NURS 6501 Module 1 Assignment: Case Study Analysis SOLVED

WEEK #2 TOPIC- CASE STUDY ANALYSIS

Scenario 1: A 49-year-old patient with rheumatoid arthritis comes into the clinic with a chief complaint of a fever. Patient’s current medications include atorvastatin 40 mg at night, methotrexate 10 mg po every Friday morning and prednisone 5 mg po qam. He states that he has had a fever up to 101 degrees F for about a week and admits to chills and sweats. He says he has had more fatiguethan usual and reports some chest pain associated with coughing. He admits to having occasional episodes of hemoptysis. He works as a grain inspector at a large farm cooperative. After extensive work-up, the patient was diagnosed with Invasive aspergillosis.

An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.

Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.

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

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

To prepare:

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

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

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

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

By Day 7 of Week 2

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

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

Scenario for Case Study Week 2: A 65-year-old obese African American male patient presents to his HCP with crampy left lower quadrant pain, constipation, and fevers to 101˚ F. He has had multiple episodes like this one over the past 15 years and they always responded to bowel rest and oral antibiotics. He has refused to have the recommended colonoscopy even with his history of chronic inflammatory bowel disease (diverticulitis), sedentary lifestyle, and diet lacking in fiber. His paternal grandfather died of colon cancer back in the 1950s as well. He finally underwent colonoscopy after his acute diverticulitis resolved. Colonoscopy revealed multiple polyps that were retrieved, and the pathology was positive for adenocarcinoma of the colon.

Here is the introduction to the directions. I cannot copy and paste the directions from Week 2 into the same box as the case study as the site does not save if I go to another site to copy. So I am asking you to go into the Week 2 directions yourself for full details, please.

Please go in to Week 2 for further instructions on writing this case study. This is due on the final day of Module 1, Week 2, which is a Sunday at 11:59 pm MT, as usual. The instructions are very clearly spelled out and like with the discussion, there are several points for you to include in your case study analysis. Since cancer is one of the topics in Module 1, this will be a good case. Please note the instructions specific to the page count, and the fact that you need a Title page, introduction, summary and references per Walden requirements. You may use your textbook as one resource (or another text) but please use at least 2 other scholarly articles that are 5 years old or less in your references. You may use more and you may also use very high-level websites (Walden discourages use of lower level websites, that are more accessible to the public). I hope this helps guide you in next week’s work. Please focus, though, on quality peer responses for this week’s work first. Thank you

NURS 6501 Module 1 Assignment Case Study Analysis Sample Solution

Case Study Analysis

A 42-year old male comes into the emergency presenting with the following symptoms: a fever of 100.6˚ F, chills and a swollen leg with redness. The patient describes that he was working in his yard when his string trimmer slipped and cut his leg. The patient cleaned the wound with water from his garden hose and covered the wound with a Band-aid. The purpose of this review is to explore why the patient might have the symptoms described, which genes are associated with the development of the disease and provide a description of the immunosuppression process, including its effect on normal body function and systems.

The patient may be presenting the symptoms due to the development of an infection on the cut. An infected cut normally develops after germs get into the sensitive tissue beneath the skin via a damaged area of the skin. An infection may develop at any point between 2-3 days until the cut visibly heals (Healthline.com Editor, 2019). An uninfected cut will normally improve until it is completely healed, whereas an infected cut is likely to become more painful. Moreover, infected cuts usually have red surrounding skin and the patient may feel hot. Additionally, the patient may notice swelling around the infected area and progressed infections usually begin to ooze pus (Healthline.com Editor, 2019). A patient presenting these symptoms is advised to seek immediate medical attention because they demonstrate that the infection has spread. NURS 6501 Module 1 assignment Case Study Analysis

Research has found that the wound healing process is dependent on genetic makeup (Gross, 1996). This is because higher organisms can respond to tissue injury by either wound repair or regeneration (Gross, 1996). Research to identify the genetic loci in the wound closure process found that the traits were contained in chromosomes 8, 12 and 15 as well as two separate locations on the chromosome 13 (McBrearty, Clark, Zhang, Blankenhorn, & Heber-Katz, 1998). On the other hand, genetic control for the healing process was a function of the chromosome 7 (McBrearty, Clark, Zhang, Blankenhorn, & Heber-Katz, 1998). Thus, the mammalian genes controlled the healing and regeneration process in mammals.

Immunosuppression describes the ability to induce a lower level of immune system activation and efficacy (Pellegrino & Mancini, 2016). Immunosuppression may occur as a system function or as an adverse reaction to the treatment of another condition. For instance, immunosuppression may be performed to reduce the body’s possibility for rejecting an organ transplant (Pellegrino & Mancini, 2016). Immunosuppression may also be used to treat conditions where the immune system is overreacting, in the case of allergies and autoimmune diseases such as infections. Immunosuppression from pre-existing diseases such as HIV or ongoing cancer treatment could lead to higher risks of getting an infection from a cut. A weakened immune system is one of the environmental and health risk factors for getting an infection from a cut. Whether an individual is undergoing deliberate immunosuppression due to an organ transplant or are undergoing radiation therapy or non-deliberate immunosuppression due to chronic illness, then an individual is more susceptible to autoimmune diseases such as infections.

