NUR3126 Full Course latest 2018 july

Week 1
discussion

DQ1 A 26-year-old female who has a history of obesity wants
to begin an exercise program and is seeking information about how to improve
her general health.

a. How would you approach the concept of the physiology
metabolism as an energy source?

b. What is the best way to explain the body’s physiologic
energy needs as it relates to exercise

The Course Objective the guides your learning outcome is
Course Objective 1 (CO1): Define cell/tissue function and general mechanisms of
disease.

DQ2 A 12-year-old adolescent boy has hemophilia A. His
father and mother have requested a meeting, as they really do not understand
how their son could have this disorder as neither one of them have the disease.

a. What concepts of gene disorders should be discussed?

b. What teaching would be necessary for the long term and
short term?

The Course Objective the guides your learning outcome is CO
2: Differentiate pathophysiology of genetic disorders.

Week 2
discussion

DQ1 You work in an Extended Living Facility with 122
residents which is experiencing a recent illness within the complex. Several of
the residents have been experiencing the following symptoms over the past 3 to
5 days: fever, chills, diaphoresis, muscle aches and pains, cough, and loss of
appetite. The Public Health Nurse visited the facility and suspects influenza A
and recommends only those health care workers who have received the influenza
vaccine to continue to work shifts with the residents.

Callie works as a personal care attendant and has had her
“flu shot” but she does not understand how this will help protect her from
getting the flu. What type of immunity does the flu shot provide
physiologically at the cellular level? How can you help Callie understand how
her immune system is at work in this case.

As the nurse, you must also consider the older adult
population that is affected in this situation. Why is this important?

DQ2 First, Please Watch This Video. Then Read the Case Study
Below and Answer the Questions.

Understanding Acid-Base Balance

A woman brings her 77 year-old father into the clinic. She
explains her father has been sleepy and has not wanted to eat because he has
been feeling nauseated. She also tells you he has not been urinating very much.
Upon assessment you find the patient is lethargic but arousable. The following
are his laboratory results:

Lab findings:

Na 146

Cl 112

K 3.9

Arterial Blood Gases:

pH 7.32

PCO2 33

HCO3 20

PO2 97

Urinalysis:

Urine Specific Gravity 1.038

Based on these results, what specific electrolyte disturbance
does the patient have?

What clinical manifestations would the nurse expect to see
with this electrolyte abnormality?

What abnormalites of blood gas is/are seen in this patient?
Provide a rationale for each result.

What is your interpretation of this arterial blood gas?

What is the patient’s anion gap? Please explain if it is
decreased, increased, or normal. Provide a rationale for your response.

Week 3
discussion

Week 3 Threaded Discussion Question 1 of 2

1. Discuss circulatory failure (shock) and the
pathophysiology of shock.

Include the cellular responses and compensatory mechanisms
of shock

2. Then choose one of the following types of shock and
explain the pathophysiology, manifestations, and treatment:

1. Hypovolemic Shock

2. Cardiogenic Shock

3. Obstructive Shock

4. Neurogenic Shock

5. Anaphylactic Shock

5. Sepsis and Septic Shock

Please write the type of shock you are discussing in the
Subject bar.

Respond to other students’ posts who chose a different type
of shock than the one you discussed in your Initial response post.

The Course Objectives (COs) that guide your learning this
week are:

CO 8: Identify a pathophysiological question or hypothesis
relating to an ares of potential study of interest

CO 9: Explain assessment and intervention in a specific
pathophysiological state

CO 10: Review a pathophysiologic evidence-based study of
interest relevant to a selected area of nursing study

CO 14: Evaluate the concepts of pathophysiologic alterations
in the application of the nursing process in clinical practice

Week 3 Threaded
Discussion 2 of 2

Please choose one of the following Case Studies to discuss:

Case Study 1

A 78 year-old man is admitted to the hospital with the chief
complaint of shortness of breath. He states the shortness of breath has been
increasing over the past 2 months and is aggravated by exertion. He has found
that he often awakens at night with a sensation of “feeling like he is
smothering” that is partially relieved when he gets up and opens the
window. He has no ankle swelling or edema noted.

Past medical history is only positive for myocardial
infarction 8 years ago. He currently does not have complaints of chest pain. BP
is 140/98. When the nurse listens to his heart, she hears a normal S1 and S2
with a rate of 88. When auscultating his lungs, the nurse notes bibasilar
rales. There is no peripheral edema.

The admission diagnosis for the patient was left-sided heart
failure.

