Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors NRS 410

Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors NRS 410

Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors NRS 410

Topic 2 DQ 1

Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors. Outline steps for prevention or health promotion for the patient and family.

Replies

Class, are there conditions that could have a perceptual, neurological, as well as cognitive problem, all at once? Please explain your answer.

  • Replies ,

Yes, many of these neurological conditions are also perceptual and cognitive. Since the brain functions on each of these levels anytime the brain is disrupted from its normal function it can erroneously create or miss perceptual experiences that would have otherwise been different. The same is true for cognition, the brain is responsible for learning and understanding but the disruption can impact this process also. An example is that of a middle cerebral artery (MCA) stroke, this manifests with classic symptoms of unilateral motor loss but also involves speech aphasia, which is related to cognition, (Nogles & Galuska, 2022). The MCA stroke also can cause perceptual problems with its related visuospatial neglect, (Li & Malhotra, 2015).

Li, K., & Malhotra, P. A. (2015). Spatial neglect. Practical neurology, 15(5), 333–339. https://doi.org/10.1136/practneurol-2015-001115

Nogles, T.E., & Galuska, M.A. Middle Cerebral Artery Stroke. [Updated 2022 May 8]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2022 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK556132/

  • Atoyia Ortiz

replied toBarb McGraw

Jul 26, 2022, 6:54 AM

  • Replies to Barb McGraw

Hi Professor McGraw,

When I read your question, my immediate thought was about traumatic brain injury, or TBI.

TBI occurs when a sudden trauma damages the brain. It can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. According to the NIH (2022), a reported 3.6 million people in the U.S. sustain brain injuries every year. The recent tragic death of the actor, Bob Saget highlights just how serious any head injury can be (he accidentally hit the back of his head, didn’t realize the severity, and went to sleep, as far too many people do).

Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors NRS 410
Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors NRS 410

 

TBI can display an array of symptoms, to include perceptual, neurological, and cognitive impairment, with varying levels of severity. Some of those symptoms include headache, confusion, lightheadedness, dizziness, blurred vision or tired eyes, ringing in the ears, bad taste in the mouth, fatigue or lethargy, a change in sleep patterns, behavioral or mood changes, and trouble with memory, concentration, attention, or thinking. Capizzi et al (2019) discuss how a person with a moderate or severe TBI may show these same symptoms but may also have a headache that gets worse or does not go away, repeated vomiting or nausea, convulsions or seizures, an inability to awaken from sleep, dilation of one or both pupils of the eyes, slurred speech, weakness or numbness in the extremities, loss of coordination, and increased confusion, restlessness, or agitation.

 

Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors NRS 410  REFERENCES

 

Capizzi, A., Woo, J., & Verduzco-Gutierrez, M. (2019). Traumatic brain injury: An overview of epidemiology, pathophysiology, and medical management. Science Direct, 104(2), 213-238. https://doi.org/10.1016/j.mcna.2019.11.001

 

National Institute of Neurological Disorders and Stroke. (2022). Traumatic brain injury: What research is being done? National Institutes of Health. https://www.ninds.nih.gov/health-information/disorders/traumatic-brain-injury#:~:text=Traumatic%20brain%20injury%20(TBI)%2C,skull%20and%20enters%20brain%20tissue.

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The central nervous system is affected by the condition known as multiple sclerosis. Myelin, the barrier that surrounds nerve fibers, is attacked by the immune system, which results in inflammation and lesions. This makes it challenging for the brain to communicate with the rest of the body. Also, the nerve cells to the spinal cord are disrupted. About 50% of MS patients develop cognitive impairments, which can include memory loss, poor judgment, and attention and focus problems (U.S Dept. of Health and Human Resources (n.d.). Each patient’s experience with MS is unique and varies from moderately losing the ability to walk, speak, or write (McNamara, L. (2015). Since the underlying cause is unknown, a diagnosis must be made by ruling out other possibilities.

