NR 507 Week 4 Discussion: Alterations in Renal and Urinary

Sample Answer for NR 507 Week 4 Discussion: Alterations in Renal and Urinary Included After Question

NR 507 Week 4 Discussion: Alterations in Renal and Urinary

NR 507 Week 4 Discussion: Alterations in Renal and Urinary

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NR 507 Week 4: Alterations in Renal and Urinary

Week 4: Open Forum Discussion

This is a required, but not graded open forum. Please feel free to post questions related to content or assignments.

Week 4: Open Forum Discussion

This is a required, but not graded open forum. Please feel free to post questions related to content or assignments.

A Sample Answer For the Assignment: NR 507 Week 4 Discussion: Alterations in Renal and Urinary

Title: NR 507 Week 4 Discussion: Alterations in Renal and Urinary

  • In our lesson this week, we covered the renal system and it’s functions. We learned about the various issues that can arise like an obstruction, calculi, an infection like a UTI, cystitis, and pyelonephritis, or an infection in the kidney. We then looked at common diseases and disorders that can occur in this system like cancer and nephrotic syndrome. Most of my time this week, however, is going toward studying for the midterm. Looking over the study guide, I found that I should probably take some extra time to look at epigenetics as it is a concept that I can sometimes struggle with. For some reason, DNA and genes and all the accompanying topics are definitely not my favorite part of biology, so I know I need to study those just a bit harder. Good luck on the exam everyone!

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Hello, Nakisha, Dr. Arredondo and Class

Nakisha, I am also not a great fun of DNA and genetics. I read the chapter on epigenetics and disease. One process I found interesting is, gene silencing (Imprinting), in which genes are inevitably silenced, regulated on which parent transfers them (McCance, Huether, Brashers, & Rote, 2013). I also learnt that imprinted genes are densely methylated in comparison to the nonimprinted clone of the allele, which is usually not methylated (McCance et al., 2013). Disease of imprinting that is consorted with deletion of approximately four million base sets (Mb) of the protracted arm of chromosome 15 (McCance et al., 2013). When this genetic deletion is from the father, the child exhibits Prader-Willi syndrome, whose clinical representation includes, short height, loss of muscle tone, small upper and lower extremities, obesity, mild to modest mental retardation and hypogonadism (McCance et al., 2013). The same 4-Mb deletion passed down from the mother results in Angelman syndrome, which is distinguished by severe mental retardation, seizure, ataxic posture and spells of unsuppressed laughter (McCance et al., 2013). According to McCance (2013), these illnesses are both seen in one of every 15,000 live births and chromosome deletions are accountable for about 70 percent of cases in both illnesses.

Mwiche-

References NR 507 Week 4 Discussion: Alterations in Renal and Urinary

McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby

Jul 31, 2018Jul 31 at 9:43pm

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class, in this week lesson of the renal system it is whort knowing the difference between the nephrotic syndrome and acute glomerulonephritis.

Both diseases attract the kidney and result in renal dysfunction.  As a nurse practitioner, it is good to pay attention to the hallmark signs of both diseases since acute glomerulonephritis and nephrotic syndrome have a similar characteristic. Glomerulonephritis is the inflammation of the glomerulus resulting to leakage of into the urine.red blood cells (RBCs) and protein tea-colored urine (cola colored) from hematuria recent strep infection. The cause of the patient disease is not due to strep infection but is due to the bodily reaction to antigen in strep

Nephrotic syndrome, on the other hand, is due to changes to the glomerulus of the nephron that causes leakage of massive protein greater than 3 grams (Proteinuria) in the urine, hyperlipidemia, hypoalbuminemia, foamy frothy urine dark yellow in color,  generalized edema that start around the eyes and spreads to  other systems of the body.

The filtrating system in the glomerulus is faulty in nephrotic syndrome they are bigger than their regular size and allows proteins to pass through. In acute glomerulonephritis there is presence of protein but not to compare to the protein loss in the Nephrotic syndrome.

