NUR 606 Week 9 Assignment 1: Written Case Study

NUR 606 Week 9 Assignment 1: Written Case Study

NUR 606 Week 9 Assignment 1: Written Case Study

Value: Complete/Incomplete

Due: Day 7

Gradebook Category: Assignments

Instructions

After completing your readings, learning activities, and assignments for this week, please download and complete the case study worksheet. Make sure to address all components of each question and answer thoroughly and concisely. Support each answer with evidence. Please be sure to use evidence-based, peer-reviewed journals that have been published within the past three to five years, in addition to your textbook and course materials. APA format is required for references and citations, but not for the body of the case study. Please use the case study worksheet to help with organization.

Case Study

Download the Week 9 Nervous System Case Study Assignment Worksheet (Word).

Please refer to the Grading Rubric for details on how this activity will be graded.

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NU606: Advanced Pathophysiology

Week 9 Nervous System Case Study Assignment Worksheet

Case Study 1

Mr. Q, age 64 years, developed a severe headache several hours ago that has not responded to acetaminophen, rest, cold packs, or NSAIDS. Now his speech is slurred, and his right arm and the right side of his face feel numb. His wife reports that he “looks funny,” and his face is “half dead.” He is very anxious and is transported to the hospital. Mr. Q has a history of smoking and arteriosclerosis, and there is family history of CVA and diabetes. Assessment at the hospital indicated weakness on the right side, including facial asymmetry and a blood pressure of 220/110 Hg mm. A CT scan showed damaged tissue on the left side of the brain, and an angiogram indicated narrowing of the carotid arteries and middle cerebral arteries, with occlusion of the left middle cerebral artery. It was determined that Mr. Q is likely experiencing a CVA.

Case Study 1 Questions

  1. Describe the three causes of CVAs and the characteristic onset signs and symptoms associated with each. What do you think is most likely in this case?
  2. What predisposing factors for CVA can you identify for Mr. Q?
  3. Describe the pathological changes that caused the following initial signs and symptoms: slurred speech, right-sided weakness, facial asymmetry, hypertension.
  4. Thinking about these pathological changes, discuss two interventions that can help correct the pathology and return Mr. Q to a more homeostatic state.

After admission and discussion about Mr. Q’s history, you find out that he has had several brief episodes of right-sided tingling and speech troubles over the last few months. The symptoms resolved on their own, though he is not sure how long it took. He never sought care for these, though his wife does report being concerned about them. She states that she was worried her husband had a brain tumor, but never thought about a “stroke.”

  1. Based on his description of symptoms, what do you think Mr. Q was experiencing when he had the intermittent episodes of symptoms prior to today?
  2. How do these episodes differ from a CVA? Discuss the cause of each type of episode and expected signs and symptoms.
  3. If Mr. Q had a brain tumor, would his signs and symptoms have been different? Choose one location of a brain tumor and describe the focal and general signs you would expect as the tumor grows.
  4. and Mrs. Q want to know how long it is going to take for him to get back to normal. How will you answer them? What factors might influence the degree of functional recovery he can expect to achieve?

Case Study 2

Ms. J, a 19-year-old college student, has been living in a dormitory on campus. She began experiencing severe headaches, neck pain, and nuchal rigidity, along with irritability and nausea. She noticed that when lying with her hips flexed, she found it very hard to stretch out her legs. Within a day, her condition deteriorated. She experienced a tonic-clonic seizure while trying to get some fluid replacement drinks from the cafeteria. EMS was called and she was quickly admitted to the hospital. Tests revealed increased intracranial pressure, fever, and leukocytosis. Bacterial meningitis was suspected, and a lumbar puncture was scheduled. Her parents are traveling to be with her.

Case Study 1 Questions

  1. Describe the pathophysiologic changes associated with bacterial meningitis in regard to each of the following manifestations the patient exhibits: severe headaches, neck pain, nuchal rigidity, limited hip motion, seizures, and increased intracranial pressure.
  2. Which of these manifestation(s) is (are) most significant in the diagnosis of bacterial meningitis? Why are there no focal signs present? What signs indicating increased intracranial pressure might you expect?
  3. What are the causes of meningitis? Which microbe is most likely to be the cause in this case?
  4. Discuss the transmission of bacterial meningitis and recommendations to protect other students and family. Think about her living situation and exposures and include these factors in your answer.
  5. Once the lumbar puncture is complete and the CSF is analyzed, what do you expect to see in the lab report?
  6. Discuss the treatments available to help return this patient to a more homeostatic state. What is her prognosis? What are some possible long-term complications?

