NU606 Advanced Pathophysiology
Week 1 Assignment
Case Study Analysis
Overview
Throughout this course, you will be tasked with viewing and analyzing various case studies. Some case studies will present you with case information and text entry areas where you can respond to the case study prompts. As you progress through the case study, each of your responses will be stored. At the end of the case study, you will download your responses and submit them to the weekly assignment section in the online classroom.
As an advanced practice nurse, you will need to learn where to find appropriate research and resources that are designed for medical personnel and not patients: for assignments in this course, please do not use external websites or articles designed for patient use. In addition to your text and course materials, remember to use appropriate terminology and support your answers with evidence-based, peer-reviewed sources that have been published within the past 3–5 years.
Instructions
After completing the required learning activities and Quizlet game for this week, view the Week 1 Assignment 3: Case Study Analysis.
At the end of the case study, download your responses and submit the document to this assignment.
1. Identify 3 disease processes that are exhibited by this patient.
2. Is DS experiencing metaplasia, malignant neoplasm, or both?
metaplasia
malignant neoplasm
Both metaplasia and malignant neoplasm
3. Define each term and explain your answer using specific examples from DS’s case. Use evidence to support your answer.
Define metaplasia:
Define malignant neoplasm:
NU606 Advanced Pathophysiology
Week 2 Assignment
Create a Quick-Reference Tool/Visual Aid
Overview
The goal for this assignment is to develop a quick-reference tool or visual aid (for example, table, diagram, or chart) that you could use in actual practice that compares and contrasts the four main types of acid-base imbalances. This is your opportunity to let your creativity shine!
Instructions
Think about what is most important for you to know about the four main types of acid-base imbalances—metabolic acidosis, metabolic alkalosis, respiratory acidosis, and respiratory alkalosis.
Summarize your findings into a quick-reference tool or visual aid resource (for example, table, diagram, or chart) that you can carry with you that you could use in actual practice. Examples include:
A reference card you can attach to your nursing ID.
An image you can save on your phone for quick access.
A “cheat sheet” that can be attached to a clipboard or other work-related tool.
Think about what type of resource will work best for you as you move along in your studies and nursing practice.
Include the following for each type of imbalance in your quick-reference tool or visual aid:
Common causes
How the body compensates
Expected laboratory findings
Expected patient signs (subjective)
Expected patient symptoms (objective)
NU606 Advanced Pathophysiology
Week 4 Assignment
Musculoskeletal Fill-In Assignment
Instructions
Access the Week 4 Musculoskeletal Fill-in Assignment interactive media activity. As you progress through the activity, each of your responses will be stored. At the end of the activity, you will download/print (save as PDF) your responses and submit them to the weekly assignment section in the online classroom. This is an individual assignment and should be submitted via the assignment link by Day 7.
Please refer to the Grading Rubric for details on how this activity will be graded.
To Submit Your Assignment:
Click the Add Submissions button.
Drag or upload your files to the File Picker.
NU606 Advanced Pathophysiology
Week 6 Assignment
Anemia Comparison Table
Instructions
Using the Anemia Comparison Table Template (Word), complete the table to describe and compare the anemias listed. Be sure to include the following for each anemia:
Etiology—Discuss common etiologies and causes.
What are the pathophysiologic changes that occur during each of the types of anemia?
Symptoms—What subjective symptoms will the patient display?
Signs—What objective signs will the patient exhibit?
Blood Smear Findings/Classification—How is this anemia classified? Thinking about how the pathophysiologic process affects the cells, what would you expect to see in a peripheral blood smear?
Correction/Prevention—How can the abnormal anemic state be returned to homeostasis? How can it be prevented?
This assignment will be graded complete/incomplete, but keep in mind that this is an excellent way not only prepare for your quiz but to develop a reference tool you can use as you develop your practice.
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. Have fun!
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NU606WeekAnemiaTableTemplate
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Etiology
(Causes)
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Symptoms
(Subjective)
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Signs
(Objective)
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Classification
Blood Smear Findings
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Correction
Prevention
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Iron Deficiency Anemia
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Pernicious Anemia
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Aplastic Anemia
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Sickle Cell Anemia
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Thalassemia
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NU606 Advanced Pathophysiology
Week 7 Assignment
Written Case Study
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 7 Cardiovascular Case Study Worksheet (Word).
Please refer to the Grading Rubric for details on how this activity will be graded.
NU606 Week 7 Cardiovascular Case Study
Part 1
Ms. X, age 55 years, has been complaining of severe fatigue and “indigestion” on and off, but it seems to be getting worse over the past several hours. Her son is quite concerned and decides to take her to the emergency department. On arrival, she appears very anxious, and her facial skin is cool and clammy; her blood pressure is 90/60, and the pulse is around 90, weak and irregular. She is given oxygen, an intravenous line is opened, and leads for ECG are attached. Blood is taken for determination of serum enzymes and electrolytes. Tentative diagnosis is myocardial infarction involving the left ventricle. Her son provides information that indicates Ms. X is a long-time smoker, has a stressful job as a high school teacher, is recently separated after 20 years of marriage, and is fearful of losing the family home. She has also seemed to be more fatigued, and stopped going to the gym about 18 months ago. She has begun to rely on “fast foods” like pizza and fried chicken and cooks infrequently. Her father died of a heart attack at age 50. She has also noticed more fatigue and intermittent leg pain when walking or climbing stairs at work. Generalized atherosclerosis is suspected.
