All posts/responses/comments must be at least 300 words. Substantive initial posts include at least one in-text citation of references provided from the course materials. Response posts to your classmates  do not require references, but must be at least 300 words. Scavenger Hunt posts must reference at least the assignment website. Please proofread your posts carefully, as grammar and spelling errors will impact your grade. References must be in APA 6th edition format.

Review the Discussion Board Grading Rubric in each Discussion Board assignment
•Case Presentations (20 points): Using an existing or fictional patient with a presenting problem related to a specific medical diagnosis (e.g. diabetes, cardiovascular disease, chronic pain), complete a functional assessment and describe the behavioral treatment plan and rationale for services. The following template and information should be conveyed in the case presentation:

Functional Analysis
Begin by assessing the interactions between a patient’s behaviors and life context and their effects on the presenting health issue. (Robinson & Reiter, 2007, p. 148)
•Identify the target behavior(s)
◦Onset
◦Frequency
◦Duration
◦Intensity

•Explore activities or times when the behavior(s) is/are most likely to occur:
◦Where is the behavior more likely to occur?
◦Are there times when the behavior rarely occurs?
◦With whom is the behavior likely to occur?
◦What is most likely to be occurring just before the behavior occurs?
◦Is there one thing that triggers the behavior?
◦What skills or changes might make the behavior less likely to occur?
◦What happens when the behavior occurs, in terms of the patient’s experience and the behavior of others?
◦Is there a predictable pattern of behaviors leading up to the target behavior?

•What has the patient tried to do to help the problem? Has it worked?

Behavioral Treatment Plan and Rationale for Using Specific Interventions
Describe the evidence-based treatment plan based on the Functional Analysis above. The plan should include:
•The specific behavioral intervention(s) based on the assessment
•The evidence-base for the intervention(s)
•The treatment goals stated in objective, measurable terms
•The expected results and time frame, i.e., what specific outcomes do you anticipate on the basis of the intervention and assessment, and within what anticipated time frame?
•

Jamie is a 3-month-old female who presents with her mother for evaluation of “throwing up.” Mom reports that Jamie has been throwing up pretty much all the time since she was born. Jamie does not seem to be sick. In fact, she drinks her formula vigorously and often acts hungry. Jamie has normal soft brown bowel movements every day and, overall, seems like a happy and contented baby. She smiles readily and does not cry often. Other than the fact that she often throws up after drinking a bottle, she seems to be a very healthy, happy infant. A more precise history suggests that Jamie does not exactly throw up—she does not heave or act unwell—but rather it just seems that almost every time she drinks a bottle she regurgitates a milky substance. Mom thought that she might be allergic to her formula and switched her to a hypoallergenic formula. It didn’t appear to help at all, and now Mom is very concerned.
Cases like these are not uncommon. The mother was concerned and thinking her daughter may have an allergy; she changed to a different formula. However, sometimes babies have immature GI tracts that can lead to physiology reflux as they adapt to normal life outside the uterus. Parents often do not consider this possibility, prompting them to change formulas rather than seeking medical care. As in the case study above, GI alterations can often be difficult to identify because many cause similar symptoms. This same issue also arises with adults—adults may present with symptoms that have various potential causes. When evaluating patients, it is important for the advanced practice nurse to know the types of questions he or she needs to ask to obtain the appropriate information for diagnosis. For this reason, you must have an understanding of common GI disorders such as gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis.
To prepare:
Review this week’s media presentation on the gastrointestinal system.
Review Chapter 33 in the Huether and McCance text. Identify the normal pathophysiology of gastric acid stimulation and production.
Review Chapter 35 in the Huether and McCance text. Consider the pathophysiology of gastroesophageal reflux disease (GERD), peptic ulcer disease (PUD), and gastritis. Think about how these disorders are similar and different.
Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Consider how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on this factor.
Review the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct a mind map for gastritis. Consider the epidemiology and clinical presentation of gastritis.

To complete:

Write a 2- to 3-page paper that addresses the following:
Describe the normal pathophysiology of gastric acid stimulation and production. Explain the changes that occur to gastric acid stimulation and production with GERD, PUD, and gastritis disorders.
Explain how the factor you selected might impact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.
Construct a mind map for gastritis. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper.