NR 503 Week 5: Infectious Disease Paper

Sample Answer for NR 503 Week 5: Infectious Disease Paper Included After Question

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This assignment was locked Aug 15 at 11:59pm.
The Infectious Disease Paper assignment is due by Sunday, 11:59 p.m. MT at the end
of Week 5. The assignment guidelines and grading rubric are located in the Course
Resource section.
The assignment will follow the late assignment policy specified in the course
syllabus.
Rubric
NR503 Week 5 Infectious Disease Grading Rubric

NR503 Week 5 Infectious Disease Grading Rubric

Criteria Ratings Pts
This criterion is
linked to a Learning
OutcomeIntroduction
of Communicable
Disease

20.0 pts
Exceptional-
Comprehensively
describes the
communicable
disease (causes,
symptoms, mode of
transmission,
complications,
treatment) and the
demographic of
interest (mortality,
morbidity,
incidence, and
prevalence).

18.0 pts
Exceeds-
Adequately
identifies the
communicable
disease (causes,
symptoms, mode
of transmission,
complications,
treatment) and
the demographic
of interest
(mortality,
morbidity,
incidence, and
prevalence).

16.0 pts
Meets- Limited
description of
the
communicable
disease (causes,
symptoms, mode
of transmission,
complications,
treatment) and
the demographic
of interest
(mortality,
morbidity,
incidence, and
prevalence).

8.0 pts
Needs
Improvement-
Unclear
description of
the
communicable
disease (causes,
symptoms, mode
of transmission,
complications,
treatment) and
the demographic
of interest
(mortality,
morbidity,
incidence, and
prevalence).

0.0 pts
Developing-
Description of
the
communicable
disease (causes,
symptoms, mode
of transmission,
complications,
treatment) and
the demographic
of interest
(mortality,
morbidity,
incidence, and
prevalence) is
absent

20.0 pts

This criterion is
linked to a Learning
OutcomeDeterminants
of Health

20.0 pts
Exceptional-
Describe the
determinants of
health and
explain how
those factors
contribute to the
development of
this disease.
Evidence
supports
background.

18.0 pts
Exceeds-
Determinants is
complete, presents
risk factors,
disease impact
and at least one
set of incidence
and prevalence
statistics are
presented and
supported by
evidence.

16.0 pts
Meets-
Description of
determinants is
missing one or
more key points.
Limited
presentation of
the contributing
factors. Lack of
evidence to
support.

8.0 pts
Needs
Improvement-
Determinants are
missing more
than one key
point and lack of
contributing
factors. There is
no supported
evidence.

0.0 pts
Developing-
Determinants
and
contributing
factors of the
disease is not
provided. 20.0 pts

This criterion is
linked to a Learning
OutcomeHost Factors 20.0 pts
Exceptional-
Comprehensive
review of the host
factors, agent
factors (presence
or absence), and
environmental
factors.

18.0 pts
Exceeds-
Adequate review
of the host
factors, agent
factors (presence
or absence), and
environmental
factors.

16.0 pts
Meets- Limited
review of the
host factors,
agent factors
(presence or
absence), and
environmental
factors.

8.0 pts
Needs
Improvement-
Minimal or
unclear review of
the host factors,
agent factors
(presence or
absence), and
environmental
factors.

0.0 pts
Developing-
Review of the
host factors,
agent factors
(presence or
absence), and
environmental
factors not
provided.

20.0 pts

This criterion is
linked to a Learning
OutcomeRole of FNP

20.0 pts
Exceptional- A
comprehensive
review of the role
of the community
health FNP (case
finding, reporting,
data collecting,

18.0 pts
Exceeds- An
adequate, but not
fully
comprehensive,
review of the role
of the community
health FNP (case

16.0 pts
Meets- A
limited review
of the role of
the community
health FNP
(case finding,
reporting, data
8.0 pts
Needs
Improvement-
The FNP role
(case finding,
reporting, data
collecting, data
analysis, and

0.0 pts
Developing-
The FNP role
(case finding,
reporting,
data
collecting,
data analysis,

20.0 pts

data analysis, and
follow-up).

finding, reporting,
data collecting,
data analysis, and
follow-up).

collecting, data
analysis, and
follow-up). The
role is
presented with
limited or little
evidence.

follow-up) is
minimal or
unclear and is not
supported directly
by evidence.

and follow-up)
is not
provided.