1. List the high-risk factors for atherosclerosis in this patient's history. For each risk factor, identify whether that would be measured/reported subjectively, objectively, or both.
2. Assuming Ms. X does, indeed, have atherosclerosis, how would this lead to the condition she is experiencing today?
3. What do you suspect Ms. X was experiencing when she reported “indigestion”? Was this true indigestion or related to her cardiac condition? Explain the pathophysiology behind this pain.
4. Think about the normal or typical presenting signs of myocardial Infarction. What is atypical in Ms. X's symptoms? How does this affect treatment and prognosis?
5. What serum enzyme and electrolyte levels do you anticipate being checked in the ED. How are these levels related to the changes happening in Ms. X’s cardiovascular system?
Part 2
Since Ms. X is now stable and you are waiting on labs, you review some of her medical records. At her last several office visits with her PCP, her blood pressure was noted to be 145/90, 138/96, 150/94, and 142/96. She is not taking any medications for blood pressure at this time.
6. Do you think Ms. X has essential hypertension? Evaluate her blood pressure readings and use them to support your position.
7. Describe the pathophysiology of essential hypertension.
8. Identify and describe twopossible problems associated with prolongedhigh diastolic pressure.
Part 3
After some diagnostics, it is determined that Ms. X has a large infarct in the anterior left ventricle; she continues to be monitored on telemetry.
9. What ECG changes would you expect to support left ventricular involvement and infarction?
10. Ms. X is showing increasing PVCs on the ECG. What is causing these and what can happen if these continue to increase in frequency.
11. Ms. X is preparing to go home with her son. Write her discharge instructions.
12. What lifestyle measures should be included to prevent a recurrent cardiac event?
13. It is determined by the team that she should be started on an antihypertensive agent, as her blood pressures have remained elevated during her admission. Identify two medications helpful in treating hypertension and describe their actions.
Part 4Unfortunately, Ms. X's condition becomes less stable, and she is unable to go home. Several days later, she is found unconscious on the floor of her hospital room bathroom. Her pulse is weak and elevated, and her skin is moist with pallor evident. Her BP is 50 systolic. A diagnosis of cardiogenic shock is made, and resuscitation efforts are started.
14. What signs and symptoms isMs. X exhibiting that support cardiogenic shock? Label each as subjective (symptom) or objective (sign).
15. Describe the pathophysiology of cardiogenic shockand the effects of cardiogenic shock on the organs of the body.
NU606 Advanced Pathophysiology
Week 9 Assignment
Written Case Study
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.
NU606: Advanced Pathophysiology
Week 9Nervous 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. Mr. 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 situationand 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?
NU606 Advanced Pathophysiology
Week 14 Assignment
Video Reflection
Introduction
After completing the readings and course activities for this week, you will be recording a video reflection about what you learned. Your recording should be five to eight minutes in length and address the following questions:
What surprised you from the materials this week? What did not surprise you?
Identify three things you learned about mental disorders.
Identify three things you learned about substance abuse disorders.
Discuss how you will be able to implement what you have learned into your future practice. Please be specific to your certification track.
No references are needed for this assignment; this a reflection of what you have learned.
Please include one or two PowerPoint slides that summarize your answers. Include the link to your recorded presentation on the first slide of your PowerPoint presentation (see the following).
Instructions
The deliverables for this assignment are a recorded video presentation and a one- to two-slide PowerPoint summary.
Use Zoom to record a video of yourself addressing the reflection questions.
For instructions on how to use Zoom, refer to the?Zoom Tutorial in the Student Orientation.
Videos must be recorded in a quiet, private area with no distractions (this means no pets or other household members should be making noise or in the room while recording) and should be five to eight minutes in length (be clear and concise).
After your recording is complete, follow these instructions to?create a private, unlisted YouTube video. You will need the YouTube video website/URL to include in your PowerPoint summary.
Submit your PowerPoint file to this assignment (be sure to include the YouTube video website/URL to your recorded video reflection in your PowerPoint summary).
Your instructor will access your recorded video reflection via the link in the PowerPoint.
Please refer to the Grading Rubric for details on how this activity will be graded.
NU606 Advanced Pathophysiology
Week 15 Assignment
Population-Specific Case Study
Instructions
Using what you have learned in Weeks 1 through 14, please complete the case study specific to your certification track (see Note:). 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 provided template to help with organization. Please note: This assignment is due on DAY 5.
Note:
If you are a Pediatric NP student, a WHNP student, or a PMHNP student, you must complete your population-specific case study.
If you are a Family NP student, you can complete any one of the following three case studies:
Pediatric Case
Adult Case
Woman’s Health Case
If you are an Adult-Geriatric NP student, you can complete either the Adult Case or the Woman’s Health Case.
Case Study Links
Pediatric Case – For Pediatric or Family Nurse Practitioner Students (Word)
Women’s Health Case – For Woman’s Health, Family, or Adult-Geriatric Nurse Practitioner Students (Word)
Adult Case – For Adult-Geriatric or Family Nurse Practitioner Students (Word)
PMHNP Case – For Psychiatric Mental Health Nurse Practitioner Students (Word)
The Game Changer: Keeping Your Head in Contact Sports (pdf)
