NRS 410 Assignment: Case Study: Mr. C. Health Evaluation

NRS 410 Assignment: Case Study: Mr. C. Health Evaluation

NRS 410 Assignment: Case Study: Mr. C. Health Evaluation

 

Description:

It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span.

Evaluate the Health History and Medical Information for Mr. C., presented below.

Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below.

Health History

 Mr. C., a 32-year-old single male, is seeking information at the outpatient center regarding possible bariatric surgery for his obesity. He currently works at a catalog telephone center. He reports that he has always been heavy, even as a small child, gaining approximately 100 pounds in the last 2-3 years. Previous medical evaluations have not indicated any metabolic diseases, but he says he has sleep apnea and high blood pressure, which he tries to control by restricting dietary sodium. Mr. C. reports increasing shortness of breath with activity, swollen ankles, and pruritus over the last 6 months.

NRS 410 Assignment Case Study Mr. C. Health Evaluation
NRS 410 Assignment Case Study Mr. C. Health Evaluation

Objective Data:

 

  1. Height: 68 inches; weight 5 kg 2. BP: 172/98, HR 88, RR 26
  1. 3+ pitting edema bilateral feet and ankles
  2. Fasting blood glucose: 146 mg/dL
  3. Total cholesterol: 250 mg/dL
  4. Triglycerides: 312 mg/dL
  5. HDL: 30 mg/dL
  6. Serum creatinine 1.8 mg/dL
  7. BUN 32 mg/dl

 

Critical Thinking Essay

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In 750-1,000 words, critically evaluate Mr. C.’s potential diagnosis and intervention(s). Include the following:

 

  1. Describe the clinical manifestations present in Mr.
  2. Describe the potential health risks for obesity that are of concern for C. Discuss whether bariatric surgery is an appropriate intervention.
  3. Assess each of C.’s functional health patterns using the information given. Discuss at least five actual or potential problems can you identify from the functional health patterns and provide the rationale for each. (Functional health patterns include health-perception,

health-management, nutritional, metabolic, elimination, activity-exercise, sleep-rest, cognitive-perceptual, self-perception/self-concept, role-relationship, sexuality/reproductive, coping-stress tolerance.)

  1. Explain the staging of end-stage renal disease (ESRD) and contributing factors to
  2. Consider ESRD prevention and health promotion Describe what type of patient education should be provided to Mr. C. for prevention of future events, health restoration, and avoidance of deterioration of renal status.
  3. Explain the type of resources available for ESRD patients for nonacute care and the type of multidisciplinary approach that would be beneficial for these Consider aspects such as devices, transportation, living conditions, return-to-employment issues.

 

You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

 

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

 

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

 

You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.

 

Description

Objectives:

1. Evaluate functions of systems related to elimination.
2. Examine the nurse’s role of supporting the patient’s psychological and emotional needs.
3. Recommend resources to assist in patient recovery.

Pathophysiology: Clinical Applications for Client Health

Description:

Read Chapter 3 in Pathophysiology: Clinical Applications for Client Health.

Pathophysiological, Molecular and Therapeutic Issues of Nonalcoholic Fatty Liver Disease: An Overview
Description:

“Pathophysiological, Molecular and Therapeutic Issues of Nonalcoholic Fatty Liver Disease: An Overview,” by Marchisello et. al., from International Journal of Molecular Sciences2019.

Nephrotoxicity of Iodinated Contrast Media: From Pathophysiology to Prevention Strategies

Description:

Read” Nephrotoxicity of Iodinated Contrast Media: From Pathophysiology to Prevention Strategies,” by Faucon, Bobrie, and Clement, from European Journal of Radiology (2019).

Acute Pancreatitis: A Comparative Study to Assess the Clinical Outcome of Acute Pancreatitis in Relation With Major Etiologies

Description:

Read “Acute Pancreatitis: A Comparative Study to Assess the Clinical Outcome of Acute Pancreatitis in Relation With Major Etiologies,” by Abibasi and Abid, from Professional Medical Journal (2019).

Management of Hypertriglyceridemia Induced Acute Pancreatitis

Description:

Read “Management of Hypertriglyceridemia Induced Acute Pancreatitis,” by Garg and Rustagi, from BioMed Research International (2018).

Variceal Bleeding in Alcoholic Liver Cirrhosis – A Short Review

Description:

Read “Variceal Bleeding in Alcoholic Liver Cirrhosis – A Short Review,” by Sanjeevi, Rizwan, and Subhashini, from
Drug Intervention Today (2019).

Estimated Glomerular Filtration Rate Decline and Risk of End-Stage Renal Disease in Type 2 Diabetes

Description:

Read “Estimated Glomerular Filtration Rate Decline and Risk of End-Stage Renal Disease in Type 2 Diabetes,” by Megumi et al., from PLOS ONE (2018).

Diagnostic Dilemmas in a Girl with Acute Glomerulonephritis: Answers

Description:

Read “Diagnostic Dilemmas in a Girl with Acute Glomerulonephritis: Answers,” by Falix et al., from Pediatric Nephrology (2018).

Screening and Management of Hepatitis C: Use Education to Dispel the Myths About the Disease and Increase Screening and Treatment

Description:

Read “Screening and Management of Hepatitis C: Use Education to Dispel the Myths About the Disease and Increase Screening and Treatment,” by Pilger and Costanzo, from American Nurse Today (2018).

A Clinical Review of Autoimmune Hepatitis

Description:

Read “A Clinical Review of Autoimmune Hepatitis,” by Pullen, from MEDSURG Nursing (2019).

Changes in Glomerular Filtration Rate and Outcomes in Patients With Atrial Fibrillation

Description:

Read “Changes in Glomerular Filtration Rate and Outcomes in Patients With Atrial Fibrillation,” by Frauchier et al., from American Heart Journal (2018).

Facts About Chronic Kidney Disease

Description:

Read “Facts About Chronic Kidney Disease,” from the A to Z Health Guide (2017), located on the National Kidney Foundation website.

Acute Kidney Failure

Description:

Read “Acute Kidney Failure,” located on the Mayo Clinic website.

Kidney Failure (Symptoms, Signs, Stages, Causes, Treatment, and Life Expectancy)

Description:

Read “Kidney Failure (Symptoms, Signs, Stages, Causes, Treatment, and Life Expectancy),” by Wedro, located on the MedicineNet website.

Ascites: A Common Problem in People With Cirrhosis

Description:

Read “Ascites: A Common Problem in People With Cirrhosis,” by Chalasani (2013), located on the American College of Gastroenterology website.

NRS 410 Assignment: Case Study: Mr. C. Health Evaluation 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.