 

Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors NRS 410 References

McNamara, L. (2015, October 5). What is multiple sclerosis (MS)?: The Johns Hopkins Multiple Sclerosis Center. What is Multiple Sclerosis (MS)? | The Johns Hopkins Multiple Sclerosis Center. Retrieved July 26, 2022, from https://www.hopkinsmedicine.org/neurology_neurosurgery/centers_clinics/multiple_sclerosis/conditions/ 

 

U.S. Department of Health and Human Services. (n.d.). Multiple sclerosis. National Institute of Neurological Disorders and Stroke. Retrieved July 26, 2022, from https://www.ninds.nih.gov/health-information/disorders/multiple-sclerosis 

 

  • Grace Ochulor

replied toBarb McGraw

Jul 26, 2022, 9:35 PM

  • Replies to Barb McGraw

Professor McGraw,

Yes, a patient can have a perceptual, neurological and cognitive condition. The patient who has sustained an initial cerebral vascular accident (CVA) is thought to have focal or localized damage to discrete areas of the brain, often resulting in discrete cognitive or perceptual deficits. A patient who have sustained a TBI are presumed to have generalized brain damage resulting in cognitive impairment with generalized deficits in attention, memory, learning, and so forth, rather than specific difficulties in discrete cognitive or perceptual functions (Mandal, A. 2016). Cognitive and perceptual deficits are some of the most puzzling and disabling difficulties that a person can experience. Effective treatment of many patients with brain damage depends on understanding perception and cognition.

Mandal, A. (2016). Function of the nervous system. Retrieved from https://www.news-medical.net/health/Function-of-the-Nervous-System.aspx

  • Mary Bonillos

replied toBarb McGraw

Jul 26, 2022, 10:32 PM

Replies to Barb McGraw

Multiple sclerosis (MS) is an autoimmune disease that causes damage to nerve fibers in the central nervous system (lesions), which can lead to vision problems, sensory disturbance, muscle weakness, or loss of balance (Cleveland Clinic, 2021). MS is characterized by physical disability, cognitive impairment, and other symptoms which affect one’s quality of life. Typically, providers measure disease activity and progression by relapses, MRI activity, and short-term progression of disability (McGinley et al., 2021). With no cure for MS., treatment focuses on symptom management, reducing relapses (periods when symptoms worsen), and slowing the disease’s progression. Treatment to slow the progression of the disease include disease-modifying therapies that help reduce flare-ups and prevent the new formation of lesions on the brain and spinal cord—Corticosteroids slow damage to the myelin sheath during a severe attack (Cleveland Clinic, 2021). Symptom management is integral to treatment, including spasticity, pain, fatigue, cognitive impairment, bladder and bowel issues, gait dysfunction, mood dysregulation, and sleep disturbance, and should include a combination of pharmacological and nonpharmacological treatments (McGinley et al., 2021). Patients are also referred to rehabilitation for PT/OT and counseling to help them cope.

Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors NRS 410  References

Cleveland Clinic. (2021). Multiple sclerosis (ms): Symptoms, causes, diagnosis & treatments. https://my.clevelandclinic.org/health/diseases/17248-multiple-sclerosis

McGinley, M. P., Goldschmidt, C. H., & Rae-Grant, A. D. (2021). Diagnosis and treatment of multiple sclerosis. JAMA, 325(8), 765. https://doi.org/10.1001/jama.2020.26858

  • Grace Ochulor

replied toMary Bonillos

Jul 31, 2022, 6:39 PM

  • ·

Replies to Mary Bonillos

Hello Mary, Multiple sclerosis (MS) is a nervous system disease that affects the brain and spinal cord. It damages the myelin sheath, the material that surrounds and protects the nerve cells. This damage slows down or blocks messages between the brain and the body, leading to the symptoms of MS which include: Visual disturbances, Muscle weakness, Trouble with coordination and balance, Sensations such as numbness, prickling, Thinking and memory problems. No one knows what causes MS. It may be an autoimmune disease, which happens when your immune system attacks healthy cells in the body by mistake. Multiple sclerosis affects women more than men. It often begins between the ages of 20 and 40. Usually, the disease is mild, but some people lose the ability to write, speak, or walk. There is no specific test for MS. Doctors use a medical history, physical exam, neurological exam, MRI, and other tests to diagnose it. There is no cure for MS, but medicines may slow it down and help control symptoms. Physical and occupational therapy may also help.

