CASE STUDY ANALYSIS WEEK 4 NURS 6501

Sample Answer for CASE STUDY ANALYSIS WEEK 4 NURS 6501 Included After Question

An understanding of the cardiovascular and respiratory systems is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that these two systems work so closely together. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.

Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.

An understanding of the symptoms of alterations in cardiovascular and respiratory systems is a critical step in diagnosis and treatment of many diseases. For APRNs this understanding can also help educate patients and guide them through their treatment plans.

In this Assignment, you examine a case study and analyze the symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.

RESOURCES

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To prepare:

By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “Announcements” section of the classroom for your assignment from your Instructor.

The Assignment

In your Case Study Analysis related to the scenario provided, explain the following

• The cardiovascular and cardiopulmonary pathophysiologic processes that result in the patient presenting these symptoms.
• Any racial/ethnic variables that may impact physiological functioning.
• How these processes interact to affect the patient.

BY DAY 7 OF WEEK 4

Submit your Case Study Analysis Assignment by Day 7 of Week 4

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/templatesLinks to an external site.). All papers submitted must use this formatting.

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A Sample Answer For the Assignment: CASE STUDY ANALYSIS WEEK 4 NURS 6501

Title: CASE STUDY ANALYSIS WEEK 4 NURS 6501

The cardiovascular disease system leads to the frequent confrontation of the physician as they do their daily activity in personal care. However, a critical review of the knowledge associated with the pathophysiologic process linked to heart diseases. 45 years old woman was presented with a chief complaint of the 3-day duration of shortness of breath, fevers, and cough with sputum production. The patient also presented a history of COPD with a chronic cough which had gotten worse, interfering with sleep. The sputum had gotten thinker, limiting her expectorate. In addition, the CXR showed that the patient had an increase in AP diameter, which revealed a flattened diaphragm. Based on Auscultation, the patient also demonstrated coarse rales, rhonchi, and hyper resonance in the lung field. The paper examines the case study by analyzing the symptoms presented, diagnosis, and the implication to the patient health.

Cardiovascular and Cardiopulmonary Pathophysiologic Processes

Chronic obstructive pulmonary disease (COPD) is caused by the obstruction of the air in the lungs (McCance et al., 2019). Therefore, the chronic inflammatory response on either gases or noxious particles is led by the chronic inflammatory response. The known common causes of COPD are smoking and airway hyperresponsiveness, heredity, and asthma (McCance et al., 2019). The mechanisms that occur are fibrosis and the inflammation of the bronchus, and the loss of the elastic lung fibers. In addition, hypertrophy of the submucosal glands is involved, thus causing the mismatch of the perfusion and the ventilation.

There are two major types of chronic obstructive pulmonary disease which include Chronic Bronchitis and Emphysema. Emphysema is caused by shortness of breath (McCance et al., 2019). For patients facing the Emphysema lung condition, the air sacs are damaged. The increase in the air spaces in the inner walls eventually ruptures after weakening (McCance et al., 2019). Therefore, the first sign that one detects for a patient with Emphysema is shortness of breath and a persistent cough with phlegm.

Chronic Bronchitis is caused by the small airways and the obstruction of the airways. The problem is most commonly faced by smokers and people at a high risk of contracting a lung infection (McCance et al., 2019). The symptoms include shortness of breath, muscle aches, nasal congestion, and wheezing. The hypersecretion of the mucus and inflammation made a patient produce thick green sputum, rhonchi, and rales upon Auscultation (McCance et al., 2019).

The diaphragm flattening is caused by hyperinflation of airways to a patient leading to an increase in the Anteroposterior (AP) diameter. The main cause of diaphragm flattening is the air trapping and the abnormal enlargement of the airspaces (Victory et al., 2020). In addition, the cardiovascular system can be mismatched by the ventilation-perfusion, causing a strain to a patient. The COPD patients’ demand for oxygen increases due to low-level absorption and diffusion in the body (Victory et al., 2020).

Therefore, the heart works harder in ensuring that the oxygen is pushed in different organs while the body picks up the signal. The task of pumping oxygen into the body and other organs becomes tough, leading to hypertrophy of the heart muscles (Victory et al., 2020). The complication is known as heart failure. The cardiopulmonary effect makes it easy to identify patients with COPD since they get tired and experience shortness of breath when undertaking strenuous activities (Victory et al., 2020).

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Racial/Ethnic Variables that May Impact Physiological Functioning

Black Americans are at a high risk of hospitalization compared to Whites (Mamary et al., 2018). Among the patients in emergency room visits, fewer Black regularly have a schedule with a physician (Stellefson et al., 2021). In this case, a prolonged period of smoking, comorbidity, and a rise in the normal body mass cause an increase in the rate of hospitalization among Black Americans (Stellefson et al., 2021). Compared to non –Hispanic Whites, Black Americans are at a high risk of being admitted to the Intensive Care Unit (ICU) due to mechanical ventilation. This shows that Black Americans are more vulnerable to the exacerbation of severe COPD.

