Module 1 Assignment: Case Study Analysis

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.

Photo Credit: Getty Images/Hero Images

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.

CASE STUDY

Scenario 4: 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. 

Learning Resources

Required Readings (click to expand/reduce)

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/
​Credit Line: Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls.
Note: This article was presented in the Week 1 resources. If you read it previously you are encouraged to review it this week.

Required Media (click to expand/reduce)

Foundational Concepts of Cellular Pathophysiology – Week 2 (8m)
Accessible player –Downloads–Download Video w/CCDownload AudioDownload Transcript

Immunity and Inflammation

Khan Academy (2010, February 24). Inflammatory response | Human anatomy and physiology  | Health & medicine [Video file]. Retrieved from https://www.youtube.com/watch?v=FXSuEIMrPQk  
Note: The approximate length of the media program is 14 minutes.

Soo, P. (2018, July 28). Pathophysiology Ch 10 alterations in immune function [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-jTds   
Note: The approximate length of the media program is 37 minutes.

Acid-Base Balance #1

MedCram. (2012, April 28). Medical acid base balance, disorders & ABGs explained clearly [Video file]. Retrieved from https://www.youtube.com/watch?v=4wMEMhvrQxE
Note: The approximate length of the media program is 13 minutes.

Acid-Base Balance #2

MedCram. (2012, April 29). Medical acid base balance, disorders & ABGs explained clearly | 2 of 8 [Video file]. Retrieved from https://www.youtube.com/watch?v=GmEeKVTpOKI  
Note: The approximate length of the media program is 15 minutes.

Hyponatremia

MedCram. (2017, December 23). Hyponatremia explained clearly [LK1] (remastered) – Electrolyte imbalances [Video file]. Retrieved from https://www.youtube.com/watch?v=bLajK5Vy55M
Note: The approximate length of the media program is 15 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base balance.

Note: To access the online resources included with the text, you need to complete the FREE online registration that is located at https://evolve.elsevier.com/cs/store?role=student

To Register to View the Content

1. Go to https://evolve.elsevier.com/cs/store?role=student
2. Enter the name of the textbook, Pathophysiology: The Biologic Basis for Disease in Adults and Children, or ISBN 9780323654395 (name of text without the edition number) in the Search textbox.
3. Complete the registration process.

To View the Content for This Text

1. Go to https://evolve.elsevier.com/
2. Click on Student Site.
3. Type in your username and password.
4. Click on the Login button.
5. Click on the plus sign icon for Resources on the left side of the screen.
6. Click on the name of the textbook for this course.
7. Expand the menu on the left to locate all the chapters.
8. Navigate to the desired content (checklists, videos, animations, etc.).

Note: Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content.

Please see attached documents.  Please review/read each documents carefully.

I do not need you to create PPT slides for me, Just do summary and speaker notes for me for each slides. I then will transfer to my own PPT slides.

***this is a two part assignment, APA and PPT without slides***

***Follow RUBRIC guidelines with assignment**

Minimum of 250 words with at least one peer review reference in 7th edition apa style

 Compare and contrast the use of parametric and nonparametric statistical tests. 

For this assignment, you are going to put it all together.  The last two assignments have highlighted various portions of your diet. Now, what would your healthy, well-balanced diet look like?  What foods would it include? 

This assignment includes two parts. You are to write a report that covers both.  You should have a title page and include references if you need them.

Part I.

During weeks 1 and 2, you recorded and analyzed your dietary intake for 3 24-hr periods.  Now modify your intake to meet the following dietary recommendations. In order to make the changes, you will need to use Cronometer (https://cronometer.com/).  This is a web-based diet analysis program that is available on the computer, cellphone, or tablet. This will be the first time you use this program for this class, so set up an account and log in.

Your new diet analysis must meet these goals.  These should look familiar.  They are recommendations we have discussed throughout the class.

1. Calorie intake is within 200 calories of the calorie level recommended by the diet analysis program. Be sure you selected the correct activity for your daily activities.
2. All nutrients meet or exceed the target or limit.  Be sure not to exceed the upper limit for the nutrient.
3. The source of calories from carbohydrates is >55% and the source of calories from fat is <25%.

Screenshot the results of your analysis.  You need to submit this file in the assignment area along with your Word file.

Once you have modified your diet, fill in the table below. Be sure to copy and paste the table into your report.  You can add more lines by placing your cursor in the last cell and hit the “tab” button.  This will add another line to the table.  You may not have the same number of foods in each column.

Foods I deleted from my diet:

Foods I changed the amount in my diet:

New Foods I added to my diet:

           Answer the following questions in a short written essay. This summary should be at least one page, double-spaced, 12 point font, and 1” margins.

1. Was making the changes an easy task?
2. Are the changes realistic?
3. Is there a particular type of food you found yourself adding and/or deleting?

Part II. 

In the next two pages, you may do one of two things.  Whichever one you pick, your summary should be at least two pages, double-spaced, 12 point font, and 1” margins.  Use references where needed.

