for the reproductive disorders.
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!
Read a selection of your colleagues’ responses.

NURS6501 Advanced Pathophysiology
Week 2 Assignment
Adaptive Response
As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis.
Consider the following scenarios:
Scenario 1:
Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell.  Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute.
Scenario 2:
Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished.
Scenario 3:
Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87-year-old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep.
To Prepare
Review the three scenarios, as well as Chapter 6 in the Huether and McCance text.
Identify the pathophysiology of the disorders presented in each of the three scenarios, including their associated alterations. Consider the adaptive responses to the alterations.
Review the examples of “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in this week’s Learning Resources. Then select one of the disorders you identified from the scenarios. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.
Review the Application Assignment Rubric found under Course Information
To Complete
Write a 2- to 3-page paper excluding the title page, reference page and Mind Map that addresses the following:
For each of the three scenarios explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes.  You are required to discuss all three scenarios within the paper component of this assignment.
Construct one mind map on a selected disorder presented in one of the scenarios. Your Mind Map must include the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.

NURS6501 Advanced Pathophysiology
Week 4 Assignment
Disorders of the Veins and Arteries
Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT.
To Prepare
Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders.
Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic venous insufficiency and one for venous thrombosis. Consider the epidemiology and clinical presentation of both chronic venous insufficiency and deep venous thrombosis.
To Complete
Write a 2- to 3-page paper that addresses the following:
Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis.
Explain how the patient factor you selected might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

NURS6501 Advanced Pathophysiology
Week 6 Assignment
Asthma
Complications of asthma can be sudden. Consider the case of Bradley Wilson, a young boy who had several medical conditions. He appeared in good health when he went to school, returned home, and ate dinner. However, when he later went outside to play, he came back inside wheezing. An ambulance took him to the hospital where he was pronounced dead (Briscoe, 2012). In another case, 10-year-old Dynasty Reese, who had mild asthma, woke up in the middle of the night and ran to her grandfather’s bedroom to tell him she couldn’t breathe. By the time paramedics arrived, she had passed out and was pronounced dead at the hospital (Glissman, 2012). These situations continue to outline the importance of recognizing symptoms of asthma and providing immediate treatment, as well as distinguishing minor symptoms from serious, life-threatening symptoms. Since these symptoms and attacks are often induced by a trigger, as an advanced practice nurse, you must be able to help patients identify their triggers and recommend appropriate treatment options. For this reason, you need to understand the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation.
To Prepare
Review “Asthma” in Chapter 27 of the Huether and McCance text. Identify the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Consider how these disorders are similar and different.
Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of both disorders. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Consider the epidemiology and clinical presentation of both chronic asthma and acute asthma exacerbation.
To Complete
Write a 2- to 3-page paper that addresses the following:
Describe the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Be sure to explain the changes in the arterial blood gas patterns during an exacerbation.
Explain how the factor you selected might impact the pathophysiology of both disorders. Describe how you would diagnose and prescribe treatment for a patient based on the factor you selected.
Construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

NURS6501 Advanced Pathophysiology
Week 8 Assignment
Gastrointestinal Tract: Disorders of Motility
Jamie is a 3-month-old female who presents with her mother for evaluation of “throwing up.” Mom reports that Jamie has been throwing up pretty much all the time since she was born. Jamie does not seem to be sick. In fact, she drinks her formula vigorously and often acts hungry. Jamie has normal soft brown bowel movements every day and, overall, seems like a happy and contented baby. She smiles readily and does not cry often. Other than the fact that she often throws up after drinking a bottle, she seems to be a very healthy, happy infant. A more precise history suggests that Jamie does not exactly throw up—she does not heave or act unwell—but rather it just seems that almost every time she drinks a bottle she regurgitates a milky substance. Mom thought that she might be allergic to her formula and switched her to a hypoallergenic formula. It didn’t appear to help at all, and now Mom is very concerned.
Cases like these are not uncommon. The mother was concerned and thinking her daughter may have an allergy; she changed to a different formula. However, sometimes babies have immature GI tracts that can lead to physiology reflux as they adapt to normal life outside the uterus. Parents often do not consider this possibility, prompting them to change formulas rather than seeking medical care. As in the case study above, GI alterations can often be difficult to identify because many cause similar symptoms. This same issue also arises with adults—adults may present with symptoms that have various potential causes. When evaluating patients, it is important for the advanced practice nurse to know the types of questions he or she needs to ask to obtain the appropriate information for diagnosis. For this reason, you must have an understanding of common GI disorders such as gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis.
To Prepare
Review this week’s media presentation on the gastrointestinal system.
Review Chapter 35 in the Huether and McCance text. Identify the normal pathophysiology of gastric acid stimulation and production.
Review Chapter 37 in the Huether and McCance text. Consider the pathophysiology of gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis. Think about how these disorders are similar and different.
Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on this factor.
Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for gastritis. Consider the epidemiology and clinical presentation of gastritis.
To Complete
Write a 2- to 3-page paper that addresses the following:
Describe the normal pathophysiology of gastric acid stimulation and production. Explain the changes that occur to gastric acid stimulation and production with GERD, PUD, and gastritis disorders.
Explain how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.Construct a mind map for gastritis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.