1. Describe the pathophysiology of left-sided heart failure

2. Describe other clinical manifestations the nurse would
monitor for in this patient. Which clinical manifestations would be seen in
only left-sided failure? Which symptoms would occur if right-sided failure was
present also?

Case Study 2

An 82 year-old woman presented in the Emergency Department
(ED) with complaints of chest pain, fainting episodes (syncope), feeling
palpitations in her chest, and shortness of breath when walking. The result of
her EKG shows she has a supraventricular arrhythmia indicating AV heart block.
The client’s daughter is with her in the ED.

1. Explain the pathophysiology of the normal conduction
system of the heart and how AV heart block disrupts the normal conduction
system.

2. The physician tells the client she needs to have a
pacemaker inserted. Help the patient and her daughter understand how the
pacemaker will alter the electrical path of the heart.

Please write the Case Study you are discussing in the
Subject bar.

One of your peer posts must be to a student who chose a
different Case Study than the one you discussed in your Initial response post.

The Course Objectives (COs) that guide your learning this
week are:

CO 6: Describe the anatomy and physiology of the
cardiovascular system, diagnostic procedures in disease states, coronary
atherosclerotic disease, valvular heart disease, cardiac mechanical function
and circulatory support, and vascular disease.

CO 8: Identify a pathophysiological question or hypothesis
relating to an ares of potential study of interest.

CO 9: Explain assessment and intervention in a specific
pathophysiological state.

CO 10: Review a pathophysiologic evidence-based study of
interest relevant to a selected area of nursing study.

CO 11: In collaboration with a healthcare team (or simulated
situation), explain application of this study in nursing practice to improve
patient outcomes/or positively impact.

CO 13: In actual/simulated evidence-based nursing practice
communicate/document the process and outcome to involve patients, families, and
healthcare teams.

CO 14: Evaluate the concepts of pathophysiologic alterations
in the application of the nursing process in clinical practice.

Week 4
discussion

Week 4 Threaded Discussion Question 1 of 2

You are assessing a 10 month-old boy. Jason requires
continuous portable oxygen via nasal prongs at 0.5 L/min. His mother
understands Jason has a chronic lung disease. She has tried to wean the baby
from the oxygen during the nighttime but she tells you Jason’s O2 saturation
will drop to 90% and his respiratory rate will increase. The baby was born at
27 weeks gestation, weighed 960 g at birth and was ventilated for the first 14
days of life. He has been on continuous oxygen since birth.

There is a student nurse observing today. Outside the exam
room, she asks you if the baby has asthma. How will you respond? Provide
rationales for your responses.

Which chronic lung disease does Jason have? What would you
be concerned about as the baby gets older?

Week 4 Threaded Discussion Question 1 of 2

Megan is a 16-year-old girl presents to the ED with
complaints of a headache, sore throat, chills, malaise, and fatigue for the
past week. On physical examination, you assess she has an enlarged liver and
spleen, and she has enlarged lymph nodes in the anterior and posterior chains
of her neck. Her CBC results indicate her leukocyte count is very high at
18,000cells/ ?L. Megan states three other kids at school have been sick this
past week with similar symptoms.

Why is Megan’s immune system reacting this way?

Megan tells you she is afraid she will die because one of
the students who had the same disorder told her, “We are going to have this all
our lives.” What can you say to relieve her fears?

week 1
assignment

In lieu of a quiz you will be creating a short APA format
PPT presentation. It is due Tuesday, July 10th by 11:59 PM ET.

Please choose one of the topics below:

1. Reversible Cell Injury and Death – Include the two
mechanisms

2. Connective and Muscle Tissues

3. Cellular Responses to Persistent Stress

4. Physiologic Manifestations of Fever and Treatment

5. Phases of Cutaneous Wound Healing

6. Chromosomal Disorders Due to Environmental Influences

7. Acute and Chronic Inflammation

Assignment Guidelines and Requirements:

APA format 5-7 Slide PPT Presentation, excluding the Title,
Introduction, Summary, and Reference Slides.

Please download and print the Grading Rubric. Read it so you
include all components. Just click on NUR3126 Week 1 Quiz PPT Presentation
Grading Rubric below.

Use Porth (2015) as your primary source. It is also required
to provide a minimum of one scholarly source (full-text, peer-reviewed journal
article published within the last 5 years [2013-2018]). Please research journal
articles in the Online Keiser Library (EBSCOHOST or ProQuest).

Speaker notes are required below every content slide. This
is where you would include more detailed information and cited
information.

