NRS 410 Topic 4 DQ 1 Discuss characteristic findings of immune dysfunction for either hypersensitivity reactions or AIDS

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NRS 410 Topic 4 DQ 1 Discuss characteristic findings of immune dysfunction for either hypersensitivity reactions or AIDS

Topic 4 DQ 1

Aug 8-10, 2022

Discuss characteristic findings of immune dysfunction for either hypersensitivity reactions or AIDS. Explain what symptomology the patient would exhibit and how these symptoms may complicate daily living and relationships.

Barb McGraw

Aug 8, 2022, 5:12 AM

Replies to Barb McGraw

Class, are the incidence of HIV/AIDS decreasing or increasing? What do you or science contribute the change to?

Amanda Schouten

replied toBarb McGraw

Aug 9, 2022, 4:18 PM

Replies to Barb McGraw

Professor McGraw,

According to the United States Government the new diagnosis of HIV has declined in the United States and even more so globally, (HIV.gov, 2022). They also stated that AIDS related deaths are in a decline too, (HIV.gov, 2022). I attribute the decline and agree with the information provided from HIV.gov regarding the increased access to anti-retroviral therapy (ART) worldwide along with other preventative measures that that have been put into place. I believe educating people on the transmission has also played a part of the decrease with new diagnoses as it is a blood born pathogen spread most often through sexual contact or needle sharing. The ART medication regimens have decreased viral loads thereby decreasing the chances of spreading the disease when engaged in risky behaviors. With all this said I do tend to believe that the HIV virus will increase in frequency again as viruses mutate and people become more relaxed about prevention. I do not think this is a virus that will ever go away, although it would be a huge blessing if it did.

HIV.gov. (2022, July 19). U.S. statistics. HIV.gov. https://www.hiv.gov/hiv-basics/overview/data-and

Barb McGraw

replied toAmanda Schouten

Aug 9, 2022, 4:21 PM

Replies to Amanda Schouten

Amanda, do you feel the stigma is still there, even though the rates are declining; or is the stigma declining as well?

Amanda Schouten

replied toBarb McGraw

Aug 11, 2022, 5:25 PM

Replies to Barb McGraw

Professor McGraw,

I have no doubt the stigma is still there, but I do think people are trying to overcome that stigma. In a 2018 study it states that patients are “stigmatized as being poor, having a high number of sexual partners in their lifetime, and frequently engaging in other risky sexual behavior”, (Geter et al., 2018). I imagine that drug use is another stigma that floats around too. I used to work with a guy who lived with HIV, and he told me he never wanted anyone to know because patients would request not to get cared for by him. At the time he was in a monogamous relationship with another man but had gotten infected by a previous same gender sexual relationship. This history he shared did not help the stigma that existed with the disease but having the open conversation gave me an empathy I did not have previously. He was my friend, and I did not want that to change so I decided not to be afraid or to judge. I think talking about it helps with stigma and the modern acceptance for different lifestyles I imagine will foster more understanding of the disease.

Geter, A., Herron, A. R., & Sutton, M. Y. (2018). HIV-related stigma by healthcare providers in the United States: A systematic review. AIDS Patient Care and STDs, 32(10), 418–424. https://doi.org/10.1089/apc.2018.0114

Barb McGraw

replied toAmanda Schouten

Aug 12, 2022, 6:43 PM

Replies to Amanda Schouten

Amanda, likewise, my students have taken care of several patients, mostly male who are very willing to discuss their disease and care. Unfortunately, in my area, the PCP’s are of one practice. It makes me wonder why others do not have the HIV clients.

Sara Habib

replied toBarb McGraw

Aug 13, 2022, 10:41 PM

Replies to Barb McGraw

Hi,

I think as a health care professional there is less stigmatization of HIV patients than in past times. I do believe there is still an internalized stigma that comes when a person is diagnosed with HIV. The CDC reports that 8 in 10 adults feel internal stigmatization from their HIV status and it can lead to depression, isolation, and feelings of shame (HIV.gov, 2022). To help with coping with the diagnosis it is important for the nurse to provide proper education.

HIV.gov. (2022, July 21). Standing Up to Stigma. https://www.hiv.gov/hiv-basics/overview/making-a-difference/standing-up-to-stigma

Barb McGraw

replied toSara Habib

Aug 14, 2022, 11:06 AM

- Replies to Sara Habib

Sara, do you base your comments upon the evidence about “less stigmatizsation of HIV patients”? I see it differently in my community.

Mary Bonillos

replied toBarb McGraw

Aug 9, 2022, 7:24 PM

Replies to Barb McGraw

Overall, the incidence of HIV has decreased since its peak in the mid-’80s. However, a study by Govender et al. (2021) found a concerning rise in the incidence of HIV in the U.S., South America, and Europe. In the United States, new HIV infections are mainly attributed to key populations such as men having sex with men, followed by heterosexual contact, and to a lesser extent, injection-drug use (Govender et al., 2021). The number of new HIV infections increased from 48,175 per year in 2010 to 67,000 in 2019, and the rates are forecasted to continue rising (Govender et al., 2021). HIV rates are climbing in underserved populations, such as rural areas in the U.S South. “Ongoing disparities in HIV in the South are probably driven by the restricted expansion of Medicaid, health-care provider shortages, low health literacy, and HIV stigma” (Sullivan et al., 2021). The COVID epidemic also caused challenges as there was less access to testing and medical care. HIV.gov (2021) says the incidence has declined by 8% from 2015 to 2019 yet increased for people ages 13-24 and 55 years and over. The decline in overall incidence can be attributed to education, primary and secondary prevention programs, condom availability, pre-exposure prophylaxis medications, and antiretroviral treatment (ART) for HIV-positive mother-to-child transmission (Govender et al., 2021). More people can live longer after an HIV diagnosis with successful treatment

NRS 410 Topic 4 DQ 1 Discuss characteristic findings of immune dysfunction for either hypersensitivity reactions or AIDS

regimens of ART, shifting HIV into a chronic disease with increasing numbers of people having near normal life expectancy (Govender et al., 2021).

Reference

Govender, R. D., Hashim, M., Khan, M., Mustafa, H., & Khan, G. (2021). Global epidemiology of hiv/aids: A resurgence in north america and europe. Journal of Epidemiology and Global Health, 11(3), 296. https://doi.org/10.2991/jegh.k.210621.001

HIV.gov. (2021, June 2). U.s. statistics. https://www.hiv.gov/hiv-basics/overview/data-and-trends/statistics

Sullivan, P. S., Satcher Johnson, A., Pembleton, E. S., Stephenson, R., Justice, A. C., Althoff, K. N., Bradley, H., Castel, A. D., Oster, A. M., Rosenberg, E. S., Mayer, K. H., & Beyrer, C. (2021). Epidemiology of hiv in the usa: Epidemic burden, inequities, contexts, and responses. The Lancet, 397(10279), 1095–1106. https://doi.org/10.1016/s0140-6736(21)00395-0

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.

Also Read: NRS 410 Topic 3 DQ 2 Discuss how functional patterns help a nurse understand the current and past state of health for a patient