NURS6501 Advanced Pathophysiology
Week 10 Assignment
The Pathophysiology of Disorders
During the last 5 weeks, you have explored various body systems: neurological, cardiovascular, respiratory, and hematological. These four systems work together along with other body systems to complete a myriad of functions. For this reason, when disorders occur within one body system, it can create potentially devastating effects throughout the entire body. For instance, Parkinson’s disease is a disorder of the central nervous system, yet its alterations actually affect multiple body systems from the cardiovascular system to the gastrointestinal system. In this Assignment, you examine alterations associated with disorders, as well as the impact of the alterations on multiple body systems.
To Prepare
From the list below, select a disorder of interest to you:
Alzheimer’s disease
Asthma in children
Chronic obstructive pulmonary disease (COPD)
Congestive heart failure
Hepatic disease (liver disease)
Hypertension
Hyperthyroidism and hypothyroidism
Seizures
Sepsis
Identify alterations associated with your selected disorder. Consider the pathophysiology of the alterations. Think about how these alterations produce pathophysiological changes in at least two body systems.
Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as the diagnosis and treatment of your selected disorder.
Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for the disorder you selected. Consider the epidemiology and clinical presentation of your selected disorder.
To Complete
Develop a 5- to 10-slide PowerPoint presentation that addresses the following:
Describe your selected disorder, as well as associated alterations. Explain the pathophysiology of the alterations, including changes that occur in at least two body systems.
Explain how genetics, gender, ethnicity, age, and behavior might impact the pathophysiology of the alterations you identified, as well as diagnosis and treatment of your selected disorder.
Construct a mind map for the disorder you selected. Include the epidemiology, pathophysiology of alterations, risk factors, and clinical presentation, as well as the diagnosis and treatment of the disorder.
NURS6501 Advanced Pathophysiology
Week 1 Quiz 
Question 1 When completing this quiz, did you comply with Walden University’s Code of Conduct including the expectations for academic integrity?
Question 255-year-old male has swelling of the feet. Which of the following aided in development of swelling?
Question 3The nurse is teaching staff about the most common cause of Down syndrome. What is the nurse describing?
Question 4A patient has severe mental retardation caused by a deletion of part of chromosome 5. What genetic disorder will the nurse see documented in the chart?
Question 5A nurse is teaching a patient with diabetes how glucose is transported from the blood to the cell. What type of transport system should the nurse discuss with the patient?
NURS6501 Advanced Pathophysiology
Week 2 Quiz 
Question 1When completing this quiz, did you comply with Walden University’s Code of Conduct including the expectations for academic integrity?
Question 2A 35-year-old male is diagnosed with lobar pneumonia (lung infection). Which of the following exudates would be present in highest concentration at the site of this advanced inflammatory response?
Question 3A 5-month-old child is admitted to the hospital with recurring respiratory infections. A possible cause of this condition is:
Question 4A 10-year-old male is stung by a bee while playing in the yard. He begins itching and develops pain, swelling, redness, and respiratory difficulties. He is suffering from:
Question 5Which of the following patients would be at greatest risk for basal cell carcinoma?
NURS6501 Advanced Pathophysiology
Week 3 Quiz 
Question 1A 20-year-old male suffers a severe closed head injury in a motor vehicle accident. He remains in a vegetative state (VS) 1 month after the accident. Which of the following structures is most likely keeping the patient alive?
Question 2A 40-year-old male complains of uncontrolled excessive movement and progressive dysfunction of intellectual and thought processes. He is experiencing movement problems that begin in the face and arms that eventually affect the entire body. The most likely diagnosis is:
Question 3A 60-year-old female with a recent history of head trauma and a long-term history of hypertension presents to the ER for changes in mental status. MRI reveals that she had a hemorrhagic stroke. What does the nurse suspect caused this type of stroke?
Question 4A 23-year-old female begins having problems with tiredness, weakness, and visual changes. Her diagnosis is multiple sclerosis (MS). What is occurring in the patient’s body?
Question 5An older adult is admitted to the ER following a fall. The patient complains of pain in the back. The patient has a history of osteoporosis. The nurse would expect the patient’s injury and subsequent pain is most likely due to:
NURS6501 Advanced Pathophysiology
Week 4 Quiz 
Question 1When completing this quiz, did you comply with Walden University’s Code of Conduct including the expectations for academic integrity?
Question 2A 28-year-old female presents with severe chest pain and shortness of breath. She is diagnosed with pulmonary embolism, which most likely originated from the:
Question 3A patient wants to know what causes atherosclerosis. How should the nurse respond? In general, atherosclerosis is caused by:
Question 4Which of the following patients is at highest risk for developing pulmonary embolism (PE)?
Question 5A 60-year-old male undergoes surgery for a bone fracture. Which of the following nursing measures would be most effective for preventing pulmonary embolism (PE) in this patient?
NURS6501 Advanced Pathophysiology
Week 5 Quiz 
Question 1A 51-year-old male presents with recurrent chest pain on exertion. He is diagnosed with angina pectoris. When he asks what causes the pain, how should the nurse respond? The pain occurs when:
Question 2Which of the following lab tests will the nurse check to help diagnose heart failure and provide insight into its severity?
Question 3A 72-year-old female has a history of right heart failure caused by a right ventricular myocardial infarction. Which of the following symptoms are specifically related to her right heart failure?
Question 4A 56-year-old male presents to his primary care provider for a checkup. Physical exam reveals edema, hepatomegaly, and muffled heart sounds. Which of the following is of greatest concern to the nurse?
Question 5A 20-year-old male underwent an echocardiogram to assess chest pain. Results revealed a congenital defect in papillary muscles. Which of the following would the nurse expect to occur?
NURS6501 Advanced Pathophysiology
Week 6 Quiz 
Question 1A 47-year-old male is diagnosed with pulmonary edema. Which assessment findings will the nurse observe?
Question 2If an individual with respiratory difficulty were retaining too much carbon dioxide, which of the following compensatory responses would the nurse expect to be initiated?
Question 3A 9-year-old male contracted influenza. Which of the following complications is of greatest concern to the nurse?
Question 4A 50-year-old diabetic male did not take his medication and is now in metabolic acidosis. He is experiencing Kussmaul respirations. What type of breathing will the nurse observe upon assessment?
Question 5A newborn has respiratory distress syndrome. When obtaining the patient’s history, which of the following is the most important predisposing factor for this condition?
NURS6501 Advanced Pathophysiology
Week 7 Quiz 
Question 1A nurse checks individuals with liver disease for clotting problems because:
Question 2How should the nurse prepare a patient who is to receive a Schilling test for pernicious anemia?
Question 3A 58-year-old female presents in the clinic presenting with fatigue, weight loss, and tingling in her fingers. Laboratory findings show low hemoglobin and hematocrit, a high mean corpuscular volume, and normal plasma iron. These assessment findings are consistent with which type of anemia?
Question 4A 34-year-old male presents in the emergency room with extreme fatigue and shortness of breath. His skin and sclera appear to have a yellowish discoloration. These assessment findings are consistent with which type of anemia?
Question 5A 50-year-old female is diagnosed with primary thrombocythemia. A nurse would expect the blood smear to reveal _____ platelets.
NURS6501 Advanced Pathophysiology
Week 8 Quiz 
Question 1When completing this quiz, did you comply with Walden University’s Code of Conduct including the expectations for academic integrity?
Question 2A 54-year-old male is diagnosed with peptic ulcer disease. This condition is most likely caused by:
Question 3A 60-year-old male is diagnosed with cancer of the esophagus. Which of the following factors most likely contributed to his disease?
Question 4A 50-year-old male is experiencing reflux of chyme from the stomach. He is diagnosed with gastroesophageal reflux. This condition is caused by:
Question 5The exocrine portion of the pancreas contains:
NURS6501 Advanced Pathophysiology
Week 9 Quiz 
Question 1When completing this quiz, did you comply with Walden University’s Code of Conduct including the expectations for academic integrity?
Question 2A 45-year-old female has elevated thyroxine production. Which of the following would accompany this condition?
Question 3If a patient’s posterior pituitary is removed, which hormone would the nurse expect to decrease?
Question 4A 50-year-old male patient is deficient in ADH production. Which of the following assessment findings would the nurse expect to find?
Question 5Which principle should the nurse include while planning care for a patient with an ADH problem? ADH release from the posterior pituitary is stimulated by:
NURS6501 Advanced Pathophysiology
Week 10 Quiz 
Question 1When completing this quiz, did you comply with Walden University’s Code of Conduct including the expectations for academic integrity?
Question 2A 7-year-old male presents to his primary care provider for incontinence. His mother indicates that he has never been continent. Which of the following is the most likely diagnosis the nurse will observe on the chart?
Question 3A nurse is describing the trigone. Which information should be included? The trigone is defined as:
Question 4A 4-year-old male is diagnosed with nephrotic syndrome. Which of the following assessment findings accompanies this condition?
Question 5On average the kidneys receive approximately _____ of the cardiac output.
NURS6501 Advanced Pathophysiology
Week 11 Quiz 
Question 1When completing this quiz, did you comply with Walden University’s Code of Conduct including the expectations for academic integrity?
Question 2_____ is inflammation of the glans penis.
Question 3A 35-year-old female is diagnosed with ovarian cancer. CT scan reveals that the cancer is limited to the ovaries. It would be classified as stage:
Question 4A nurse is discussing female anatomy. Which body structure contains the openings to the vagina and urinary meatus?
Question 5A 35-year-old nonpregnant female presents complaining of breast discharge. She is diagnosed with galactorrhea. The condition is most likely caused by:

Week 1 discussion Nursing Research and Evidence-Based Practice
In your practice as a nurse, you may use procedures and
methods that did not necessarily originate in evidence, but instead were
derived from informal and unwritten conventions, traditions, and observations.
While these techniques may have merit, practices are constantly being updated
and contradicted by information from scholarly research studies and
professional guidelines. This new information serves as “evidence” for revising
practices to improve outcomes across health care.
Based on this evidence, you can formulate a question. In
this Discussion, you consider the use of evidence-based practice in your own
organization and formulate a question that you will need to answer for your
portfolio project. This is called a PICOT question. You will also investigate
strategies for overcoming barriers to implementing evidence-based practice
(EBP).
To prepare:
Consider a recent clinical experience in which you were
providing care for a patient.
Determine the extent to which the care that you provided was
based on evidence and research findings or supported only by your
organization’s standard procedures. How do you know if the tasks were based on
research?
What questions have you thought about in a particular area
of care such as a procedure or policy?
Review Chapter 2, pages 36—39 on “Asking Well worded
Clinical Questions” in Polit & Beck and consult the resource from the
Walden Student Center for Success: Clinical Question Anatomy & examples of
PICOT questions (found in this week’s Learning Resources). Formulate your
background questions and PICOT question.
Reflect on the barriers that might inhibit the
implementation of evidence-based practice in your clinical environment.
Review the article “Adopting Evidence-Based Practice in
Clinical Decision Making” in this week’s Learning Resources. Select one of the
barriers described that is evident in your organization and formulate a plan
for overcoming this barrier.
By Day 3
Post an evaluation of the use, or lack thereof, of EBP in a
recent clinical experience. Identify which aspects of the care delivered, if
any, were based on evidence and provide your rationale. List your background
questions and PICOT question about this nursing topic. Critique how the
policies, procedures, and culture in your organization may hinder or support
the adoption of evidence-based practices. Identify the barrier you selected
from the article and explain how this barrier could be overcome within your
organization.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different
days using one or more of the following approaches:
Ask a probing question, substantiated with additional
background information, and evidence.
Share an insight from having read your colleagues’ postings,
synthesizing the information to provide new perspectives.
Validate an idea with your own experience and additional
sources.
Make a suggestion based on additional evidence drawn from
readings or after synthesizing multiple postings.
Expand on your colleagues’ postings by providing additional
strategies for addressing barriers to EBP based on readings and evidence.
Week 2 discussion
Literature Searches
An important step in the EBP process is reviewing the
current body of literature to better understand the subject or topic in which
you are interested. By conducting a review of the literature, you are building
foundational knowledge about the topic; later, you can use this background to
build new insights. Developing a strong grasp of a topic can only be garnered
by taking the time to thoroughly search for relevant information and resources.
For this Discussion, you will practice searching the
literature to find evidence on a specific topic.
To prepare:
Choose a simple search term(s) relating to a topic of your
PICOT question.
Review the information on the evidence hierarchy discussed
in Chapter 2 of the course text, in the article, “Facilitating Access to
Pre-Processed Research Evidence in Public Health,” and in the multimedia
presentation “Hierarchy of Evidence Pyramid,” found in this week’s Learning
Resources.
Review the information on the Walden Library’s website,
“Levels of evidence.” Take a few minutes to explore the different types of
databases available for each level of evidence and focus on the meaning of
filtered and non-filtered resources.
Conduct a literature search in the Walden Library on your
selected topic using the databases that you reviewed. Use at least one database
for each of the three levels of filtered information and at least one
unfiltered database. Record the number of hits that you find at each level of
the hierarchy of evidence.
Select one article from the results at each level of the
hierarchy. Compare the articles based on the quality and depth of information.
What would be the value of each resource if you were determining an
evidence-based practice?
By Day 3
Post a summary of your search. Describe what topic you
selected, the search term(s) that you used, and the number of results found at
each level of the hierarchy. Compare the types of information found in the
articles from different levels and the value of the information from each
level. Highlight a useful tip that you could share with your colleagues about
conducting an effective literature search.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different
days using one or more of the following approaches:
Share an insight from having read your colleagues’ postings,
synthesizing the information to provide new perspectives.
Validate an idea with your own experience and additional
sources.
Make a suggestion based on additional evidence drawn from
readings, or after synthesizing multiple postings.
Week 3 discussion
Theory, Research, and
Evidence-Based Practice
As they explore the world around them, young children often
want to know the “why” and “how” of the things they observe. This is similar to
what researchers do when they approach a new problem. Researchers develop new
theories or build on old ones to explain the “why” of the world around them.
They use models and conceptual frameworks to help explain “how” the processes
and events they observe occur. Together, theories and models provide an
understanding of the world and allow researchers to explore it in meaningful
ways.
Virtually all research questions can benefit from the use of
an existing theory or model. Researchers should consider their research
questions and select the most suitable theory or model, which then serves as a
foundation for the research design. The selection of a theory or model is an
important part of the research process.
In this Discussion, you focus on the role of theory and
models in research and evidence-based practice.
To prepare:
Review the information in Chapter 6 of the course text.
Focus on the various conceptual theories and models that are currently used in
nursing research.
Select one of the theories or models described that is of
interest to you.
Using the Walden Library, search for and identify a research
article that uses the theory or model you selected.
Reflect on how the theory or model provides structure to the
research study described in the article.
Now, think about an issue in your practice area that you
would be interested in exploring through research.
Review this week’s media presentation and consider
strategies for locating and identifying a relevant theory or model for a
research study.
By Day 3
Post a summary of the article that you located and explain
how the theory or model that you selected was used in the research study.
Assess the value of basing research on an established theory or model.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different
days using one or more of the following approaches:
Ask a probing question, substantiated with additional
background information, and evidence.
Share an insight from having read your colleagues’ postings,
synthesizing the information to provide new perspectives.
Offer and support an alternative perspective using readings
from the classroom or from your own review of the literature in the Walden
Library.
Week 4 discussion
Ethical Dimensions of
Research Studies
In the best-selling book, The Immortal Life of Henrietta
Lacks (Skloot, 2010), the author highlights the true story of an
African-American woman who died in 1951 from cervical cancer. What makes her
story unique is that prior to her death, cells from her tumor were removed and
successfully grown in a petri dish. This was the first time scientists were
able to successfully replicate cells outside the body, and it is estimated that
billions of Lacks’ cells have been used in medical research. However, Henrietta
Lacks was never asked for permission to take a sample and her family was never
made aware of the widespread use of her cells. Although the culturing of her
cells has been pivotal for advancing research, strong ethical concerns later
arose about using these cells without patient or family approval.
This week’s readings describe historical examples of
unethical research, such as a study of syphilis among African-American men in
which treatment was withheld and a study in which live cancer cells were
injected into elderly patients. Today, stricter controls that seek to protect
study participants are placed on researchers, but breaches still occur. Careful
attention must be given toward preventing unethical behavior. In this Discussion,
you explore ethical considerations and issues in research.
To prepare:
Select a current health-related case involving research
ethics. (If none come to mind, browse the Internet to familiarize yourself with
recent cases.)
As you review the case that you have selected, reflect on
the ethical principles discussed in “What Are the Major Ethical Issues in
Conducting Research?” article found in this week’s Learning Resources. Which
principles were breached in the case you have identified?
By Day 3
Post a description of the case that you selected and the
ethical issues involved. Analyze the ethical principles that were breached by
