Explain the risk factors for osteoporosis NRS 410

Explain the risk factors for osteoporosis NRS 410

Explain the risk factors for osteoporosis NRS 410

Topic 5 DQ 2

Explain the risk factors for osteoporosis. What can a nurse do to help manage this health condition to restore the patient to optimal health?

Replies

Class, can men have osteoporosis? Please explain.

Replies

Women have a higher incidence of osteoporosis than men, but men are also at risk. One of every five men is estimated to experience fragility fractures at least once in their lifetime (Rinonapoli et al., 2021). Men have greater bone mass than women, bone loss generally begins later and advances slower than in women, and men often develop secondary osteoporosis. 20-40% of osteoporosis in women is secondary to extraskeletal diseases, and this percentage rises to 65% in men (Rinonapoli et al., 2021). Some risk factors include family history, chronic diseases such as rheumatoid arthritis, diabetes, low testosterone levels, medications such as glucocorticoids, thyroid hormone, and chemotherapies, and lack of physical activity, alcoholism, and smoking, among others (Rinonapoli et al., 2021). Literature suggests that there are few studies on osteoporosis in men and that the condition is underdiagnosed and undertreated (Rinonapoli et al., 2021).

Explain the risk factors for osteoporosis NRS 410 Reference

Rinonapoli, G., Ruggiero, C., Meccariello, L., Bisaccia, M., Ceccarini, P., & Caraffa, A. (2021). Osteoporosis in men: A review of an underestimated bone condition. International Journal of Molecular Sciences, 22(4), 2105. https://doi.org/10.3390/ijms22042105

Replies

Mary, how and what would you teach a male who has osteoporosis?

Explain the risk factors for osteoporosis NRS 410
Explain the risk factors for osteoporosis NRS 410

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Educating patients on risk factors and ways to prevent osteoporosis or, if already diagnosed, how to avoid disease complications is essential. Education for males is similar to that for females. First, the nurse would need to assess what the patient knows about osteoporosis and the patient’s learning preference. Depending on the patient’s preferred way of learning, education can be provided through printed materials, videos, and online resources. The Bone Health & Osteoporosis Foundation (https://www.bonehealthandosteoporosis.org/) offers many patient resources and support, including educational materials, podcasts, blogs, and support groups.

Education would include the importance of increasing calcium and vitamin D intake, eating a healthy diet, and limiting alcohol. Regular exercise may decrease fracture risk by improving bone mass, strengthening muscles, and improving balance, thus may reduce fall risk (Rosen, 2021). Smoking cessation is another lifestyle change that must be emphasized, as smoking is known to speed up the bone loss (Rosen, 2021). Fall prevention strategies are necessary, as falling increases the risk of osteoporotic fractures. Nurses must educate patients on safety measures such as removing items that could cause tripping, slipping, and falling, like rugs and electrical cords, ensuring adequate lighting in and around the home, getting regular eye exams and wearing their glasses, and avoiding walking in unfamiliar or uneven areas (Rosen, 2021). Education should also include medications prescribed to treat osteoporosis, for example, oral biphosphonates, have specific instructions on how and when to take them. In addition, the nurse must educate patients on potential side effects and complications with medications and instruct them to keep all doctor’s appointments for follow-up and monitoring.

Explain the risk factors for osteoporosis NRS 410  Reference

Rosen, H. N. (2021). Patient education: Osteoporosis prevention and treatment (beyond the basics) (C. J. Rosen & J. E. Mulder, Eds.). UpToDate. Retrieved August 18, 2022, from https://www.uptodate.com/contents/osteoporosis-prevention-and-treatment-beyond-the-basics?csi=0f1cb00b-eff6-4d01-98f5-e89e35c45a56%26source=contentShare

  • Torri Scott

replied toBarb McGraw

Aug 21, 2022, 9:30 AM

  • ·
  • Replies to Barb McGraw

I would educate the patient and tell him first that testosterone deficiency is the most common cause of male osteoporosis. For low-testosterone men, doctors may advise testosterone replacement to build bone mass. I would inform the patient that we must look at the testosterone to estrogen conversion. Estrogen preserves bone density in men and women. The patient may need small doses of estrogen. The patient needs plenty of calcium and vitamin D.