This criterion is
linked to a Learning
OutcomeAPA Format
/ Writing Mechanics

20.0 pts
Exceptional-
APA format,
grammar,
spelling, and/or
punctuation are
accurate, or with
zero to one
errors.

18.0 pts
Exceeds- Two
to four errors
in APA
format,
grammar,
spelling, and
syntax noted.

16.0 pts
Meets- Five
to seven
errors in
APA format,
grammar,
spelling, and
syntax noted.
8.0 pts
Needs Improvement-
Eight to nine errors
in APA format,
grammar, spelling,
and syntax noted or
the paper exceeds
maximum of two (2)
pages.

0.0 pts
Developing-
Greater than ten
errors in APA
format, grammar,
spelling, and/or
punctuation noted
or repeatedly makes
the same errors
after faculty
feedback.

20.0 pts

Total Points: 100.0
PreviousNext
Submission
Submitted!
Aug 12 at 8:31pm
Submission Details
Download NR503 week 5 paper tuberculosis (1).docx
Grade: 96 (100 pts possible)
Graded Anonymously: no
View Rubric Evaluation
Comments:
Good job Fride. Please see my comments above and in your graded paper. Keep up
the good work!

Angela Anttila, Aug 13 at 7:17pm

Mycobacterium tuberculosis
Fride Wandji

NR503 Chamberlain College of Nursing

A Sample Answer For the Assignment: NR 503 Week 5: Infectious Disease Paper

Title: NR 503 Week 5: Infectious Disease Paper

Professor Anttila
August 8, 2018

Description of tuberculosis

Tuberculosis (TB) is a contagious, life-threatening infectious disease that primarily
affects the lungs and is caused by the mycobacterium germ (Delogu, Sali, and Fadda, 2013).
General symptoms are a wracking cough, extreme weakness and fatigue, coughing up blood or
phlegm (sputum), marked weight loss, fever and chills, profuse sweating, and severe chest pain
while breathing or coughing (CDC: Signs and symptoms, 2016). A skin test or TB blood test are
used to determine if a person has tuberculosis.
The TB mode of transmission occurs when a person with TB coughs, sneezes, speaks, or
opens his or her mouth; mycobacterium germs are released into the air and remain for hours—
even days (CDC: How TB spreads, 2016). Complications of pulmonary TB include structural,
metabolic, vascular, and infectious conditions (Shah & Reed, 2014). An acute complication of
TB is sepsis (Shah & Reed, 2014). Chronic complications are pulmonary mycetoma or focal
neurologic deficits from tuberculomas; pulmonary complications include hemoptysis (coughing
up blood) or pneumothorax (collapsed lung) (Shah & Reed, 2014). TB is treated with or more
first-line drugs for 6 to 12 months: isoniazid (INH), rifampin (RIF), ethambutol (EMB), and/or
pyrazinamide (PZA) (CDC: Treatment for TB disease, 2016). If the strain of TB is resistant to
first-line drugs, second-line group 2 drugs are given (CDC: Treatment for TB disease, 2016).
Other TB drugs are categorized as second-line groups 3 and 4, and third-line group 5. The
vaccine for TB is Bacille Calmette–Guèrin (BCG) (CDC: Treatment for TB disease, 2016).

Demographic of interest

The global mortality rate for tuberculosis is more than 50 percent in patients who do not
receive adequate treatment (Adigun & Bhimji, 2018). The CDC (2018) reports the morbidity of
TB as 10.4 million people around the world of which the mortality was 1.7 million (Adigun &

Bhimji, 2018). The morbidity of TB cases in the U.S. was 9,547 cases reported in the U.S. in
2015, of which 470 people died; of the 9, 272 TB cases reported in 2016, the CDC has yet to
compile mortality rates (CDC, 2017). The incidence rate for TB cases in the United States is 3.0
per 100,000 in 2015 and 2.9 per 100,000 in 2016 (CDC: TB Incidence…, 2017). WHO (2017)
estimates the global incidence rate for TB decreases 1.5 percent every year; the prevalence of TB
in the U.S. in 2015 was 0.00002974 percent in a population of 321 million; in 2016, the
prevalence was 0.0000287058 in a population of 323.4 million people (Adigun & Bhimji, 2018).

