NRS 410 Discussion: Cardiac and Respiratory Issue in Health

NRS 410 Discussion: Cardiac and Respiratory Issue in Health

Sample Answer for NRS 410 Discussion: Cardiac and Respiratory Issue in Health Included After Question

Topic 1 DQ 1

Description:

Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion

A Sample Answer For the Assignment: NRS 410 Discussion: Cardiac and Respiratory Issue in Health

Title:  NRS 410 Discussion: Cardiac and Respiratory Issue in Health

One of the main causes of mortality, morbidity, and higher healthcare costs in the US is cardiovascular disease. The American Heart Association (AHA), 2018a), estimates that 16.5 million adults over the age of 20 have coronary artery disease (CAD), commonly known as atherosclerosis, which can impair the arteries throughout the entire cardiovascular system. Atherosclerosis happens when plaque forms in the cardiovascular system as a result of harm from coexisting illnesses like diabetes, hypertension, or hyperlipidemia. The plaque makes the artery walls thicker and harder, which makes the vessel’s lumen smaller. CAD can be acute, resulting in a thrombus from a burst plaque, or chronic, steadily accumulating over time until the arteries are partially or completely clogged.

Inactivity, bad eating, being overweight, and smoking are risk factors for CAD, according to the Centers for Disease Control. Chances of developing CAD are further increased by a family history of the condition, particularly if one’s relatives experienced heart disease at a young age (50 or younger).Early prevention efforts are believed to offer better lifetime benefits. The progression of CAD can be slowed down by leading a healthy lifestyle, and CAD may even be reversed before it results in Coronary Heart Disease (CHD).

Preventing CAD can be greatly aided by maintaining a healthy lifestyle that includes a balanced diet, maintaining a healthy weight, and engaging in lots of physical activity. To stop and slow the progression of the illness, risk factors for CAD must be modified. It is crucial to identify those who are at risk for CAD because symptoms may not always be obvious.  Nurses give health promotion services aimed at reducing the CAD risk factors that can be changed. Preventing CAD requires both critical lifestyle modifications and patient education regarding the disease’s onset and course.

Patients who exhibit symptoms like dyspnea or chest pain may benefit from medication or surgical procedures. Blood clots, heart attacks, and plaque formation in the arteries are all prevented by taking medications like aspirin or cholesterol-lowering drugs. To clear obstructions, expand the artery, and reestablish blood flow to the heart, surgical procedures such coronary angioplasty and stent implantation may be necessary. Patients with many constricted arteries might consider coronary artery bypass grafting (CABG).

There are modifiable and non-modifiable risk factors for CAD. Age, gender, a family history of ischemic heart disease, and race/ethnicity are among the risk factors that cannot be changed. Risk factors that can be changed include hypertension, hyperlipidemia/hypercholesterolemia, diabetes, renal disease, use of cigarettes, obesity, inactivity, diet, stress, and alcohol usage. Additionally, blood artery integrity may be harmed by drugs and prior vascular surgery. To ensure correct care and CAD prevention, it is necessary to assess the patient’s medicines and treatment history.

Coronary artery disease (CAD) is a disorder that can be avoided by giving up smoking, adopting a heart-healthy diet, getting enough sleep, keeping a healthy weight, understanding your risk for heart disease, consuming less alcohol, and exercising on a regular basis. A heart-healthy diet and giving up smoking can help stop the condition from getting worse. It’s critical to establish contacts with resources and support networks, including your provider, and educate yourself on how nutrition affects cholesterol levels. Keeping a healthy weight and staying away from restricted diets can also aid with CAD management. Limiting alcohol use can help preserve your heart and help assess your risk for heart disease. Regular exercise like running or walking might benefit the heart. Maintaining compliance with prescribed drugs is essential for lowering CAD risk and preventing heart attacks.