Falkner, A., Green, S. (2018). Neurological, perceptual, and cognitive complexities. In Grand Canyon University (Ed.), Pathophysiology clinical applications for client health. https://lc.gcumedia.com/nrs410v/pathophysiology-clinical-applications-for-client-health/v1.1/#/chapter/2

  • Torri Scott

replied toBarb McGraw

Jul 27, 2022, 7:41 AM(edited)

  • Replies to Barb McGraw

When nerve cells in the brain and spinal cord begin to degenerate, the condition is known as Amyotrophic Lateral Sclerosis (ALS). Motor neuron degradation and muscle atrophy lead to complete loss of muscle control in patients with ALS, which is a progressive disease. Speech, eating, moving, and breathing may become increasingly difficult for those who are unable to control their muscles (Masrori & Van Damme). Those who are affected are confined to a wheelchair and eventually require the use of a ventilator to maintain their airway pressure. Currently, there is no treatment for ALS. Patients’ lives can be improved by actively treating symptoms and using medical procedures and technology in a proactive manner, which may even assist to extend their lives. The medicine Rilutek has a limited effect on halting the course of the disease and extending life expectancy (Masrori & Van Damme) In ALS patients, this is the only known treatment to improve survival rates. Medical advances and new technology have the potential to significantly enhance one’s well-being. For patients with communication difficulties, speech therapists and speech-language pathologists are essential. They can instruct patients on how to reduce their consumption of oxygen and improve the clarity of their speech. Hand- or eye-activated electronic assistive communication devices are another possibility (Masrori & Van Damme). A common neurological or cognitive impairment can be identified, as well as the circumstances that contribute to it.

Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors NRS 410  References

Masrori, P., & Van Damme, P. (2020). Amyotrophic lateral sclerosis: a clinical review. European Journal of Neurology, 27(10), 1918-1929. https://doi.org/10.1111/ene.14393

  • Beth Johnsrud

replied toBarb McGraw

Jul 27, 2022, 9:50 AM

  • Replies to Barb McGraw

Professor McGraw,

I believe mental illness could fit into all three of those categories. Having a mental illness can affect one’s cognition. People may find it hard to think clearly, pay attention, remember things, etc. Some of these problems are seen more with episodes of illness and for some people it is a persistent everyday thing (New York State Office of Mental Health, 2002). Mental illness is also neurological. Mental illness is no different that things like heart disease, diabetes, or any other chronic illness. With every chronic illness there is an organ involved, with mental illness the organ of interest is the brain. neurological disorders like mental illness are conditions that affect tour thoughts, emotions, behaviors, and relationships. Mental illness can also cause a person’s view of the world to be distorted. The way they see things and percept things may be very different. Mental illness for things like schizophrenia, can cause people to hallucinate and have auditory and visual disturbances (Chuang et al., 2019). Their perception of life may be in a whole other world.

Beth Johnsrud

 

New York State Office of Mental Health. (2002, October). Office of Mental Health. Dealing with Cognitive Dysfunction. Retrieved July 26, 2022, from https://omh.ny.gov/omhweb/cogdys_manual/cogdyshndbk.htm

 

Chuang, S. P., Wu, J., & Wang, C. S. (2019). Self-perception of mental illness, and subjective and objective cognitive functioning in people with schizophrenia. Neuropsychiatric disease and treatment, 15, 967–976. https://doi.org/10.2147/NDT.S193239

Identify a common perceptual, neurological, or cognitive issue and discuss contributing factors NRS 410  Grading Rubric Guidelines

Performance Category 10 9 8 4 0
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.
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  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
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  • 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
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  • 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.
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  • 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
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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
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  • 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
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  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.
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  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
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  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
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  • 8-10 errors in APA format.
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  • Post contains greater than 10 errors in APA format.
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0 points lost       -5 points lost
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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.