NRS 410 Topic 1 DQ 1 Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion

NRS 410 Topic 1 DQ 1 Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion

Sample Answer for NRS 410 Topic 1 DQ 1 Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion Included After Question

NRS 410 Topic 1 DQ 1 Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion

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Topic 1 DQ 1

Jul 18-20, 2022

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

Barb McGraw

Jul 18, 2022, 6:32 AM

A Sample Answer For the Assignment: NRS 410 Topic 1 DQ 1 Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion

Title: NRS 410 Topic 1 DQ 1 Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion

Replies to Barb McGraw

Class, can a patient have a cardiac and respiratory condition at the same time? Please tell us how you would explain this to a patient or family member.

Mary Bonillos

replied toBarb McGraw

Jul 18, 2022, 8:37 AM

  • Replies to Barb McGraw

Heart failure (HF) is a condition in which the cardiac and respiratory systems are interrelated. With HF, the heart fails to adequately distribute blood throughout the pulmonary system and systemic vasculature (Cross et al., 2020). HF is a chronic, progressive condition, and the heart cannot pump blood efficiently to help meet the body’s needs. As the heart tries to keep up with demands, it becomes enlarged and pumps faster. As the heart weakens, the blood tends to back up in the body, and fluid passes into the tissues, which leads to swelling (Gilbert, 2018). It can affect the blood pressure in the lungs, also leading to the build-up of fluid in the air sacs causing shortness of breath and fatigue. To explain, a nurse would educate the patient and family on how the heart and lungs interact—using easy-to-understand terms to explain how the heart pumping action delivers oxygen and nutrient-rich blood throughout the body. The nurse can use a model or handouts illustrating the blood flow between the heart and lungs. They can also use videos or website sources to demonstrate how a weakened heart can cause respiratory symptoms. Assessing patients for their preferred learning styles is necessary to ensure they can learn and understand the information provided.

NRS 410 Topic 1 DQ 1 Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion
NRS 410 Topic 1 DQ 1 Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion

References

Cross, T., Kim, C.-H., Johnson, B. D., & Lalande, S. (2020). The interactions between respiratory and cardiovascular systems in systolic heart failure. Journal of Applied Physiology128(1), 214–224. https://doi.org/10.1152/japplphysiol.00113.2019

Gilbert, J. (2018, February 23). How heart disease affects the respiratory system. Hometouch. https://myhometouch.com/articles/how-heart-disease-affects-the-respiratory-system

  • Charles Kimani

replied toBarb McGraw

Jul 18, 2022, 7:13 PM

  • Replies to Barb McGraw

That’s a great question for it makes one reflect on patho-physio and the dynamics of how things happen. As for this situation yes its very possible . To simplify if to a layman, the heart for numerous reasons slows down and cannot support systemic flow that leads the blood backing up to the lungs causing infiltration, in turn prevents O2/CO2 exchange thus causing a respiratory problem.

  • Dorothy Jayne Ray

replied toBarb McGraw

Jul 18, 2022, 10:31 PM

  • Replies to Barb McGraw

I like to explain to my patient and families in a way that they can understand. I often draw pictures for them. I would say this:

“CHF, which is also known as congestive heart failure, affects both your heart and lungs. The heart pumps the blood and pushes it out into the organs and this blood carries oxygen. If you have a heart that does not pump out the blood effectively then the organs can not get the needed oxygen it requires to function properly. This includes your lungs, so if you are moving around and doing any activity you can be short of breath because of the lack of oxygen. This also affects the lungs because the blood can back up from the weakened heart muscles into the lungs causing congestion and this can also cause breathing difficulties.”

 

I feel that if you educate the patient and families in a way they can understand they are more likely to be compliant with suggested treatments. Health literacy is crucial to health prevention measures and educating patients results will be “improved health outcomes and reduced morbidity, and mortality” (Paterick et al., 2017).

 

Reference

 

Paterick, T. E., Patel, N., Tajik, A. J., & Chandrasekaran, K. (2017). Improving health outcomes through patient education and partnerships with patients. Proceedings (Baylor University. Medical Center), 30(1), 112–113. https://doi.org/10.1080/08998280.2017.11929552

 

  • Mary Bonillos

replied toBarb McGraw

Jul 20, 2022, 7:59 AM

  • Replies to Barb McGraw

Pulmonary hypertension (PH) or pulmonary arterial hypertension (PAH) is another condition related to the heart. Affecting the lungs’ blood vessels, the constriction or wall thickening prevents blood flow and causes pressure build-up (American Heart Association [AHA], 2022). Pre-existing diseases such as congenital heart defects (CHD) can trigger secondary PAH. Atrial or ventricular septal defects cause a left-to-right- shunting of blood, causing too much blood flow through the lungs, increasing stress on the heart, and the high-pressure scars lung blood vessels (AHA, 2022). It is vital to repair congenital heart problems early, if possible, to try to reverse or prevent further damage to the vessels. Educating patients and families on CHD and PAH is vital to ensure they understand its impact on their lives. They must understand the importance of regular follow-ups with providers and taking medications as prescribed. PAH patients should avoid some activities, such as smoking, certain types of exercise, traveling to high-altitude locations, and avoiding estrogen forms of contraception and pregnancy (AHA, 2022). Preventing infections is essential; therefore, patients must be educated on the importance of vaccinations and routine dental exams. Some may need antibiotic therapy before dental procedures to prevent endocarditis. CHD is not preventable, and some patients are diagnosed as adults. Ensuring patients understand the disease and its impact on their lives, including what lifestyle changes they can make to improve their symptoms and prevent complications, is needed. Teaching gives patients the information needed to make the best health and well-being decisions, and additional resources such as websites, support groups, and community resources support continued learning.

Reference

American Heart Association. (2022). Pulmonary hypertension and chd. www.heart.org. https://www.heart.org/en/health-topics/congenital-heart-defects/the-impact-of-congenital-heart-defects/pulmonary-hypertension

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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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