the researchers or organizations in your selected case as well as the possible
cause of the breach(es). Suggest how the research might have been conducted
differently to avoid or minimize the ethical problems. Discuss how research can
be done on sensitive issues while still protecting the rights of the research
subjects.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different
days using one or more of the following approaches:
Ask a probing question, substantiated with additional
background information, and evidence.
Offer and support an alternative perspective using readings
from the classroom or from your own review of the literature in the Walden
Library.
Make a suggestion based on additional evidence drawn from
readings or after synthesizing multiple postings.
Week 5 discussion
Quantitative Research
Designs
In order to find the best information on a topic, not only
should you develop a question and search for resources, but you should also
know how to analyze the value of the resources that you identify. There are
different ways to evaluate resources, such as using the hierarchy of evidence,
which you explored in Week 4 of this course. Another way to evaluate resources
is to consider the appropriateness of the research design. Understanding how
research designs contribute to the quality of a study is essential for being
able to analyze resources when conducting a literature review or locating
evidence for practice.
In this Discussion, you consider the different research
designs and evaluate how these designs have been used to research a specific
topic. You also consider strategies for selecting an appropriate research design.
To prepare:
Review the information in the course texton quantitative
research designs. Focus on the information in Box 9.1, “Guidelines for
Critiquing Research Designs in Quantitative Studies” located on page 230 of the
course text.
Select a topic from the list below and search the Walden
Library to find two different quantitative research studies addressing that
issue:
Caregiver stress
Anxiety in children
Sleep apnea
Depression in college freshmen
Rural health care issues
Post-traumatic stress syndrome
Traumatic brain injury in veterans
Health effects of environmental contaminants
Bipolar disorder
End-of-life ethical issues
Alternative medicine
For each of the sources that you select, identify the type
of quantitative research design used, and evaluate whether it is the most
appropriate approach to the research.
Consider the ramifications of choosing an inappropriate
design for a research study.
By Day 3
Post the topic you selected, references for the two sources
you identified, and the quantitative research design used in each. Critique the
appropriateness of the design used and justify your comments with information
from the Learning Resources. Discuss the ramifications of choosing an
inappropriate design for a research study.
Read a selection of your colleagues’ responses.
By Day 6
Respond to at least two of your colleagues on two different
days in one or more of the following ways:
Ask a probing question, substantiated with additional
background information, and evidence.
Share an insight from having read your colleagues’ postings,
synthesizing the information to provide new perspectives.
Offer and support an alternative perspective using readings
from the classroom or from your own review of the literature in the Walden
Library.
Make a suggestion based on additional evidence drawn from
readings or after synthesizing multiple postings.
Week 6 discussion
Validity in Quantitative Research Designs
Validity in research refers to
the extent researchers can be confident that the cause and effect they identify
in their research are in fact causal relationships. If there is low validity in
a study, it usually means that the research design is flawed and the results
will be of little or no value. Four different aspects of validity should be
considered when reviewing a research design: statistical conclusion validity,
internal validity, construct validity, and external validity. In this
Discussion, you consider the importance of each of these aspects in judging the
validity of quantitative research.
To prepare:
Review the information in Chapter
10 of the course text on rigor and validity.
Read the method section of one of
the following quasi-experimental studies (also located in this week’s Learning
Resources). Identify at least one potential concern that could be raised about
the study’s internal validity.
Metheny, N. A., Davis-Jackson,
J., & Stewart, B. J. (2010). Effectiveness of an aspiration risk-reduction
protocol. Nursing Research, 59(1), 18–25.
Padula, C. A., Hughes, C., &
Baumhover, L. (2009). Impact of a nurse-driven mobility protocol on functional
decline in hospitalized older adults. Journal of Nursing Care Quality, 24(4),
325–331.
Yuan, S., Chou, M., Hwu, L.,
Chang, Y., Hsu, W., & Kuo, H. (2009). An intervention program to promote
health-related physical fitness in nurses. Journal of Clinical Nursing, 18(10),
1,404–1,411.
Consider strategies that could be
used to strengthen the study’s internal validity and how this would impact the
three other types of validity.
Think about the consequences of
an advanced practice nurse neglecting to consider the validity of a research
study when reviewing the research for potential use in developing an
evidence-based practice.
By Day 3
Post the title of the study that
you selected and your analysis of the potential concerns that could be raised
about the study’s internal validity. Propose recommendations to strengthen the
internal validity and assess the effect your changes could have with regard to
the other three types of validity. Discuss the dangers of failing to consider
the validity of a research study.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two of your
colleagues in one or more of the following ways:
Ask a probing question,
substantiated with additional background information, and evidence.
Share an insight from having read
your colleagues’ postings, synthesizing the information to provide new
perspectives.
Offer and support an alternative
perspective using readings from the classroom or from your own review of the
literature in the Walden Library.
Validate an idea with your own
experience and additional sources.
Make a suggestion based on
additional evidence drawn from readings or after synthesizing multiple
postings.
Expand on your colleagues’
postings by providing additional insights or contrasting perspectives based on
readings and evidence.
Week 7 discussion
Qualitative Research Designs
For the past 2 weeks, you have
focused on the features and considerations of quantitative research designs. However,
quantitative designs are not appropriate for all research questions. Perhaps
you are concerned with how patients react when confronted with negative test
results, or you wish to study how views on a certain health topic change over
time. In each of these cases, the emphasis is more on understanding the
thinking and experiences of an individual or group than on numerical
measurements. For these types of questions, a qualitative or mixed methods
research design is the most appropriate.
For this Discussion, you focus on
the different types of qualitative research designs, when they are used, and
why they are important.
To prepare:
Reflect on the comments made by
Dr. Mauk in this week’s media presentation on the value of qualitative research
in nursing.
Locate the journal Qualitative
Health Research in the Sage Premier database in the Walden Library.
From this journal, select an
article of interest to you that was published within the last 3 years.
Review the information on
different qualitative research designs in Chapter 21 of your course text.
Determine what qualitative
research design was used in your selected article and evaluate whether it was
the best choice.
Consider ethical issues involved
in the study and how the researchers addressed them.
Think about how using a
quantitative design would have affected the type of data gathered.
By Day 3
Post an APA citation for the
article that you selected and provide a brief summary of the content and the
qualitative research design used. Evaluate the appropriateness of the design,
and explain how ethical issues in the study were addressed. Analyze how the
study would have been different if a quantitative design had been used.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two of your
colleagues on two different days using one or more of the following approaches:
Ask a probing question,
substantiated with additional background information, and evidence.
Make a suggestion based on
additional evidence drawn from readings or after synthesizing multiple
postings.
Expand on your colleagues’
postings by providing additional insights or contrasting perspectives based on
readings and evidence.
Week 8 discussion
Planning for Data Collection
Data collection is an important
part of both quantitative and qualitative research. Although the actual
approach to gathering information may vary, for either research design,
researchers need to plan in advance how the data will be gathered, reported,
and stored, and they need to ensure that their methods are both reliable and
valid. As nurses review research when considering a new evidence-based
practice, it is important to be familiar with sound collection practices in
order to ascertain the credibility of the data presented.
Consider the following scenario:
Nurses and other health care
professionals are often interested in assessing patient satisfaction with health
care services. Imagine that you are a nurse working in a suburban primary care
setting that serves 10,000 patients annually. Your organization is very
interested in understanding the patient’s point of view to help determine areas
of care that can be improved. With this focus in mind, consider how you would
create a survey to assess patient satisfaction with the services your
organization provides. You may wish to consider variables such as the ease of
