NURS 6501 Patho Wk1-2Assign
NURS 6501 Patho Wk1-2Assign
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 a 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.
Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, citations and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at /orders/academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.
RUBRIC
| Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following: Explain why you think the patient presented the symptoms described. | 28 (28%) – 30 (30%) The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation. |
25 (25%) – 27 (27%) The response describes the patient symptoms. The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation. |
23 (23%) – 24 (24%) The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research. |
0 (0%) – 22 (22%) The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research. |
| Identify the genes that may be associated with the development of the disease. | 23 (23%) – 25 (25%) The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease. |
20 (20%) – 22 (22%) The response includes an accurate analysis of the genes that may be associated with the development of the disease. |
18 (18%) – 19 (19%) The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease. |
0 (0%) – 17 (17%) The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing. |
| Explain the process of immunosuppression and the effect it has on body systems. | 28 (28%) – 30 (30%) The response includes an accurate, complete, detailed, and specific explanation of the pathophysiological processes that may be associated with the development of the diagnosed condition. |
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. |
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. |
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. | 5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. |
4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. |
3 (3%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. |
0 (0%) – 2 (2%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. |
| Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation | 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%) Uses correct APA format with no errors. |
4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors. |
3 (3%) – 3 (3%) Contains several (3 or 4) APA format errors. |
0 (0%) – 2 (2%) Contains many (≥ 5) APA format errors. |
| Total Points: 100 |
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.
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