 

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Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.

Case Study Rubric – 100 Points
Criteria Exemplary
Exceeds Expectations
Advanced
Meets Expectations
Intermediate
Needs Improvement
Novice
Inadequate
Total Points
Content of Case Study The writer demonstrates a well-articulated understanding of the case study subject matter in a clear, complex, and informative manner. The case study content and theories are well developed and linked to the course content, assignment requirements, and practical experience. The case study includes relevant material that fulfills all objectives of the assignment.

Cites three or more references, using at least one new scholarly resource that was not provided in the course materials.

30 points

The writer demonstrates an understanding of the subject matter, and the components of the case study are accurately represented with evidence-based practice, ethics, theory, and/or role content. Course materials and scholarly resources are present to support required concepts. The paper includes relevant material that fulfills all objectives of the case study.

Cites two references.

26 points

The writer demonstrates a moderate understanding of the subject matter, as evidenced by components of the case study and use of evidence-based practice, theory, or role-development. Course content is present but missing depth and/or development.

Cites only one reference.

23 points

Absent application to evidence-based practice, theory, or role development.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Significant content of case study is vague, inaccurately portrayed, or missing.

No references cited.

Submits assignment late.

20 points

30
Analysis and Synthesis of Case Study Content and Meaning Through critical analysis, the submitted case study provides an accurate, clear, concise, and complete summary of the scenario.

Information from scholarly resources is synthesized, providing new information or insight related to the context of the assignment by providing both supportive and alternative information or viewpoints.

All instruction requirements noted.

30 points

Case study is complete, providing evidence of further synthesis of course content via scholarly resources.

Information is synthesized to help fulfill the case study requirements. The content supports at least one viewpoint.

Submission provides clarification of the assignment by correctly answering all posed questions within the instructions.

All instruction requirements noted.

26 points

Lacks clarification or new information. Scholarly reference supports the content without adding any new information or insight. Case study content may be confusing or unclear, and the summary may be incomplete.

Most instruction requirements are noted.

23 points

Submission is primarily a summation of the assignment without further synthesis of course content or analysis of the scenario.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Missing some instruction requirements.

Submits assignment late.

20 points

30
Application of Knowledge The summary of the case study provides information validated via scholarly resources that offer a multidisciplinary approach to the scenario provided.

The student’s application in practice is accurate and plausible, and additional scholarly resource(s) supporting the application are provided.

All questions posed within the assignment are answered correctly in a well-developed manner, applying knowledge with citations for validation.

All instruction requirements noted.

30 points

A summary of the study, findings, and knowledge gained from the assignment is presented.

Student indicates how the information will be used within their professional practice.

All questions posed within the assignment are answered within the case study. The answer to one question may be vague and/or limited in development, but as a whole all answers are correct.

All instruction requirements noted.

26 points

Objective criteria are not clearly used, allowing for a more superficial application of knowledge between the assignment and the broader course content.

One question is answered incorrectly and/or two case study answers are vague or limited in development but remain correct.

Student’s indication of how they will apply this new knowledge to their clinical practice is vague.

Most instruction requirements are noted.

23 points

The application of knowledge is significantly lacking.

Demonstrates incomplete understanding of content and/or inadequate preparation.

Student’s indication of how they will apply this new knowledge to their clinical practice is not practical or feasible.

Application of knowledge is incorrect and/or student fails to explain how the information will be used within their personal practice.

Multiple questions are not answered or are answered incorrectly (e.g., two questions answered incorrectly, or three case study answers are vague or limited in development but remain correct).

Missing some instruction requirements.

Submits assignment late.

20 points

30
Organization Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.

5 points

Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.

4 points

Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work. Purpose statement is noted.

3 points

Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.

Demonstrates incomplete understanding of content and/or inadequate preparation.

No purpose statement.

Submits assignment late.

2 points

5
APA, Grammar, and Spelling Correct APA formatting with no errors.

The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately).

Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions.

There are no spelling, punctuation, or word-usage errors.

5 points

Correct and consistent APA formatting of references, and cites all references used. No more than two unique APA errors.

The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.

There are minimal to no grammar, punctuation, or word-usage errors.

4 points

Three to four unique APA formatting errors.

The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.

Multiple grammar, punctuation, or word usage errors.

3 points

Five or more unique formatting errors, or no attempt to format in APA.

The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).

The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.

Grammar and punctuation are consistently incorrect. Spelling errors are numerous.

Submits assignment late.

2 points

5
Total Points 100
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