Describe the pathophysiology of the influenza virus. Outline the properties of influenza A antigens that allow them to exert their effects in the host.

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Evaluate the presence and effects of alteration in the homeostatic state secondary to gender, genetic, ethnic and temporal variables

Select one of the case studies below, and include in your discussion an evaluation of the presence and effects of alteration in the homeostatic state secondary to gender, genetic, ethnic, and temporal variables.

Requirements:

  1. Make sure all of the topics in the case study have been addressed.
  2. Cite at least three sources; journal articles, textbooks or evidenced-based websites to support the content.
  3. All sources must be within 5 years.
  4. Do not use .com, Wikipedia, or up-to-date, etc., for your sources.
  5. 4 pages APA not including Title page and reference page

Case Study 1

Structure and Function of the Respiratory System

Brad is 45 years old and has been working as a coal cutter in a mine for the last 25 years. He likes the job because it pays well and the same mine had employed his father. Like many of his colleagues, Brad has had problems with a chronic cough. He has avoided his annual checkups for fear that he will be told he has “black lung,” or coal worker’s pneumoconiosis. The disease causes fibrosis, decreased diffusing capacity, and permanent small airway dilation. In later stages, pulmonary capillaries, alveoli, and airways are destroyed.

  1. How can the disease described above create a mismatch between ventilation and perfusion? Use your understanding of alveolar dead space and physiologic shunt to explain your answer.
  2. Individuals with chronic obstructive pulmonary disease have more difficulty exhaling than inhaling. Why is this so?
  3. In general terms, what mechanisms in lung disease can affect diffusing capacity across alveolar membranes? Use the Fick law to explain your answer.

 

Case Study 2

Respiratory Tract Infections, Neoplasms, and Childhood Disorders

Patricia was called at work by a woman at the local daycare center. She told Patricia to come and pick up her son because he was not feeling well. Her son, three-and-a-half-year-old Marshall, had been feeling tired and achy when he woke up. While at daycare, his cheeks had become red and he was warm to touch. He did not want to play with his friends, and by the time Patricia arrived, he was crying. Later that afternoon, Marshall’s condition worsened. He had fever, chills, a sore throat, runny nose, and a dry hacking cough. Suspecting Marshall had influenza, Patricia wrapped him up and took him to the community health care clinic.

  1. Why did Marshall’s presentation lead Patricia to think he had influenza and not a cold? Why is it important to medically evaluate and diagnose a potential influenza infection?
  2. Describe the pathophysiology of the influenza virus. Outline the properties of influenza A antigens that allow them to exert their effects in the host.
  3. Marshall may be at risk at contracting secondary bacterial pneumonia. Why is this so? Explain why cyanosis may be a feature associated with pneumonia.

Describe how Grace might handle this situation to reduce the academic risk of plagiarism for herself, her friend, and other members of the study group.

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Assignment Details:

Perform the following tasks:

· Complete the reading assignment and the interactive lesson before attempting this assignment.

· Read the case study located in the Assignment Worksheet section below and answer the questions that follow

· Ensure that your responses are free of spelling and grammar errors.

· Cite all sources used to support your responses in APA format.

 

Assignment Worksheet:

Ø Case Study

Read the following case study and answer the questions that follow:

Grace Speak is a fourth-year student at Best University. She and her fellow classmates are working hard in their final courses and preparing for exams. Inspired by the teamwork that the healthcare profession espouses, Grace gets an idea for a study group. She thinks it will really help to share case experiences, course notes, and study tips. Unfortunately, several members of her peer group live out of town, which makes it difficult for them to participate fully. Grace is torn, as she does not want to exclude them from the study group. When she voices her concerns to a classmate, her friend suggests using social media tools as the primary medium for sharing information.

Questions 

1. Two required elements that a single social media site must have to meet the needs of her study group are the ability to share ideas and experiences (chat), and share information (store documents). Research several social media sites that meet both of the required elements for Grace’s group. Select one social media tool, include its website, and explain your rationale for selecting that tool.