accessing care, patient wait time, friendliness of the staff, or the likelihood
that a patient would recommend your organization to others.
For this Discussion, you generate
questions and an overall plan for data collection that would be appropriate for
a patient satisfaction survey in relation to the above scenario.
To prepare:
Consider the guidelines for
generating questions presented in this week’s Learning Resources.
Review the scenario and formulate
at least five questions that you could use to evaluate patient satisfaction.
Reflect on the different methods
or instruments that can be used for gathering data described in Chapter 13 and
Chapter 22 of the course text. Which methods or instruments would work well for
the scenario?
Determine an appropriate sample
size for the scenario.
By Day 3
Post the questions that you
created for gathering information about patient satisfaction based on the above
scenario. Explain which method or instrument you would use to gather data.
Describe the sample size appropriate for the population and how you would
select participants. Provide a rationale for your choices, and explain how you
can ensure high standard of reliability and validity.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two of your
colleagues on two different days using one or more of the following approaches:
Ask a probing question,
substantiated with additional background information, and evidence.
Share an insight from having read
your colleagues’ postings, synthesizing the information to provide new perspectives.
Offer and support an alternative
perspective using readings from the classroom or from your own review of the
literature in the Walden Library.
Validate an idea with your own
experience and additional sources.
Make a suggestion based on
additional evidence drawn from the readings or after synthesizing multiple
postings.
Week 9 discussion
Data Analysis—Small Group Discussion
As a nurse engaged in
evidence-based practice, it is important to recognize how statistics and other
data analysis tools are used to generate and assess evidence. Most nurses need
only a foundational understanding of statistical tools and terminology to
understand the majority of research studies. As a nurse, you should be able to
recognize the most commonly used statistical tests, how and when they are used,
and how significance is determined.
In this Discussion, you examine
different types of statistics and statistical tests, when and why these particular
tests would be selected for use, and, most importantly, what the results
indicate. To this end, you will be assigned to a group by Day 1 of this week.
Each group will be assigned one of the five chapters listed in this week’s
Learning Resources and will develop a study sheet on their chapter that will be
shared with the other groups.
To prepare:
Review the information in your
assigned chapter.
As a group, develop a 1-page
study sheet that includes the following:
The key concepts of the chapter:
Focus on the basic concepts that are important for nurses to understand as they
review research studies.
A description of the statistical
methods covered in the chapter, what they measure, and under what circumstances
they are used. Identify examples of how the statistical methods have been used
in research studies.
An explanation of the key
statistical tests and how they measure significance (if applicable).
Note: This should be a
collaborative effort, with each member of the group making contributions to the
design and content of the study sheet. Use the Groups link on the left
navigation bar to collaborate with your group. When you have developed your
1-page study sheet, select one member to post it to the Week 9 Discussion Forum
so that the rest of your colleagues can access it.
By Day 5
Post your group’s study sheet.
Discuss why it is important for nurses to understand the basics of these
statistical methods.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two other
groups on two different days using one or more of the following approaches:
Ask a probing question,
substantiated with additional background information, and evidence.
Share an insight from having read
your colleagues’ postings, synthesizing the information to provide new
perspectives.
Week 10 discussion
Weighing the Evidence
When conducting original
research, the final step researchers must complete is weighing the evidence and
interpreting the meanings of their data, statistics, and analyses. This is the
culmination of the research process in which all of the research methods and
designs can be synthesized into a meaningful conclusion. In this stage,
researchers should formulate explanations for what their data indicates,
determine whether the data answers their initial research question, identify
areas of uncertainty, and consider directions for further research.
In this Discussion, you focus on
one of the research articles that you identified for Part 2 of the Course
Project (Literature Review). You then explore the process of how the
researchers generated conclusions based on their data, consider other possible
interpretations of their data, and formulate ideas for further research.
To prepare:
Review this week’s Learning
Resources, focusing on how researchers find meaning in their data and generate
sound conclusions. Pay particular attention to Table 2 in the article, “Study
Design in Medical Research.”
Revisit the 5 articles that you
identified in Part 2 of the Course Project. Select one to consider for the
purpose of this Discussion.
Read sections of the chosen
article where the data is presented, analyzed, and interpreted for meaning.
What reasoning process did the researchers use to formulate their conclusions?
What explanation did they give to support their conclusions? Were there any
weaknesses in their analysis or conclusions?
Consider possible alternate
conclusions that the researchers could have drawn based on their data.
Examine the findings that the
article presents and consider how well they addressed the researcher’s initial
question(s). What additional research could be done to build on these findings
and gain a fuller understanding of the question?
By Day 3
Post an APA citation and brief
summary of the research article that you selected. Describe the data and the
results of any statistical tests or analyses presented in the article. Explain
how the researchers formulated their conclusion, any weaknesses in their
analysis or conclusions, and offer at least one alternate interpretation of
their data. Propose at least one additional research study that could be done
to further investigate this research topic.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two
colleagues on two different days using one or more of the following approaches:
Ask a probing question,
substantiated with additional background information, and evidence.
Share an insight from having read
your colleagues’ postings, synthesizing the information to provide new
perspectives.
Offer and support an alternative
perspective using readings from the classroom or from your own review of the
literature in the Walden Library.
Expand on your colleagues’
postings by providing additional insights or contrasting perspectives based on
readings and evidence.
Week 11 discussion
Creating a Culture of Evidence-Based Practice
An abundance of evidence can be
found on almost any medical issue or health topic. Often, the availability of
information is not the concern, but rather nurses struggle with how to convey
the evidence to others and change practices to better reflect the evidence.
Deep-rooted organizational cultures and policies can make some resistant to
change, even to changes that can vastly improve the quality, effectiveness, and
efficiency of health care. However, there are many strategies that nurses can
employ to bring about changes to practice.
In this Discussion, you focus on
how to create an organizational culture that supports evidence-based practice.
To prepare:
Review the information in this
week’s Learning Resources. Examine the various suggestions for promoting an
organizational culture that embraces the use of EBP.
Reflect on your own
organization’s (or one in which you have worked) support of evidence-based
practice. Examine how culture and policies impact the adoption of changes to
practice based on evidence. What barriers exist?
Consider the models and
suggestions for promoting evidence-based practice featured in this week’s
Learning Resources. Identify models and suggestions that would work well in
your organization.
Reflect on the significance of
evidence-based practice in health care. What responsibility do nurses have to
promote EBP and change practices to better reflect evidence and research
findings?
Reflect on how nurses can
disseminate findings from evidence-based practice research.
By Day 3
Post an evaluation of your
organization’s use of EBP and how it is furthered or hindered by organizational
culture and policies. Describe how you could disseminate the findings. Propose
a strategy for strengthening the culture of EBP within the organization.
Discuss a nurse’s responsibility to further the use of EBP, providing a
rationale supported by specific information from the Learning Resources.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two of your
colleagues on two different days using one or more of the following approaches:
Ask a probing question,
substantiated with additional background information, and evidence.
Share an insight from having read
your colleagues’ postings, synthesizing the information to provide new
perspectives.
Offer and support an alternative
perspective using readings from the classroom or from your own review of the
literature in the Walden Library.
Validate an idea with your own
experience and additional sources.
Make a suggestion based on
additional evidence drawn from readings or after synthesizing multiple
postings.
Expand on your colleagues’
postings by providing additional insights or contrasting perspectives based on
readings and evidence.

