Module 1 Assignment: Case Study Analysis NURS 6501
Module 1 Assignment: Case Study Analysis NURS 6501
Module 1 Assignment: Case Study Analysis NURS 6501
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.
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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.
Introduction: Scenario
The purpose of this paper is to explain the presenting symptoms in the assigned case scenario a 34-year old Hispanic male who has end-stage renal disease and needed a kidney transplant from a cadaver donor as there was no family member was a match. I will also be identifying the genes that may be associated
Module 1 Assignment Case Study Analysis NURS 6501
with the development of the disease as well as the process of immunosuppression and its effect on the body. The patient in this scenario developed the symptoms because of the possible side effects of the transplant procedure and the medications administered.
Symptoms Presented and the Pathophysiology
The patient developed symptoms because of the possible side effects of the transplant procedure and the medications administered. According to evidence based research, Kidney transplantation has been proven to be the most effective therapeutic intervention medically in patients that have been diagnosed with chronic end-stage renal disease because it is the most desired and cost-effective method of renal replacement. The recipient’s immune response against the differing MHC surface antigens of the donor resulted in acute organ rejection. This often happens days to months after an organ transplant. There is the possibility that the patient developed transplant rejection leading to renal failure that contributed to the weight gain and the reduced urine output (Kuan & Schwartz, 2021). Furthermore, the sensitization of the body to the foreign organ contributed to the rising of temperate and feeling fatigued.
The Identification of Genes Associated with the Disease
The patients immune response to the procedure and medications is contingent upon certain factors such as the genetic composition that can trigger symptoms like oliguria, incresed weight gain, fever and fatigue (McCance & Huether, 2019). The specific genes that contributes to the development renal disease include rs25487 of the XRCC1. The gene makes people vulnerable to end-stage renal disease. Furthermore, the GSTP1 gene is also linked to the C-reactive protein and the ferritin levels. According to Abd EL-Hassib et al. (2021), individuals with the gene have increased risks for oxidative and carbonyl stress. Patients with end-stage renal disease have increased levels of C-reactive proteins which are indicators of increased inflammation. Furthermore, they demonstrate a high oxidative stress level.
Conclusion
Immunosuppression reduces the ability of the body to activate the immune response to the pathogens (Benvenuto et al., 2018). The process may be achieved through the reduction in the number of T-helper cells which recognizes the foreign objects and activate other immune cells to fight the pathogen (Tielemans et al., 2019). Alternatively, the effect may also be induced in the bone marrow. Besides, it reduces the inflammation in the body and the associated symptoms. However, it could be detrimental to the body because of the increased susceptibility to infections (Brown et al., 2017).
Finally, the human system is interconnected, and thus when one organ has been affected the rest may also suffer. In this case, the patient suffered organ transplant rejection and this could lead to increased inflammation. Decreased urine output was an indication of renal failure.
References
Abd EL-Hassib, D. M., Zidan, M. A., El Amawy, M. M., Hegazy, H. A., & Ameen, S. G. (2021). Polymorphism of XRCC1 Arg399Gln may predict for development of end-stage renal disease. A PCR confirmed case-control study. Meta Gene, 29, 100915. https://doi.org/10.1016/j.mgene.2021.100915
Benvenuto, L. J., Anderson, M. R., & Arcasoy, S. M. (2018). New frontiers in immunosuppression. Journal of Thoracic Disease, 10(5), 3141-3155. https://doi.org/10.21037/jtd.2018.04.79
Brown, S. A., Tyrer, F. C., Clarke, A. L., Lloyd-Davies, L. H., Stein, A. G., Tarrant, C., Burton, J. O., & Smith, A. C. (2017). Symptom burden in patients with chronic kidney disease not requiring renal replacement therapy. Clinical Kidney Journal, 10(6), 788-796. https://doi.org/10.1093/ckj/sfx057
Kuan, K., & Schwartz, D. (2021). Educational case: Kidney transplant rejection. Academic Pathology, 8, 237428952110068. https://doi.org/10.1177/23742895211006832
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for
disease in adults and children (8th ed.).
