DNP 810 Topic 1 DQ 1 essential structural elements of a functional eukaryotic chromosome

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Topic 1 DQ 1

Jun 9-11, 2022

You have studied the essential structural elements of a functional eukaryotic chromosome. Select an essential structural element of interest. What are the implications of this element for research, health, and life span? How can the doctoral-prepared nurse apply this information in practice? Explain. Support your rationale with a minimum of two scholarly sources.

REPLY TO DISCUSSION

Amanda Clark

Jun 13, 2022, 7:37 PM

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Replies to Amanda Clark

CAT: What questions do you have that have been left unanswered from Module 1?

Cassandra Turner-Donegal

replied toAmanda Clark

Jun 14, 2022, 12:08 AM(edited)

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Hi Dr Clark,

I guess science has evolved greatly within the 21st century as in high school and nursing school up until I did my BSN we were exposed to unicellular and multicellular organisms and my paths did not cross again with fundamentals of nursing, so when I saw week one topic about the structural elements of a functional eukaryotic chromosome, my head hurt instantly because it means that I had to do more reading because I have never heard or use the name until this course. When I started doing my research, I realized that I realized that the term has been around since the 1800 and was just the scientific names, and that eukaryotic cell were multicellular in structure while some prokaryotic cells were both unicellular and multicellular in structure. My sister went to nursing school recently, so when we spoke, she mentioned that’s what she was taught, so it just reminded me that as a nurse I must keep abreast with the current knowledge and trends and new developments so that I can educate my clients and myself based on what is now available and not what I was exposed to in my era.

So my question is; Is there a particular reason why the emphasis is placed on the Eukaryotic chromosome?

Christopher McCorkle

replied toCassandra Turner-Donegal

Jun 15, 2022, 5:14 PM

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Replies to Cassandra Turner-Donegal

Great question, Cassandra. Evidence-based practice requires using research findings to inform clinical decision-making and care. Nurses are expected to base their work on research findings. Tracking evidence, no matter where it occurs, is the key to evidence-based practice. The results must be impartial, verifiable, and reproducible under the same investigation conditions. The standards for good research are high because published research findings can significantly impact nursing practice.

The research contributes to advancing my field, staying current, and providing better patient care. Knowledge of information can help me use information more effectively to conclude. Fact-based practice is critical for nurses. Understanding, evaluating, and using research in my career is critical.

Margaret Mbachu

replied toAmanda Clark

Jun 13, 2022, 9:53 PM

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Hello Dr. Clark,

I am very happy about taking this class. I have a friend that has six children, three boys, and three girls. The first child is now a medical Dr. second child has Masters’s degree in Biomedical Engineering, the third child is in Medica school, and the fourth and fifth child is in College. All very smart and straight-A students. The number six child is a boy, has severe Autism Spectrum Disorder, and is non-verbal. The boy with ASD has never been sick all his life and there is no history of ASD in the family.

My question,

How can this family be helped in preventing further ASD in their family?

They love the child, but if ASD can be prevented in the family, that would be awesome

Beverly Quiza

replied toAmanda Clark

Jun 15, 2022, 8:49 AM

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Hi Dr. Clark,

Thank you for giving us a chance to ask question. I have a small family, I have 2 siblings and I am the only girl. I have a cousin who has a down syndrome. I am scared that my children will give birth to a down syndrome baby. What mutation causes the Down syndrome?

Christina Atkins Whyte

replied toAmanda Clark

Jun 15, 2022, 7:53 PM

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Replies to Amanda Clark

To be honest with you. It’s been a long time since I learned about chromosomes and I don’t remember much. Just looking at the discussion question, I felt overwhelmed already. My question is why are we focusing on eukaryotic and not prokaryotic chromosomes.

Margaret Mbachu

Jun 12, 2022, 9:52 PM

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Replies to Amanda Clark

Eukaryotic Chromosome

An essential structural element of a functional eukaryotic chromosome of interest:

Introduction

The study of systems biology, genetics, synthetic biology, and the functional analysis of genomes is the main focus in fields of chromosomal engineering. Eukaryotic cells contain chromosome ends which are protected by telomeres from incomplete DNA synthesis, inappropriate fusion, and degradation during DNA replication. Eukaryotic chromosome ends are divided into two, telomeres and adjacent sub-telomeric regions. Telomeres function is to protect the chromosome ends from external attacks and to avoid the loss of genetic information.