How these Processes Interact to Affect the Patient

The common cause of the chronic obstructive pulmonary disorder is due to smoking. The effect occurs in the lungs hindering the inflammation of the airways. In addition, smoking causes damage to the alveolar walls and disrupts the hyperactive based on the secretion of mucus (Elisha et al., 2019). As a result, one faces shortness of breath and an increase in the Anteroposterior (AP) diameter and experiences the hyperresonance of the lung fields (Elisha et al., 2019). Therefore, a patient faces the risk of poor quality of life, which causes fatigue and sleep, thus interfering with daily life.

Conclusion

Chronic obstructive pulmonary disease (COPD) is caused by the obstruction of the airflow in the lungs. The major symptom for a patient with COPD include wheezing; the sputum gets thick and harder. In addition, a patient is likely to complain of coarse rales and rhonchi in all the lung fields.

 

References

Elisha, S., Nagelhout, J. J., & Heiner, J. S. (2019). Current Anesthesia Practice: Evaluation & Certification Review. Elsevier Health Sciences.

Mamary, A. J., Stewart, J. I., Kinney, G. L., Hokanson, J. E., Shenoy, K., Dransfield, M. T., … & COPDGene® Investigators. (2018). Race and gender disparities are evident in COPD underdiagnoses across all severities of measured airflow obstruction. Chronic Obstructive Pulmonary Diseases: Journal of the COPD Foundation, 5(3), 177. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6296789/

McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (Eds.). (2019). Pathophysiology: The biologic basis for disease in adults and children. Elsevier.

Stellefson, M., Wang, M. Q., & Kinder, C. (2021). Racial Disparities in Health Risk Indicators Reported by Alabamians Diagnosed with COPD. International Journal of Environmental Research and Public Health, 18(18), 9662. https://www.mdpi.com/1660-4601/18/18/9662

Victory, L. R., Ervin, K. M., & Ridge, C. A. (2020). Imaging in chest disease. Medicine, 48(4), 249-256.

Grading Rubric

Performance Category	100% or highest level of performance 100% 16 points	Very good or high level of performance 88% 14 points	Acceptable level of performance 81% 13 points	Inadequate demonstration of expectations 68% 11 points	Deficient level of performance 56% 9 points	Failing level of performance 55% or less 0 points
Total Points Possible= 50	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic topics.	Presentation of information was exceptional and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was good, but was superficial in places and included all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information was minimally demonstrated in all of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in one of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in two of the following elements: Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.	Presentation of information is unsatisfactory in three or more of the following elements Provides evidence of scholarly inquiry relevant to required TD topic(s). Presents specific information from scholarly sources to develop a comprehensive presentation of facts. Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.* Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
	16 Points	14 Points	13 Points	11 Points	9 Points	0 Points
Application of Course Knowledge Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations	Presentation of information was exceptional and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was good, but was superficial in places and included all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information was minimally demonstrated in the all of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in one of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from and scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in two of the following elements: Applies principles, knowledge and information from scholarly resources to the required topic. Applies facts, principles or concepts learned from scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.	Presentation of information is unsatisfactory in three of the following elements Applies principles, knowledge and information and scholarly resources to the required topic. Applies facts, principles or concepts learned scholarly resources to a professional experience. Application of information is comprehensive and specific to the required topic.
	10 Points	9 Points			6 Points	0 Points
Interactive Dialogue Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic.	Demonstrated all of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 3 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.			Demonstrated 2 of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.	Demonstrated 1 or less of the following: Initial post must be a minimum of 300 words. The peer and instructor responses must be a minimum of 150 words each. Responses are substantive Responses are related to the topic of discussion.
	8 Points	7 Points	6 Points	5 Points	4 Points	0 Points
Grammar, Syntax, APA Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error.	The following was present: 0-3 errors in APA format AND Responses have 0-3 grammatical, spelling or punctuation errors AND Writing style is generally clear, focused on topic,and facilitates communication.	The following was present: 4-6 errors in APA format. AND/OR Responses have 4-5 grammatical, spelling or punctuation errors AND/OR Writing style is somewhat focused on topic.	The following was present: 7-9 errors in APA format. AND/OR Responses have 6-7 grammatical, spelling or punctuation errors AND/OR Writing style is slightly focused on topic making discussion difficult to understand.	The following was present: 10- 12 errors in APA format AND/OR Responses have 8-9 grammatical, spelling and punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand.	The following was present: 13 – 15 errors in APA format AND/OR Responses have 8-10 grammatical, spelling or punctuation errors AND/OR Writing style is not focused on topic, making discussion difficult to understand. AND/OR The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.	The following was present: 16 to greater errors in APA format. AND/OR Responses have more than 10 grammatical, spelling or punctuation errors. AND/OR Writing style does not facilitate communication
	0 Points Deducted					5 Points Lost
Participation Requirements	Demonstrated the following: Initial, peer, and faculty postings were made on 3 separate days					Failed to demonstrate the following: Initial, peer, and faculty postings were made on 3 separate days
	0 Points Lost					5 Points Lost
Due Date Requirements	Demonstrated all of the following: The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.					Demonstrates one or less of the following. The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT. A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.