Aug 1, 2018Aug 1 at 8:21am

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Hello Professor and class,

This week’s reading covers changes in the body that affect normal renal functioning. Two specific points of focus are functional and anatomical urinary obstructions. Causations mentioned in the text are urinary calculi (kidney stones) and strictures within the urinary tract. Common causes of renal calculi are consistent dehydration and consuming too much salt. What are some other possible causes of renal calculi? A medical stricture is the narrowing of a body passage, such as a tube or a canal. For example,  scar tissue or a tumor may obstruct the ureter. What are some congenital strictures that affect the kidney and disrupt the normal flow of urine or result in renal dysfunction?

 

Aug 1, 2018Aug 1 at 12:26pm

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Dr. Arredondo and class,

First, I would like to wish everyone good luck on the mid-term, it is much material to study, but we can do it. In week four readings I learned about the function of the renal system and the different disorders that can affect our body. I didn’t realize that ureter stricture is so prevalent in men until I started working in the hospital.  Restraints within the urinary tract may create an anatomical obstruction. It looks like it is a simple problem. However, these men need to undergo surgery and many times the surgeon will take tissue from the buccal mucosa and put in on the penis as a graft. According to (McCance, 2013) A urethral stricture is a narrowing of its lumen. It occurs when infection, injury, or surgical manipulation produces a scar that reduces the caliber of the urethra. Most urethral strictures occur in men. Urinary tract infection is common in male and female. Female are more susceptible to having a UTI because of the urethral tract and the fact that our vaginal and anal anatomy is closely related. In the lesson it said that sexually active female and pregnant women are at higher risk to develop UTI, I Can relate to that findings.

Ingrid

 

McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2013). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, MO: Mosby.

Aug 1, 2018Aug 1 at 4:34pm

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WK 4 Open Forum

Professor and Class,

This week’s reading material is focused on the pathophysiology and alterations of the renal and urologic systems. Both organ systems according to our textbook and knowledge ascertained throughout the years working not only psychiatric, but other medical disciplines. That we care for patients during vulnerabilities secondary to acute exacerbations of medical comorbidities.  Our textbook References the importance of both organs and appendages in maintaining homeostasis the body. Through the regulation of fluid volume and the removal of toxins and excess waste. Over the years in the medical discipline, one the principles that remained a constant in my mind that was learned from nursing school, was the need to discontinue the medication Glucophage also known as metformin. At least 48 hours before a patient would be administered radiocontrast media. The generalized understanding was that the pharmacokinetics of the contrast media and Glucophage would lead to a potential toxic level of lactic acid which could progress to lactic acidosis. As a result of the material used in this week’s lesson, the writer learned another fundamental principle. Which consists of factors that contribute to ischemic acute tubular necrosis (ATN). One of the primary causes of intrarenal acute kidney injury secondary to ischemia have been closely associated with significant exposure to “antibiotics and radio contrast media” and medical conditions such as “glomerulonephritis, disseminated intravascular coagulation (DIC), vascular disease and malignant hypertension” (McCance, Huether, Brashers, & Rote, 2014, p. 1360).

Thanks,

References NR 507 Week 4 Discussion: Alterations in Renal and Urinary

McCance, K. L., Huether, S. E., Brashers, V. L., & Rote, N. S. (2014). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis, Missouri: Mosby

Aug 1, 2018Aug 1 at 6:50pm

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Dr. Arredondo and Class,

This week has provided information on the renal system. The renal system plays an important role in our body as it filters and excretes

unwanted ion, chemicals, and excess water that the body does not need. The primary functioning unit of the kidney is the nephron. The nephron is a microscopic unit that is made of the glomerulus, proximal convoluted tubule, loop of henle, distal convoluted tubule, and the collecting duct (McCance & Huether, 2014). Plasma is filtered through the afferent arteriole into the glomerulus then travels through the entire nephron to create urine. The loop of henle plays a vital role in electrolyte and fluid balance. The descending loop of henle is highly permeable to water and the ascending loop of henle is highly permeable to ions. It is essential to monitor GFR, BUN, and creatinine levels in patients to determine if renal functioning is adequate.

Kathryn Segura

McCance, K. L. & Huether, S. E. (2014). Structure and function of the renal and urologic system, Pathophysiology: The biologic basis for disease in adults and children, seventh edition (1319-1338). St. Louis, Missouri: Elsevier Mosby

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NR 507 Week 4 Discussion: Alterations in Renal and Urinary 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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