DNP 810 Topic 1 DQ 2 Identify a specific disease encountered in your clinical practice or personal life

Sample Answer for DNP 810 Topic 1 DQ 2 Identify a specific disease encountered in your clinical practice or personal life Included After Question

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Topic 1 DQ 2

Jun 9-13, 2022

Identify a specific disease encountered in your clinical practice or personal life. Can your patient’s understanding of DNA/RNA replication, transcription, and translation affect the management of the disease? Explain. Support your rationale with a minimum of two scholarly sources.

A Sample Answer For the Assignment: DNP 810 Topic 1 DQ 2 Identify a specific disease encountered in your clinical practice or personal life

Title: DNP 810 Topic 1 DQ 2 Identify a specific disease encountered in your clinical practice or personal life

REPLY TO DISCUSSION

Amanda Clark

Jun 15, 2022, 9:39 AM

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We are finishing up week 1 discussions! Any content from this week that you have questions on?

Christopher McCorkle

Jun 13, 2022, 7:18 PM

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Replies to Amanda Clark

Diabetes is an everyday health problem today. Diabetes is a debilitating health condition that affects people throughout the world. Patients with diabetes suffer from multisystemic complications that may cause mortality and morbidity. Nevertheless, very little is known about how these regulatory programs are poorly regulated regarding diabetes. RNA binding proteins (PBRs) are essential regulators of post-transcriptional RNA networks, which are also out of tune in diabetes (Nutter & Kuyumcu‐Martinez, 2017).

Collaborations among various interdisciplinary teams are the best practice in the development and implementation of most public health interventions. Such approaches draw their success from the fact that it maximizes the likelihood of interventions effectiveness stemming from higher The fundamentals for ensuring collaborative practice is achieved include the cultivation of responsibility, accountability, mutual trust, and respect for one another (Gucciardi, et.al, 2016). Additionally, an environment of effective communication, coordination, and cooperation must be cultivated. Most importantly, team members need to be encouraged to be assertive and independent. It is the nature of the collaborative interactions among the team members that creates a culture of blended professional practice that is characterized by extensive sharing of skills and knowledge, which in turn results in a better and improved quality of care provided to patients.

Reference

Gucciardi, E., Espin, S., Morganti, A., & Dorado, L. (2016). Exploring interprofessional collaboration during the integration of diabetes teams into primary care. BMC

family practice, 17(1),

12.

Nutter, C. A., & Kuyumcu‐Martinez, M. N. (2017). Emerging roles of RNA‐binding proteins in diabetes and their therapeutic potential in diabetic complications. WIREs RNA, 9(2). https://doi.org/10.1002/wrna.1459

Margaret Mbachu

replied toChristopher McCorkle

Jun 14, 2022, 9:55 PM

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Replies to Christopher McCorkle

Hello Christopher, thanks for your post.

Diabetes Mellitus is a very good topic for discussion because diabetes is a global problem. There are lots of medications and supplies to manage the disease condition, but a lot of people are still ending up with complications due to non-compliance and knowledge deficit. Unless patients and their family members are involved and ready to co-operate with an education and medical recommendations, treatment and management are very difficult. I always tell my patient, that medications don’t work unless they take them. So, spreading awareness through random blood work to identify at-risk individuals, community outreach, and diabetic education to encourage lifestyle changes with better meal planning is paramount to the care.

Cassandra Turner-Donegal

replied toChristopher McCorkle

Jun 14, 2022, 10:23 PM

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Replies to Christopher McCorkle

Hi Christopher,

Thanks for sharing your post. In addition, Leontovich, Intine & Sarras (2016) suggested that variations in the transcription of genes primarily required for cell division may cause tissue dysfunction in type 1 and type 2 diabetes leading to the long-term complications that arise due to changes in cell multiplication rates.

Reference

Leontovich, A. A., Intine, R. V., & Sarras, M. P., Jr (2016). Epigenetic studies point to DNA replication/repair genes as a basis for the heritable nature of long-term complications in diabetes. Journal of Diabetes Research, 2016, 2860780. https://doi.org/10.1155/2016/2860780

Christina Atkins Whyte

replied toChristopher McCorkle

Jun 15, 2022, 7:54 AM

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Replies to Christopher McCorkle

Hi Christopher

Thanks for your post and nice meeting you.