week_2_project_.doc (66 KB)

Week 2 project Introduction to Course Project
Evidence-based practice involves a great deal more than simply reading nursing periodicals on a regular basis.
Nurses can take a more proactive approach to evidence-based practice by
identifying authentic problems and concerns, and then using that to guide their
inquiries into current research. In this way, nurses can connect the results of
relevant research studies to their nursing practice.
For the Course Project, you
identify and apply relevant research to a specific nursing topic or problem.
You begin by formulating an answerable question that is relevant to nursing and
evidence-based practice. In later weeks of this course, you continue the Course
Project by conducting a literature review and then determining how the evidence
from the literature can be applied to nursing practice.
Before you begin, review the
Course Project Overview document located in this week’s Learning Resources.
Note: This Course Project will
serve as the Portfolio Assignment for the course. In addition to submitting
portions of this Project in Weeks 2 and 5, you will turn in all three
deliverables in Week 10.
Course Project: Part
1—Identifying a Researchable Problem
One of the most challenging
aspects of EBP is to actually identify the answerable question.
—Karen Sue Davies
Formulating a question that
targets the goal of your research is a challenging but essential task. The
question plays a crucial role in all other aspects of the research, including
the determination of the research design and theoretical perspective to be
applied, which data will be collected, and which tools will be used for
analysis. It is therefore essential to take the time to ensure that the
research question addresses what you actually want to study. Doing so will
increase your likelihood of obtaining meaningful results.
In this first component of the
Course Project, you formulate questions to address a particular nursing issue
or problem. You use the PICOT model—patient/population, intervention/issue,
comparison, and outcome—outlined in the Learning Resources to design your questions.
To prepare:
Review the article, “Formulating
the Evidence Based Practice Question: A Review of the Frameworks,” found in the
Learning Resources for this week. Focus on the PICOT model for guiding the
development of research questions.
Review the section beginning on
page 71 of the course text, titled, “Developing and Refining Research Problems”
in the course text, which focuses on analyzing the feasibility of a research
problem.
Reflect on an issue or problem
that you have noticed in your nursing practice. Consider the significance of
this issue or problem.
Generate at least five questions
that relate to the issue which you have identified. Use the criteria in your
course text to select one question that would be most appropriate in terms of
significance, feasibility, and interest. Be prepared to explain your rationale.
Formulate a preliminary PICO
question—one that is answerable—based on your analysis. What are the PICO
variables (patient/population, intervention/issue, comparison, and outcome) for
this question?
Note: Not all of these variables
may be appropriate to every question. Be sure to analyze which are and are not
relevant to your specific question.
Using the PICOT variables that
you determined for your question, develop a list of at least 10 keywords that
could be used when conducting a literature search to investigate current
research pertaining to the question.
To complete:
Write a 3- to 4-page paper that
includes the following:
A summary of your area of
interest, an identification of the problem that you have selected, and an
explanation of the significance of this problem for nursing practice
The 5 questions you have
generated and a description of how you analyzed them for feasibility
Your preliminary PICOT question
and a description of each PICOT variable relevant to your question
At least 10 possible keywords
that could be used when conducting a literature search for your PICOT question
and a rationale for your selections
By Day 7
Submit your Project. It will also
be a component of your Portfolio Assignment for this course, which is due by
Day 7 of Week 10.
Reference:
Davies, K. S. (2011). Formulating
the evidence based practice question: A review of the frameworks. Evidence
Based Library and Information Practice, 6(2), 75–80. Retrieved from
/orders/ejournals.library.ualberta.ca/index.php/EBLIP/article/viewFile/9741/8144
Submission and Grading
Information
To submit your completed Project
for review and grading, do the following:
Please save your Project using
the naming convention “WK2Proj+last name+first initial.(extension)” as the
name.
Click the Week 2 Project Rubric
to review the Grading Criteria for the Project.
Click the Week 2 Project 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
“WK2Proj+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.