Remember, PPT slides should include bullets, not long
lengthy sentences and paragraphs. Use the speaker notes for full sentences
and/or paragraphs.

Please view this short video to learn how to include speaker
notes in your PPT Presentation.

Week 2
assignment

In lieu of a quiz you will be creating a short APA format
PPT presentation. It is due Sunday, July 15th by 11:59 PM ET

Please choose one of the topics below:

1. Capillary Fluid Exchange (Hydrostatic Pressure, Colloidal
Osmotic Pressure, & Lymph Drainage)

2. Mechanisms of Water and Sodium Regulation (Thirst and
Disorders of Thirst & ADH)

3. Chemical Buffer Systems

4. Adipose Tissue (As an Endocrine Organ and the Inflammatory
Response)

5. Mechanisms of Transmission of Infectious Diseases

6. DNA and RNA Detection of Pathogens

7. Innate & Adaptive Immunity

8. Hypersensitivity Reactions (Systemic [Anaphylactic]
Reactions and Local [Atopic] Reactions)

PLEASE SUBMIT YOUR PPT PRESENTATION IN THE DISCUSSION FORUM
TITLED: PLEASE POST YOUR WEEK 2 QUIZ/PPT PRESENTATION HERE!

Assignment Guidelines and Requirements:

APA format 5-7 Slide PPT Presentation, excluding the Title,
Introduction, Summary, and Reference Slides

Use Porth (2015) as your primary source. It is also required
to provide a minimum of one scholarly source (full-text, peer-reviewed journal
article published within the last 5 years [2013-2018]). Please research journal
articles in the Online Keiser Library (EBSCOHOST or ProQuest).

Please download and print the Grading Rubric and include all
components. Just click on NUR3126 Week 1 Quiz PPT Presentation Grading Rubric
below to download the Grading Rubric.

Speaker notes are required below every content slide. This
is where you would include more detailed information and cited information.

Remember, PPT slides should include bullets, not long
lengthy sentences and paragraphs. Use the speaker notes for full sentences
and/or paragraphs.

Please view this short video to learn how to include speaker
notes in your PPT Presentation.

Week 3
assignment

This is for informational purposes only and not to be used
as a template

Patient education goes hand-in-hand with improved patient
outcomes and quality of life. Educating the patient is an integral part of the
nurse’s role in patient care. In order to ensure the success of the patient
teaching plan, the processes involved in developing a nursing patient teaching
plan should be centered around the patient and inclusive of the family.

Instructions

Patient Assessment

This step requires the analysis and organization of
information about the patient. Determine the patient’s level of understanding
about her disease, injury or condition.

Use the information gathered about the patient to judge how
well she will be able to understand and apply what is taught to her.

Be sure to factor in cultural considerations that are
specific to that patient such as ethnicity and religion. It will be necessary
to factor in any information you have about the patient’s level of development
as well. It may be necessary for the nurse to motivate the patient in order for
her to learn. Ability to learn is affected if the patient is too tired, in
pain, upset or distracted.

Planning

Formulate patient goals. Take the patient and the family’s
point of view into consideration, as their input will have an effect on their
outcomes. Patient outcomes and motivation are directly associated with the
amount of input they have in determining their goals. The goals must be realistic
and able to be achieved by the patient.

Identify how the teaching plan will be carried out.
Implement the plan according the patient’s learning style (audio, visual, or
kinetic) as opposed to the nurse’s teaching style.

Develop nursing goals based on desired health outcomes. They
should be patient-centered and based on health outcomes for the patient’s
health status and quality of life.

Determine Method of Implementation

The method of implementation of the nursing patient teaching
plan should be specific to the patient’s learning style and desired outcomes
that were identified.

Prepare to document patient responses and level of
understanding as the nurse perceives them while the teaching plan is
implemented.

Prepare to document any other relevant information that will
assist with the evaluation of learning.

Formulate Evaluation Process

An evaluation process will need to be formed in order to
assess patient outcomes. The following specific elements of patient learning
will need to be evaluated: patient knowledge, behavior, attitude, and skills.
The evaluation should include a review of the documentation that details
patient responses and level of understanding that were recorded during the
implementation steps.

The evaluation plan should include observations of the
family’s understanding of what will be required of them for the patient to
achieve desired outcomes.

The last key element of the evaluation plan is the nurse’s
recommendation for follow-up procedures to be used in the event that the
patient’s learning was not sufficient to produce desired outcomes.

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