Selected Social Media Tool (and website)

[Write your response here.]

Rationale

[Write your response here.]

2. Grace discovers that not all of the members of the group use the social media tool she selected. In your own words, create a set of simple instructions that other members of the group could follow to ensure full group participation.

[Write your response here.]

3. Grace decides to establish a set of “ground rules” from the outset when she forms the study group. Create a set of “ground rules” that will help to create a group with full participation by all members and that will not place members of the group at risk, for either privacy or academic (plagiarism) concerns. Provide your reasoning for the “ground rules” you established.

Ground Rules

[Write your response here.]

Rationale

[Write your response here.]

4. In a specific week, the assignment is particularly challenging. One of the students in the study group offers to post the “answers” he received from a student who completed this same assignment last year from the same instructor. Grace knows that one of her close friends in the study group is at risk of failing if she does not do well on this assignment. Describe how Grace might handle this situation to reduce the academic risk of plagiarism for herself, her friend, and other members of the study group.

Analyze these drivers and challenges and compare them with your own experience to date as an advocate. In what ways do you believe that you can expand your advocacy skills within the next five years?

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The Nurse as Advocate  Whether nurses are advocating for their patients, health care, and/or policies that improve people’s lives, the advocacy processes have commonalities that transcend the subject of their advocacy. There are also differences, although these differences may be more nuanced than obvious.

Tasks:  Write a 5-page brief to answer the following questions. Be sure to use APA guidelines for writing style, spelling and grammar, and citation of sources.  Read the following chapters from your course textbook:

•Taking Action: Nurse, Educator, and Legislator: My Journey to the Delaware Senate

•Taking Action: A Nurse in the Board Room  Answer the below questions: •Describe what you believe to be the drivers for each of the individuals? What factors led them to become advocates?

•Discuss the challenges that each of them identified in their writings.

•Analyze these drivers and challenges and compare them with your own experience to date as an advocate. In what ways do you believe that you can expand your advocacy skills within the next five years?

What is causing the hematuria to occur?  (1 pt)

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A 56-year-old male was brought to the emergency room with a chief complaint was right flank pain.

History of present Illness:

One day prior to admission, the patient developed a change in the color of his urine from pale yellow to red in color. There was no associated fever, painful urination, or penile discharge. He decided to consult with his primary physician the following day.

One hour prior to admission, the patient developed severe right flank pain associated with nausea. Upon admission, the patient was noted by the ER physician to be in severe pain, with a pain scale of 9 from a visual analog pain scale from 1  to 10. On physical exam, patient had the following findings:

  • Vital Signs BP: 140/90 mm Hg
  • Heart rate: 110 bpm
  • Respiration rate: 15 breaths per minute patient
  • Temperature: 98.6 deg C
  • All exam findings for the head, neck, heart, lungs, and abdomen were normal.
  • On examination of the back, patient had tenderness on the right flank upon palpation.
  • On examination of the genitalia, there was no penile discharge.
  • Note of a 1 x 1 cm tophus on right big toe.

The following diagnostic exams were ordered

  • CBC with WBC differential count
  • Urinalysis
  • Serum uric acid
  • KUB x-ray
  • MRI Scan abdominopelvic area

Past Medical History:

  • Diagnosed with gout one year prior to admission
  • On medication with allopurinol
  • No heart and lung disease
  • No diabetes or hypertension

Click here to review the results of the diagnostic exam.

Questions and topics for discussion:

  1. After considering his signs, symptoms, findings, and diagnostic exams, what would be the clinical diagnosis in this patient? (1 pt)
  2. What is causing the hematuria to occur?  (1 pt)
  3. Why are his vitals (BP, HR, breathing) elevated? (1 pt)
  4. What is causing the severe right flank pain? (1 pt)
  5. How are the elevated levels of serum uric acid and positive uric acid crystals in the urinalysis related to your diagnosis? (1 pts)
  6. What pain medication would you provide to this patient? Why would you choose this medication? (2 pts)
  7. What treatment would you recommend for removing the cause of his pain?  Explain your answer.  (3 pts)