week_5_project.doc (66 KB)

Week 5 project Course Project: Part 2—Literature Review
This is a continuation of the
Course Project presented in Week 2. Before you begin, review the Course Project
Overview document located in the Week 2 Resources area.
The literature review is a
critical piece in the research process because it helps a researcher determine
what is currently known about a topic and identify gaps or further questions.
Conducting a thorough literature review can be a time-consuming process, but
the effort helps establish the foundation for everything that will follow. For
this part of your Course Project, you will conduct a brief literature review to
find information on the question you developed in Week 2. This will provide you
with experience in searching databases and identifying applicable resources.
To prepare:
Review the information in Chapter
5 of the course text, focusing on the steps for conducting a literature review
and for compiling your findings.
Using the question you selected in
your Week 2 Project (Part 1 of the Course Project), locate 5 or more full-text
research articles that are relevant to your PICOT question. Include at least 1
systematic review and 1 integrative review if possible. Use the search tools
and techniques mentioned in your readings this week to enhance the
comprehensiveness and objectivity of your review. You may gather these articles
from any appropriate source, but make sure at least 3 of these articles are
available as full-text versions through Walden Library’s databases.
Read through the articles
carefully. Eliminate studies that are not appropriate and add others to your
list as needed. Although you may include more, you are expected to include a
minimum of five articles. Complete a literature review summary table using the
Literature Review Summary Table Template located in this week’s Learning
Resources.
Prepare to summarize and
synthesize the literature using the information on writing a literature review
found in Chapter 5 of the course text.
To complete:
Write a 3- to 4-page literature
review that includes the following:
A synthesis of what the studies
reveal about the current state of knowledge on the question that you developed
Point out inconsistencies and
contradictions in the literature and offer possible explanations for
inconsistencies.
Preliminary conclusions on whether
the evidence provides strong support for a change in practice or whether
further research is needed to adequately address your inquiry
Your literature review summary
table with all references formatted in correct APA style
Note: Certain aspects of conducting
a standard review of literature have not yet been covered in this course.
Therefore, while you are invited to critically examine any aspect of the
studies (e.g., a study’s design, appropriateness of the theoretic framework,
data sampling methods), your conclusion should be considered preliminary. Bear
in mind that five studies are typically not enough to reflect the full range of
knowledge on a particular question and you are not expected to be familiar
enough with research methodology to conduct a comprehensive evaluation of all
aspects of the studies.
By Day 7 of Week 5
This part of the Course Project is
due. It will also be a component in your Portfolio Assignment in this course,
which is due by Day 7 of Week 10.

walden_nurs6052_week_11_discussion_latest_2017_october_.docx (58.69 KB)