References

US Department Of Health And Human Services , Centers For Disease Control And Prevention. (2023, June 21). Prevent Heart Disease. CDC. https://www.cdc.gov/heartdisease/prevention.htm

The American Heart Association, (2021), Coronary Artery Disease  https://www.heart.org/en/health-topics/consumer-healthcare/what-is-cardiovascular-disease/coronary-artery-disease

Shahjehan R.D., Bhutta BS. ( 2023) Coronary Artery Disease. https://www.ncbi.nlm.nih.gov/books/NBK564304/

Regmi M., Siccardi M.A., Coronary Artery Disease Prevention. (2023) https://www.ncbi.nlm.nih.gov/books/NBK547760/

A Sample Answer For the Assignment: NRS 410 Discussion: Cardiac and Respiratory Issue in Health

Title:  NRS 410 Discussion: Cardiac and Respiratory Issue in Health

Amongst cardiac issues, I see in the hospital, one of the most prevalent is atrial fibrillation. Atrial fibrillation has many etiology sources. According to Zeid Nesheiwat who works for the University of Toledo, usual sources of atrial fibrillation include “advanced age, congenital heart disease, underlying heart disease, increased alcohol consumption, hypertension, endocrine disorders, genetic factors, neurologic disorders, hemodynamic stress, obstructive sleep apnea, and inflammation of the myocardium or pericardium” (Nesheiwat et al., 2023). Usually when the body is in an inflammatory state, under stress, or the cardiac muscle is getting inadequate oxygen; the heart is more prone to develop atrial fibrillation. There are different classifications of atrial fibrillation, and they have different treatment procedures. Paroxysmal atrial fibrillation is when the disorder reverts to a normal rhythm on its own within seven days (Nesheiwat et al., 2023). Even though the paroxysmal type reverts to a normal rhythm, the heart remains with ectopic foci that need to be eradicated to prevent a recurrent episode; therefore, cardiac ablation is the best treatment for paroxysmal atrial fibrillation (Neshiewat et al., 2023). Treatment for persistent atrial fibrillation is a bit different when resolving the issue. Persistent atrial fibrillation is when the heart stays in a fibrillating type rhythm for more than seven days and rapid ventricular rate may be present, which can structurally change the cardiac muscle cells leading to dilated cardiomyopathy (Neshiewat et al., 2023). Intervention when treating persistent atrial fibrillation is either with the use of pharmacological means or cardioverting the heart to shock it back into a normal rhythm. Then there is permanent atrial fibrillation, which lacks a response to all types of treatment attempted to fix the rhythm and becomes a lifelong disorder managed with medication (Neshiewat et al., 2023). The main type of pharmacological methods used for atrial fibrillation includes rhythm control medications, rate control drugs, and stroke prevention pharmaceuticals (Li et al., 2020). Rhythm control drugs include some medications names such as flecainide, propafenone, soltal, amiodarone, ibutilide, and dronedarone, they are prescribed based on the classification of a-fib the patient is suffering. Rate control medications are some of the familiar beta-blockers, calcium channel blockers, and cardiac glycosides. Then stroke prevention is implemented by means of anticoagulation drugs (Li et al., 2020). Steps instructed to patients at risk to minimize their chance of a-fib encompass managing hypertension, treating hyperthyroidism, proper management of diabetes, reducing overall BMI, smoking cessation, and decreasing alcohol consumption (Li et al., 2020). Incorporation of these modifiable health risks can help reduce the risk of developing atrial fibrillation.

Li J, Gao M, Zhang M, Liu D, Li Z, Du J, Hou Y. Treatment of atrial fibrillation: a comprehensive review and practice guide. Cardiovasc J Afr. 2020 May/Jun 23;31(3):153-158. doi: 10.5830/CVJA-2019-064. Epub 2020 Mar 18. PMID: 32186324; PMCID: PMC8762786.

Nesheiwat Z, Goyal A, Jagtap M. Atrial Fibrillation. [Updated 2023 Apr 26]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2023 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK526072/

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 Mrs. J., 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 and Medical Information

NRS 410 Discussion Cardiac and Respiratory Issue in Health
NRS 410 Discussion Cardiac and Respiratory Issue in Health

Health History

Mrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at

during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD.

Subjective Data

1. Is very anxious and asks whether she is going to die.
2. Denies pain but says she feels like she cannot get enough air.
3. Says her heart feels like it is “running away.”
4. Reports that she is exhausted and cannot eat or drink by herself.

Objective Data

1. Height 175 cm; Weight 95.5kg.
2. Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58.
3. Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation.
4. Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%.
5. Gastrointestinal: BS present: hepatomegaly 4cm below costal margin.