Tielemans, M. M., Van Boekel, G. A., Van Gelder, T., Tjwa, E. T., & Hilbrands, L. B. (2019). Immunosuppressive drugs and the gastrointestinal tract in renal transplant patients. Transplantation Reviews, 33(2), 55-63. https://doi.org/10.1016/j.trre.2018.11.001
Which Scenario to Answer in our Discussion Questions
As you are aware, the class is divided into two groups and are each assigned a different scenario. With that being said, when you respond to your peers – at least one of your responses needs to be to a peer from the other group. If you just respond to peers from the same group then you are not learning anything about the other scenario. So to be clear see below:
Looking forward to our upcoming discussions,
Dr. C
Posted by: Kim Chapman
Posted to: NURS-6501N-48,Advanced Pathophysiology.2020 Fall Quarter 08/31-11/22-PT27
Cystic Fibrosis and Cholera
Posted on: Saturday, September 12, 2020 9:31:31 PM EDT
Cystic Fibrosis and Cholera
I asked the question, What disorder/disease does Cystic Fibrosis help to protect a person against? It is Cholera – and CF is a genetic disorder that developed to help with this other deadly disease. Using the library, do a search and learn why this is . . .
Dr. C
Posted by: Kim Chapman
Posted to: NURS-6501N-48,Advanced Pathophysiology.2020 Fall Quarter 08/31-11/22-PT27
First Group Case Scenarios
Posted on: Thursday, September 10, 2020 10:39:30 PM EDT
First Group Case Scenarios
Hello everyone, as you answered a question about a salty baby or an overdosed adult there were two right answers. The salty baby was Cystic Fibrosis and everyone with this assignment got it correct. However, the second group was not as accurate. The necrotic tissue on two separate locations was not rhabdomyolysis which was the prominent answer given.
Rhabdo does occur in people who have been found laying on the floor/ground for extended periods of time and most of the time these individuals are older i.e. geriatric. Young individuals with rhabdo usually have been doing heavy work/exercise i.e. marathons, weight lifting, bicycling in the heat etc.
This person was found down as an overdose. The two areas that were necrotic are often places where IV drug users inject themselves. The necrotic tissue would not have occurred in an individual that was still alive i.e. the roommate didn’t know how long they had been down, but not long enough to sluff tissue.
In the scenarios, you will be presented with, make sure that you are taking all the information given and putting the pieces of the puzzle together. Some are more straight forward than others.
Thanks for a great week of conversation!
Dr. C
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. Module 1 Assignment: Case Study Analysis NURS 6501
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “M1Assgn+last name+first initial.(extension)” as the name.
Click the Module 1 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Module 1 Assignment 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 “M1Assgn+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.
Grading Criteria
To access your rubric:
Module 1 Assignment Rubric
Check Your Assignment Draft for Authenticity
To check your Assignment draft for authenticity:
Submit your Module 1 Assignment draft and review the originality report.
Submit Your Assignment by Day 7 of Week 2
To participate in this Assignment:
Module 1 Assignment
Week 2: Altered Physiology
With a place squarely in the spotlight for patients diagnosed with all manner of disease, APRNs must demonstrate not only support and compassion, but expertise to guide patients’ understanding of diagnoses and treatment plans.
This expertise goes beyond an understanding of disease and sciences, such as cellular pathophysiology. APRNs must become experts in their patients, understanding their medical backgrounds, pertinent characteristics, and other variables that can be factors in their diagnoses and treatments.
This week, you examine alterations in the immune system and the resultant disease processes. You consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology.
Learning Objectives
Students will:
Evaluate cellular processes and alterations within cellular processes
Analyze alterations in the immune system that result in disease processes
Identify racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology
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)
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
Go to https://evolve.elsevier.com/cs/store?role=student
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.
Complete the registration process.
To View the Content for This Text
Go to https://evolve.elsevier.com/
Click on Student Site.
Type in your username and password.
Click on the Login button.
Click on the plus sign icon for Resources on the left side of the screen.
Click on the name of the textbook for this course.
Expand the menu on the left to locate all the chapters.
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.
What’s Coming Up in Module 2?
Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images
In Module 2, you will analyze processes related to cardiovascular and respiratory disorders. To do this, you will analyze alterations in the cardiovascular and respiratory systems and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, which may impact physiological functioning and altered physiology.
Week 3 Knowledge Check: Cardiovascular and Respiratory Disorders
In the Week 3 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 2. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check, since the resources cover the topics addressed. Plan your time accordingly.
Next Module
To go to the next Module:
Module 2
Rubric Detail
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Content
Name: NURS_6501_Module1_Case Study_Assignment_Rubric
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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. Module 1 Assignment: Case Study Analysis NURS 6501
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.
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 process of immunosuppression and the effect it has on body systems.
Points Range: 25 (25%) – 27 (27%)
The response includes an accurate explanation of the process of immunosuppression and the effect it has on body systems.
Points Range: 23 (23%) – 24 (24%)
The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems.
Points Range: 0 (0%) – 17 (17%)
The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems.
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 errors.
Points Range: 0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Name: NURS_6501_Module1_Case Study_Assignment_Rubric
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