1. Relate the changes you made in your diet to five things you learned in the class.  There is no right or wrong. Be sure to explain your response in detail. Do make the five items obvious such as a new paragraph for each item.
2. Implement one of the following and describe your experience.  Your discussion should include the obstacles and successes you faced implementing the change

• Take all your vitamins and minerals through food for a week.
• Obtain all protein through food for a week.
• Increase your whole grains intake for a week.

Identify a vulnerable population or a community health issue and use what you have learned during this course using EBP to guide health technology, community resources, screening, outreach, referral and follow up to improve health outcomes in the community.

Must address all of the topics.

At least 200 words minimum 300 words maximum.

APA format, including a minimum of two references within a 5 year span.

Reply to this discussion post (site sources if applicable)

Nursing is a challenging profession, adapting and overcoming changes, implementations and handling difficult situations. The “annual rate of violent victimization for nurses and physicians was 8.1 and 10.1, respectively, per 1,000 workers compared with 5.1 for all occupations” (Copeland, 2017). Every day nurses, doctors, and health care providers are abused in some way and I want it to stop. I was inspired by this project idea from a recent situation of workplace violence. Actually, for the last few months, I have been faced with difficult situations including confrontation, being yelled at, and called terrible names that no one should deal with, all while just trying to do my job. The most recent situation that I was involved in was where I was verbally abused and yelled at and no actions were taken but giving in to the patient’s unruly behaviors. Luckily my shift was over after an hour of dealing with a packed Emergency Department with over 20 patients in the lobby and no beds available for this patient. We were attempting to get her evaluated and then moved to a bed in the Emergency Department. I want to feel safe and protected at work and I don’t want to fear going into work. My initial project idea was to have a zero-tolerance policy and have these patients in any shape or form taken off hospital grounds and I know this sounds cruel but the violence has to stop. This idea seemed doable at the time but due to multiple issues, patients cannot be removed from a hospital if medical care is needed. I have learned that workplace violence has to be taken seriously and professionally. With the current research that I have collected, policy assessments and current policies in place; I have learned that a policy is only a guide and that real-life situations/scenarios happen. My intent now is to revise current policies in place, add educational tools and training and improve our “Code Grey” response with inter collaboration. These changes may be minor but if I can help save one health care provider’s life, the fight will be worth it.

Can someone completely this care plan for me

Chapter 22: School Health

The school nurse has a unique role in the provision of school health services for children with special health needs, including children with chronic illnesses and disabilities with various degrees of severity. This case describes the role of the school nurse caring for a child with type 1 diabetes.

Susan has two students with type 1 diabetes in her school, one requires blood glucose monitoring and daily insulin injections, while the other has a continuous insulin infusion pump. The incidence of type 1 diabetes presents a complex challenge to school healthcare providers. Type 1 diabetes ranks as the second most common chronic illness in childhood, second only to asthma. The American Diabetes Association (ADA, 2015) reports that about 193,000 Americans under age 20 live with diabetes and 17,900 are diagnosed with type 1 diabetes annually, and another 5,300 with type 2 diabetes. Children with diabetes are considered disabled and as such are protected under federal laws that prohibit discrimination against children with disabilities. Studies show that the majority of school personnel have an inadequate understanding of effective diabetes management. It is best for the student to monitor blood glucose and respond to the results as quickly as possible to avoid possible complications.

1. When the school nurse is unavailable, who is legally responsible for providing care to a child with diabetes? Explain your answer.

Need a Business plan for an AESTHETIC NURSE PRACTITIONER BUSINESS. This business will be providing the following treatments, BOTOX, FILLERS, SKINCARE, LASER TREATMENT, MICRODERMABRASION, removing scars, skin laxity, wrinkles, moles, liver spots, excess fat, cellulite, unwanted hair, skin discoloration, and spider veins, and many more feel free to add more. 

Please follow the template attached as is. All questions from the templated must be answered, it can be done in paragraph forms instead of filling out the boxes in the template.

The area that this business will focus on is in the Brookly NY zip code 11209 use this to see the aesthetic business in the area along with local aesthetic or similar business that offers aesthetic as competitors.

APA format plagiarism free and do not have it Turnitin.

References within the last 5 years must be attached as well. Feel free to use google for references and local business. 

Attached is a word document that should be used as a template for this assignment. What is written on it is only an example, but use the same headings and format.

Provide one nursing care plan for the older adult that targets prevention and health promotion.

The patient is a 67 year old Caucasian woman named Susan Rusek that has a medical diagnosis of Acute Respiratory Distress Syndrome after worsening of acute respiratory failure. The nursing diagnosis for this patient is impaired gas exchange related to diffusion defect as evidenced by abnormal arterial blood gases.The patient was brought to the emergency department after experiencing severe shortness of breath and labored and unusually rapid breathing.

Develop an abstract, a medical history, a medical assessment, a care plan with nursing interventions and a treatment goal.

5 pages.

APA style

3 references required