Telomeres: Telomeres consist of double-stranded repetitive G-rich DNA with Telomeres nucleoprotein structures at the ends of eukaryotic chromosomes. In order to conserve genetic information, chromosomal stability, and cell survival, maintenance of the proper structure and function of telomeres are crucial for the maintenance of genome integrity. The epigenetic regulators play an important role in controlling the chromatin state at the telomeres and the sub-telomeric regions. Telomeres are maintained by cellular activities associated with telomerase and telomere binding proteins which contribute to the maintenance of chromosomal homeostasis in yeast, animals, and plants.

The implications of Telomeres element for research: Research studies shows that the lengths of telomeres at birth are determined by genetic makeup. Other factors such as environmental and living conditions affect the telomere lengths during an individual’s lifespan. Extreme and long-term stress has also been shown to negatively impact telomeres and their protective function and some chromosomal abnormalities in offspring are influenced by the stress experienced by parents (Konečná, K., Lyčka, M., Nohelová, L., Petráková, M., Fňašková, M., Koriťáková, E., Sováková, P., P., Brabencová, S., Preiss, M., Rektor, I., Fajkus, J., Fojtová, M., 2019).

The implications of Telomeres element on health: The previous assumption shows that aging is a primary risk factor for neurodegenerative disease (ND), especially in Alzheimer’s and Parkinson’s patients. Leukocyte telomere length (LTL) serves as a predictor of neurological disease because the Telomeres ribonucleoprotein complexes that cap eukaryotic chromosomes shorten in leukocytes with aging (Konečná, et al., 2019).

The implications of Telomeres element for life span: telomeres are most rapidly shortened during the first four years of life and the rate of telomere shortening differs with age. in humans, the telomere length at birth is determined mostly by genetics, environmental conditions, gender, and maternal stress during pregnancy. Modifiable factors that can affect Telomeres include low socioeconomic factors, and lifestyle status including obesity, cigarette smoking, and stress. Exposure to severe and long-lasting stress conditions is associated with shorter telomere length and notable symptoms of premature aging persisted after the stress subsided (Konečná, et al., 2019).

How can the doctoral-prepared nurse apply this information in practice? Explain.

Currently, I work with elderly demented patients and the study of eukaryotic chromosome with a focus on Tolemeres have shed light on some causes of Alzheimer’s and Parkinson’s patients. Knowledge gained from this topic shows that individual personality which is difficult to express is a crucial factor in the capability of each person to cope with extremely stressful conditions. Resilient individuals with distinct personal qualities such as optimism, positive affect, self-efficacy, and high self-esteem are relevant

DNP 810 Topic 1 DQ 1 essential structural elements of a functional eukaryotic chromosome

parameters to survive post-traumatic stress symptoms Lee, W., K., & Cho, M., H., 2019).

Reference

Konečná, K., Lyčka, M., Nohelová, L., Petráková, M., Fňašková, M., Koriťáková, E., Sováková, P., P., Brabencová, S., Preiss, M., Rektor, I., Fajkus, J., Fojtová, M. (2019). Holocaust history is not reflected in telomere homeostasis in survivors and their offspring. Journal of Psychiatric Research. V 117, pp. 7-14. doi: 10.5483/BMBRep.2019.52.3.047. https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC6476486/

Lee, W., K., & Cho, M., H. (2019). Epigenetic aspects of telomeric chromatin in Arabidopsis thaliana. Korean Society for Biochemistry and Molecular Biology. V52 (3), pp. 175-180. Retrieved from DOI: 10.5483/BMBRep.2019.52.3.047. https://www-ncbi-nlm-nih-gov.lopes.idm.oclc.org/pmc/articles/PMC6476486/

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Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. *(5 points possible per graded thread)*	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements *per discussion thread*	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement *per discussion thread*	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.