I agree with you. Diabetes is an everyday health problem today. Diabetes is a debilitating health condition that affects people throughout the world. Patients with diabetes suffer from multisystemic complications that may cause mortality and morbidity. How alarming it is that genetics plays an essential role in the disease that we encounter in our family. Awareness of genetic and lifestyle changes can be effective in how we take care of ourselves.

Amanda Clark

replied toChristopher McCorkle

Jun 15, 2022, 9:36 AM

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Replies to Christopher McCorkle

Hi Christopher thank you for sharing the topic of Diabetes Mellitus. I can see your classmates have also agreed this is a big topic choice for this weeks disucssion.

Tommie Wood

replied toChristopher McCorkle

Jun 15, 2022, 10:07 AM

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Replies to Christopher McCorkle

Christopher,

Hello, thanks for posting re: diabetes. In my current role, diabetes and complications from diabetes is an extremely prevalent diagnosis for patients in the medical records I review. Diabetes is a disease that affects over 34 million people in the United States. (CDC, 2022). Complications related to diabetes are on the rise in people 18-64 years of age and more common in minorities. Interesting facts re: cost of diabetes as per Centers for Disease Control and Prevention, 2022

1 out of every $4 in US health care costs is spent on caring for people with diabetes.
$237 billion‡ is spent each year on direct medical costs and another $90 billion) on reduced productivity.15
The total economic cost of diabetes rose 60% from 2007 to 2017.
61% of diabetes costs are for people 65 years or older, which is mainly paid by Medicare.15
48% to 64% of lifetime medical costs for a person with diabetes are for complications related to diabetes, such as heart disease and stroke.

DNP prepared nurses are able to use therapies such as b-cell regeneration, gene therapies, insulin, and oral hypoglycemic medication to help manage diabetes. Being knowledgeable about new treatments of drugs targeting specific medication administration. (Mishra, V. et, al., 2021). Staying up to date on new therapies is important. However, knowledge of basic genetics and hereditary factors can be used when predicting outcomes of diabetes, educating patients and staff, and providing policies for cost effective, quality care.

Centers for Disease Control and Prevention (CDC). (2022). Our impact cost-effectiveness of chronic disease interventions. https://www.cdc.gov/chronicdisease/programs-impact/pop/diabetes.htm

Mishra V, Nayak P, Sharma M, Albutti A, Alwashmi ASS, Aljasir MA, Alsowayeh N, Tambuwala MM. (2021) Emerging treatment strategies for diabetes mellitus and associated complications: an update. Pharmaceutics. 2021; 13(10):1568. https://doi.org/10.3390/pharmaceutics13101568

Jennifer Murillo

replied toChristopher McCorkle

Jun 15, 2022, 6:48 PM

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Replies to Christopher McCorkle

Greetings Christopher! I agreed with you when you wrote,” it is the nature of the collaborative interactions among the coworkers of a team which thereby enables a culture where blended professional practice can prevail, and is characterized by extensive sharing of skills and knowledge, which in turn results in a better and improved quality of patient care.” When engaging in patient collaboration, clinician-based colleagues undertake an assessment, diagnosis, intervention, goal-setting, and creation of a care plan (Trischler et a.,

DNP 810 Topic 1 DQ 2 Identify a specific disease encountered in your clinical practice or personal life

2018). The patient, family, and carers are involved in discussions about their condition, prognosis, and care plan. Interdisciplinary teaching helps advance critical thinking and cognitive development. Interdisciplinary instruction helps students develop their cognitive abilities including brain-based skills and mental processes needed to carry out tasks (Trischler et a., 2018). If a team acquires optimal performance, effectual communication can enact the prevention of errors and facilitate collaborative skills alongside collaboration. Interdisciplinary collaboration allows for the synthesis of ideas and characteristics from many disciplines. At the same time, it addresses students’ differences and helps develop essential, transferable skills (Trischler et a., 2018).

Reference

Trischler, J., Kristensson, P., & Scott, D. (2018). Team diversity and its management in a co-design team. Journal of Service Management.

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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.