Week 11 discussion Creating a Culture of Evidence-Based Practice
An abundance of evidence can be
found on almost any medical issue or health topic. Often, the availability of
information is not the concern, but rather nurses struggle with how to convey
the evidence to others and change practices to better reflect the evidence.
Deep-rooted organizational cultures and policies can make some resistant to
change, even to changes that can vastly improve the quality, effectiveness, and
efficiency of health care. However, there are many strategies that nurses can
employ to bring about changes to practice.
In this Discussion, you focus on
how to create an organizational culture that supports evidence-based practice.
To prepare:
Review the information in this
week’s Learning Resources. Examine the various suggestions for promoting an
organizational culture that embraces the use of EBP.
Reflect on your own
organization’s (or one in which you have worked) support of evidence-based
practice. Examine how culture and policies impact the adoption of changes to
practice based on evidence. What barriers exist?
Consider the models and
suggestions for promoting evidence-based practice featured in this week’s
Learning Resources. Identify models and suggestions that would work well in
your organization.
Reflect on the significance of
evidence-based practice in health care. What responsibility do nurses have to
promote EBP and change practices to better reflect evidence and research
findings?
Reflect on how nurses can
disseminate findings from evidence-based practice research.
By Day 3
Post an evaluation of your
organization’s use of EBP and how it is furthered or hindered by organizational
culture and policies. Describe how you could disseminate the findings. Propose
a strategy for strengthening the culture of EBP within the organization.
Discuss a nurse’s responsibility to further the use of EBP, providing a
rationale supported by specific information from the Learning Resources.
Read a selection of your
colleagues’ responses.
By Day 6
Respond to at least two of your
colleagues on two different days using one or more of the following approaches:
Ask a probing question,
substantiated with additional background information, and evidence.
Share an insight from having read
your colleagues’ postings, synthesizing the information to provide new
perspectives.
Offer and support an alternative
perspective using readings from the classroom or from your own review of the
literature in the Walden Library.
Validate an idea with your own
experience and additional sources.
Make a suggestion based on
additional evidence drawn from readings or after synthesizing multiple
postings.
Expand on your colleagues’
postings by providing additional insights or contrasting perspectives based on
readings and evidence.

week_7_assignment_.zip (1471.34 KB)

Week 7 assignment
Assignment: Critiquing Quantitative, Qualitative, or Mixed Methods
Studies
Critiquing the validity and
robustness of research featured in journal articles provides a critical
foundation for engaging in evidence-based practice. In Weeks 5 and 6, you
explored quantitative research designs. In Week 7, you will examine qualitative
and mixed methods research designs. For this Assignment, which is due by Day 7
of Week 7, you critique a quantitative and either a qualitative or a mixed
methods research study and compare the types of information obtained in each.
To prepare:
Select a health topic of interest
to you that is relevant to your current area of practice. The topic may be your
Course Portfolio Project or a different topic of your choice.
Using the Walden Library, locate
two articles in scholarly journals that deal with your portfolio topic: 1)
Select one article that utilizes a quantitative research design and 2) select a
second article that utilizes either a qualitative OR a mixed methods design.
These need to be single studies not systematic or integrative reviews
(including meta-analysis and metasynthesis). You may use research articles from
your reference list. If you cannot find these two types of research on your
portfolio topic, you may choose another topic.
Locate the following documents in
this week’s Learning Resources to access the appropriate templates, which will
guide your critique of each article:
Critique Template for a
Qualitative Study
Critique Template for a
Quantitative Study
Critique Template for a
Mixed-Methods Study
Consider the fields in the
templates as you review the information in each article. Begin to draft a paper
in which you analyze the two research approaches as indicated below. Reflect on
the overall value of both quantitative and qualitative research. If someone
were to say to you, “Qualitative research is not real science,” how would you
respond?
To complete this Assignment:
Complete the two critiques using
the appropriate templates.
Write a 2- to 3-page paper that
addresses the following:
Contrast the types of information
that you gained from examining the two different research approaches in the
articles that you selected.
Describe the general advantages
and disadvantages of the two research approaches featured in the articles. Use
examples from the articles for support.
Formulate a response to the claim
that qualitative research is not real science. Highlight the general insights
that both quantitative and qualitative studies can provide to researchers.
Support your response with references to the Learning Resources and other
credible sources.
As you complete this Assignment,
remember to:
Submit your paper to Grammarly and
SafeAssign through the Walden Writing Center. Based on the Grammarly and
SafeAssign reports, revise your paper as necessary.
Reminder: The School of Nursing
requires that all papers submitted include a title page, introduction, summary,
and references. The School of Nursing Sample Paper provided at the Walden
Writing Center provides an example of those required elements (available from
the Walden University website found in this week’s Learning Resources). All
papers submitted must use this formatting.
Combine all three parts of this
assignment into one Word document including both critique templates and the
narrative with your references. Submit this combined document.
By Day 7 of Week 7

WK4AssgnNURS6640.docx (20.74 KB)

Assignment 1: Cognitive Behavioral Theory Versus Rational Emotive Behavioral Theory
While cognitive behavioral therapy (CBT) and rational
emotive behavioral therapy (REBT) have many similarities, they are distinctly
different therapeutic approaches. When assessing clients and selecting one of
these therapies, you must recognize the importance of not only selecting the
one that is best for the client, but also the approach that most aligns to your
own skill set. For this Assignment, as you examine the similarities and
differences between CBT and REBT, consider which therapeutic approach you might
use with your clients.

Learning Objectives
Students will:
Compare cognitive behavioral therapy and rational emotive
behavioral therapy
Recommend cognitive behavioral therapies for clients
To prepare:
Review the media in this week’s Learning Resources.
Reflect on the various forms of cognitive behavioral
therapy.

The Assignment
In a 1- to 2-page paper, address the following:
Briefly describe how cognitive behavioral therapy (CBT) and
rational emotive behavioral therapy (REBT) are similar.
Explain at least three differences between CBT and REBT.
Include how these differences might impact your practice as a mental health
counselor.
Explain which version of cognitive behavioral therapy you
might use with clients and why. Support your approach with evidence-based
literature.
Note: The School 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 http://writingcenter.waldenu.edu/57.htm). All
papers submitted must use this formatting.
By Day 7
Submit your Assignment.
Submission and Grading Information
To submit your completed Assignment for review and grading,
do the following:
Please save your Assignment using the naming convention
“WK4Assgn1+last name+first initial.(extension)” as the name.
Click the Week 4 Assignment 1 Rubricto review the Grading
Criteria for the Assignment.
Click the Week 4 Assignment 1link. 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 “WK4Assgn1+last name+first
initial.(extension)” and click Open.

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