Determinants of health/host, agent, environmental factors

Common TB determinants of health are socioeconomic factors, physical environment,
and individual behaviors. Poverty is one of the leading social determinants of TB, as it
determines the conditions in which people live. Undernutrition is also another risk factor for
developing the disease. Malnutrition leads to secondary immunodeficiency, which amplifies a
person’s susceptibility for TB infection (Narasimhan et al., 2013). Smoking and alcohol abuse
also increase a person’s chances of getting TB because these behaviors cause other medical
conditions that weaken the immune system. Smoking damages the lungs in many ways, and
people who smoke are 40 – 60 percent more likely to develop pulmonary TB, the leading form of
the condition (Narasimhan et al., 2013). Excessive alcohol consumption damages the body and
interferes with TB treatment drugs. People who have been diagnosed with cancer, diabetes,
Crohn’s disease, chronic obstructive pulmonary disease, HIV/AIDS, or other medical conditions
that attack the immune system are at great risk to contract TB. These conditions cause an already
compromised immune system to become defenseless against TB (Narasimhan et al., 2013).
Host factors for TB are general health practices, attitude about healthcare providers,
psychological states, social status, previous exposure to disease, race, genetic diseases. The

causative agent for TB is the mycobacterium tuberculosis microbe. Environmental factors that
promote TB are poorly ventilated, crowded, filthy home and work environments. Settings that
have a lot of air pollution, geographic areas with a high incidence of TB, or work environments
with high levels of airborne or released toxins promote growth of the mycobacterium
tuberculosis germ.

Role of the FNP

If FNPs want to effectively help communities eliminate and prevent tuberculosis
outbreaks, FNPs must understand and practice current CDC and WHO approved TB screening
procedures, treatment guidelines, and community engagement methods. Case finding methods
should include retrieving relevant TB source documents from local, national, and state health
agencies, such as disease indices and pathology reports that identify reportable cases. FNPs
should also go out in the community and collect data about members who have been treated for
TB or who can recount stories of interactions with people who have been diagnosed with TB.
FNPs can utilize their informatics and research skills to analyze their findings and experiences
then compile them into a report. Once these experiences and evidence-based practices have been
presented to the right sources, TB resources and clinical care for at risk populations will be more
readily accessible.

References

Adigun R, Bhimji SS. (2018 Apr 20). Tuberculosis. In: StatPearls (Internet). Available from:
https://www.ncbi.nlm.nih.gov/books/NBK441916/
Centers for Disease Control and Prevention (CDC). (2016, March 17). Tuberculosis (TB): Signs
& symptoms. Available from
https://www.cdc.gov/tb/topic/basics/signsandsymptoms.htm
Centers for Disease Control and Prevention (CDC). (2016, July 26). How TB spreads. Available
from https://www.cdc.gov/tb/topic/basics/howtbspreads.htm
Centers for Disease Control and Prevention (CDC). (2016, August 11). Treatment for TB
Disease. Available from https://www.cdc.gov/tb/topic/treatment/tbdisease.htm
Centers for Disease Control and Prevention (CDC). (2017, November 13). Reported

tuberculosis in the United States, 2016. Available from
https://www.cdc.gov/tb/statistics/reports/2016/table1.htm
Centers for Disease Control and Prevention (CDC). (2017, November 13). TB incidence in the
United States, 1953-2016. Available from https://www.cdc.gov/tb/statistics/tbcases.htm
Delogu, G., Sali, M., & Fadda, G. (2013). The Biology of Mycobacterium Tuberculosis
Infection. Mediterranean Journal of Hematology and Infectious Diseases, 5(1),
e2013070. http://doi.org/10.4084/MJHID.2013.070
Narasimhan, P., Wood, J., MacIntyre, C. R., & Mathai, D. (2013). Risk Factors for Tuberculosis.
Pulmonary Medicine, 2013, 828939. http://doi.org/10.1155/2013/828939
Shah, M., & Reed, C. (2014). Complications of tuberculosis. Current Opinion in Infectious
Diseases, 27(5), 403-410. doi: 10.1097/QCO.0000000000000090

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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.

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