Intervention

The following medications administered through drug therapy control her symptoms:

1. IV furosemide (Lasix)
2. Enalapril (Vasotec)
3. Metoprolol (Lopressor)
4. IV morphine sulphate (Morphine)
5. Inhaled short-acting bronchodilator (ProAir HFA)
6. Inhaled corticosteroid (Flovent HFA)
7. Oxygen delivered at 2L/ NC

Critical Thinking Essay

In 750-1,000 words, critically evaluate Mrs. J.’s situation. Include the following:

1. Describe the clinical manifestations present in Mrs. J.
2. Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed.
3. Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.
4. Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide a rationale for each of the interventions you recommend.
5. Provide a health promotion and restoration teaching plan for Mrs. J., including multidisciplinary resources for rehabilitation and any modifications that may be needed. Explain how the rehabilitation resources and modifications will assist the patients’ transition to independence.
6. Describe a method for providing education for Mrs. J. regarding medications that need to be maintained to prevent future hospital admission. Provide rationale.
7. Outline COPD triggers that can increase exacerbation frequency, resulting in return visits. Considering Mrs. J.’s current and long-term tobacco use, discuss what options for smoking cessation should be offered.

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.

Objectives:

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1.Evaluate functions of the cardiac and respiratory systems based on findings.

2. Develop a health promotion with a restoration teaching plan for a patient with cardiorespiratory complexities.

3. Develop a method for patient education to prevent hospital readmission.

Clinical Applications for Client Health

Description:

Read Chapter 1 in Pathophysiology: Clinical Applications for Client Health.

Patient Perceived Impact of Nurse-Led Self-Management Interventions for COPD: A Systematic Review of Qualitative Research

Description:

Read “Patient Perceived Impact of Nurse-Led Self-Management Interventions for COPD: A Systematic Review of Qualitative Research,” by Baker and Fatoye, from International Journal of Nursing Studies (2019).

Severe Asthma in Primary Care: Identification and Management

Description:

Read “Severe Asthma in Primary Care: Identification and Management,” by Trevor and Chipps, from American Journal of Medicine (2018).

Acute Myocardial Infarction

Description:

Read “Acute Myocardial Infarction,” by Reed, Rossi and Cannon, from The Lancet (2017).

Evaluating the Effectiveness of an Online Cardiac Rehabilitation Resource
(www.svhhearthealth.com.au) in Improving Knowledge and Confidence for Patients With Newly Diagnosed Cardiac Conditions: A Pre-Experimental Pilot Study

Description:

Read “Evaluating the Effectiveness of an Online Cardiac Rehabilitation Resource (www.svhhearthealth.com.au) in Improving Knowledge and Confidence for Patients With Newly Diagnosed Cardiac Conditions: A Pre-Experimental Pilot Study,” by Molan, Emmanuel, Langley and Holloway, from Heart, Lung and Circulation, 2019.

A Nursing Care of Patients After Cardiac Arrest in the Course of Myocardial Infarction

Description:

Read “A Nursing Care of Patients After Cardiac Arrest in the Course of Myocardial Infarction,” by Kaminska and Krzeminska, from Journal of Education, Health and Sport (2018).

Ludwig’s Angina: a Multidisciplinary Concern

Description:

Read “Ludwig’s Angina: A Multidisciplinary Concern,” by Parker and Mortimore, from British Journal of Nursing
(2019).

Atrial Fibrillation Symptom Perception

Description:

Read “Atrial Fibrillation Symptom Perception,” by Streur, from Journal for Nurse Practitioners (2019).

Congestive Heart Failure and Congenital Defects

Description:

Read “Congestive Heart Failure and Congenital Defects,” located on the American Heart Association website.

Anemia

Description:

Read “Anemia,” located on the MedlinePlus website. Specifically read Summary, Diagnosis and Tests, and Treatment and Therapies for Anemia, Prevention and Risk Factors and Sickle Cell Disease.

GOLD Initiative for Chronic Obstructive Lung Disease

Description:

Explore the Global Initiative for Chronic Obstructive Lung Disease (GOLD) website.

NRS 410 Discussion: Cardiac and Respiratory Issue in Health 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.