In conclusion, the case study has demonstrated that the patient may have experienced an infected cut from his incident during gardening. The infected cut will normally present similar symptoms. Moreover, the genetic aspect of wound healing and regeneration is derived from literature and the influence of immunosuppression on healing responses is also explored. By considering these factors, the healthcare practitioner will be able to diagnose and treat the infection.

References

Gross, J. (1996). Getting to mammalian wound repair and amphibian limb regeneration: a mechanistic link in the early events. Wound repair and regeneration, 4(2), 190-202.

Healthline.com Editor. (2019). How to Identify and Treat an Infected Cut. Retrieved March 6, 2020, from Healthline.com: https://www.healthline.com/health/infected-cut

McBrearty, B. A., Clark, L. D., Zhang, X. M., Blankenhorn, E. P., & Heber-Katz, E. (1998). Genetic analysis of a mammalian wound-healing trait. Proceedings of the National Academy of Sciences, 95(20), 11792-11797.

Pellegrino, B., & Mancini, M. C. (2016). Immunosuppression. Retrieved from emedicine.medscape.com: https://emedicine.medscape.com/article/432316-overview NURS 6501 Module 1 assignment Case Study Analysis

NURS_6501_Module1_Case Study_Assignment_Rubric

	Excellent	Good	Fair	Poor
Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following: Explain why you think the patient presented the symptoms described.	Points Range: 28 (28%) – 30 (30%) The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.	Points Range: 25 (25%) – 27 (27%) The response describes the patient symptoms. The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.	Points Range: 23 (23%) – 24 (24%) The response describes the patient symptoms in a manner that is vague or inaccurate. NURS 6501 Module 1 assignment Case Study Analysis The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research.	Points Range: 0 (0%) – 22 (22%) The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research.
Identify the genes that may be associated with the development of the disease.	Points Range: 23 (23%) – 25 (25%) The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease.	Points Range: 20 (20%) – 22 (22%) The response includes an accurate analysis of the genes that may be associated with the development of the disease.	Points Range: 18 (18%) – 19 (19%) The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease.	Points Range: 0 (0%) – 17 (17%) The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing.
Explain the process of immunosuppression and the effect it has on body systems.	Points Range: 28 (28%) – 30 (30%) The response includes an accurate, complete, detailed, and specific explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition.	Points Range: 25 (25%) – 27 (27%) The response includes an accurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition. NURS 6501 Module 1 assignment Case Study Analysis	Points Range: 23 (23%) – 24 (24%) The response includes a vague or inaccurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition.	Points Range: 0 (0%) – 17 (17%) The response includes a vague or inaccurate explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition, or the analysis is missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.	Points Range: 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.	Points Range: 4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.	Points Range: 3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.	Points Range: 0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	Points Range: 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors.	Points Range: 4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors.	Points Range: 3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors.	Points Range: 0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.	Points Range: 5 (5%) – 5 (5%) Uses correct APA format with no errors.	Points Range: 4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors.	Points Range: 3 (3%) – 3 (3%) Contains several (3 or 4) APA format e

Readings

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

· Chapter 1: Cellular Biology; Summary Review

· Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents(pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review

· Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases,

· Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review

· Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review

· Chapter 7: Innate Immunity: Inflammation and Wound Healing

· Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review

· Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review

· Chapter 10: Infection (stop at Infectious parasites and protozoans); (start at HIV); Summary Review

· Chapter 11: Stress and Disease (stop at Stress, illness & coping); Summary Review

· Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review

· Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review

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

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

ADDITIONAL INSTRUCTIONS FOR THE CLASS

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Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, including a minimum of one scholarly source, and be at least 250 words. Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source. One or two-sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words. I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately. In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies. Participation posts do not require a scholarly source/citation (unless you cite someone else’s work). Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week. NURS 6501 Module 1 Assignment: Case Study Analysis SOLVED

APA Format and Writing Quality

Familiarize yourself with the APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required). Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation. I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage over-utilization of direct quotes in DQs and assignments at the Master’s level and deduct points accordingly. As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content. It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to Lopes Write, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me. Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes. Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own? Visit the Writing Center in the Student Success Center, under the Resources tab in Loud-cloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is a 10% penalty PER DAY LATE. This also applies to late DQ replies. Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances. If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect. I do not accept assignments that are two or more weeks late unless we have worked out an extension. As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me: Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class. Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

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NURS 6501 Module 1 Assignment: Case Study Analysis SOLVED