  • Sandra Jeudy

replied toBarb McGraw

Aug 18, 2022, 8:50 AM

Replies to Barb McGraw

Hi Professor McGraw,

Osteoporosis can affect anyone, either men or women of all races. While osteoporosis is more common in women, men are also at risk of having the disease (Rinonapoli et al., 2021). However, there are significant alterations between men and women concerning osteoporosis. For men, bone loss starts at an advanced age and progresses more slowly. Osteoporosis in men can be triggered by various diseases such as intestinal disorders, which result in poor absorption of bone-boosting nutrients. Prostate cancer medication can predispose men to low bone mass and fractures. Low testosterone production can also affect bone mass.

Explain the risk factors for osteoporosis NRS 410 Reference

Rinonapoli, G., Ruggiero, C., Meccariello, L., Bisaccia, M., Ceccarini, P., & Caraffa, A. (2021). Osteoporosis in men: a review of an underestimated bone condition. International Journal of Molecular Sciences, 22(4), 2105. https://doi.org/10.3390/ijms22042105

  • Marise Guillaume Charles

replied toSandra Jeudy

Aug 20, 2022, 10:16 AM

Replies to Sandra Jeudy

Sandra I agree with you that Osteoporosis is associated with the reduced mineral density causing bone porosity. The condition also expose patients to a high risk of fractures. Osteoporosis is known to target bone and bone tissues (Pouresmaeili et al., 2018). Unfortunately, the health complication may interfere with movement in the affected areas. The risk factors for this bone complication can be characterized as either environmental or genetic. Occasionally, both genetic and environmental factors can expose an individual to osteoporosis. The genetic risk factors include being female, family causes, and increased age and early menopause. Poor living conditions may also expose population to osteoporosis (Zheng et al., 2018). Osteoporosis is a common bone complication due to usual environmental and genetic risk factors. Therefore, people are recommended to check on their lifestyle choices. Nurses can use their positions and knowledge to educate patients about osteoporosis. Sensitization will help patients to manage the condition. At the same time, people having patients of the same complication may learn much from sensitization.

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Explain the risk factors for osteoporosis NRS 410  References

Pouresmaeili, F., Kamalidehghan, B., Kamarehei, M., & Goh, Y. M. (2018). A comprehensive overview on osteoporosis and its risk factors. Therapeutics and clinical risk management, 14, 2029. doi: 10.2147/TCRM.S138000

Zheng, J. P., Miao, H. X., Zheng, S. W., Chen, C. Q., Zhong, H. B., Li, S. F., … & Sun, C. H. (2018). Risk factors for osteoporosis in liver cirrhosis patients measured by transient elastography. Medicine, 97(20). doi: 10.1097/MD.0000000000010645

 

  • Barb McGraw

replied toMarise Guillaume Charles

Aug 20, 2022, 1:38 PM

  • ·
  • Replies to Marise Guillaume Charles

Marise, what kind of teaching would you do with a patient who has osteoporosis?

  • Taylor Sims

replied toBarb McGraw

Aug 18, 2022, 10:18 PM

Replies to Barb McGraw

Hi Professor Barb,

Yes, men can absolutely develop osteoporosis. Men are more likely (especially over the age of 60) than women to have secondary causes of osteoporosis, including the use of corticosteroids (especially if they receive doses in excess of 5 mg of prednisone daily for more than 3 months) and excessive alcohol intake (Cheever, 2018). One third of all hip fractures occur among men, and men have a higher mortality rate than women after sustaining a hip fracture (Cheever, 2018).

Explain the risk factors for osteoporosis NRS 410 Reference

Cheever, J.L.H.K. H. (2018). Lippincott coursepoint enhanced for brunner & suddarth’s textbook of medical-surgical nursing (14th Edition). Wolters kluwer health. https://coursepoint.vitalsource.com/books/9781975123383

Explain the risk factors for osteoporosis NRS 410 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.