NRS 410V: Musculoskeletal, Metabolism, and Multisystem Complexities

NRS 410V: Musculoskeletal, Metabolism, and Multisystem Complexities

NRS 410V: Musculoskeletal, Metabolism, and Multisystem Complexities

Description

Objectives:

1. Describe pathophysiological changes and abnormal findings associated with musculoskeletal, metabolic, and multisystem health dysfunctions.
2. Evaluate a research-based nursing intervention or treatment tool for the management of diabetes

Pathophysiology: Clinical Applications for Client Health

Description:

Read Chapter 5 in Pathophysiology: Clinical Applications for Client Health.

Managing Diabetic Ketoacidosis

Description:

Read “Managing Diabetic Ketoacidosis,” by Jerreat, from Nursing Standard(2010).

Osteoporosis Is Neglected

Description:

NRS 410V Musculoskeletal, Metabolism, and Multisystem Complexities
NRS 410V Musculoskeletal, Metabolism, and Multisystem Complexities

Read “Osteoporosis Is Neglected,” from Osteoporosis and Bone Physiology, located on the University of Washington website.

Diabetes Self-Management and Glycemic Control: The Role of Autonomy Support From Informal Health Supporters

Description:

Read “Diabetes Self-Management and Glycemic Control: The Role of Autonomy Support From Informal Health Supporters,” by Lee, Piette, Heisler, Janevic, and Rosland, from Health Psychology (2019).

Depressive Symptoms and Diabetes Management From Late Adolescence to Emerging Adulthood

Description:

Read “Depressive Symptoms and Diabetes Management From Late Adolescence to Emerging Adulthood,” by Baucom, Turner, Tracy, Berg, and Wiebe, from Health Psychology (2018).

Osteoporosis

Description:

Read “Osteoporosis,” located on the National Institute of Aging website.

What Is Diabetes

Description:

Read “What Is Diabetes?” located on the Diabetes Research Institute Foundation website.

Osteogenesis Imperfecta Type VI

Description:

Read “Osteogenesis Imperfecta Type VI,” located on the National Center for Advancing Translational Sciences website.

Can Metabolic Pathways Be Therapeutic Targets in Rheumatoid Arthritis?

Description:

Read “Can Metabolic Pathways Be Therapeutic Targets in Rheumatoid Arthritis?” by Sanchez-Lopez, Cheng, and Guma, from Journal of Clinical Medicine (2019).

Accuracy of Self-Reported History of Autoimmune Disease: A Pilot Study

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Description:

Read “Accuracy of Self-Reported History of Autoimmune Disease: A Pilot Study,” by O’Rourke et al., from PLOS ONE
(2019).

An Integrated Therapy Approach for the Management of Obesity-Associated Disorders: A Case Report.

Read “An Integrated Therapy Approach for the Management of Obesity-Associated Disorders: A Case Report,” by Verma, Shete, and Doddoli, from Journal of Family Medicine and Primary Care (2019).

Prevalence of Musculoskeletal Disorders and Its Correlation to Physical Activity Among Health Specialty Students

Description:

Read “Prevalence of Musculoskeletal Disorders and Its Correlation to Physical Activity Among Health Specialty Students,” by Hendi et al., from International Journal of Preventative Medicine (2019).

About Cystic Fibrosis

Description:

Read “About Cystic Fibrosis,” located on the Cystic Fibrosis Foundation website.

WHO Progress Report on HIV, Hepatitis, STIs 2019

Description:

View “WHO Progress Report on HIV, Hepatitis, STIs 2019,” by WHO-HIVHEPvideos (2019), located on the YouTube website.

Diabetes

Description:

Explore the Diabetes page of the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) website.

CLC – Evidence-Based Practice Project: Intervention Presentation on Diabetes

Description:

This is a Collaborative Learning Community (CLC) assignment.

As a group, identify a research or evidence-based article published within the last 5 years that focuses comprehensively on a specific intervention or new treatment tool for the management of diabetes in adults or children. The article must be relevant to nursing practice.

Create a 10-15 slide PowerPoint presentation on the study’s findings and how they can be used by nurses as an intervention. Include speaker notes for each slide and additional slides for the title page and references.

Include the following:

1. Describe the intervention or treatment tool and the specific patient population used in the study.

2. Summarize the main idea of the research findings for a specific patient population. The research presented must include clinical findings that are current, thorough, and relevant to diabetes and nursing practice.
3. Provide a descriptive and reflective discussion of how the new tool or intervention can be integrated into nursing practice. Provide evidence to support your discussion.
4. Explain why psychological, cultural, and spiritual aspects are important to consider for a patient who has been diagnosed with diabetes. Describe how support can be offered in these respective areas as part of a plan of care for the patient. Provide examples.

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.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

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.

Topic 5 DQ 1

Description:

Describe some of the more common pathophysiological changes and abnormal findings associated with musculoskeletal, metabolic, and multisystem health dysfunctions. Explain what symptoms are associated with the findings and how these affect patient function.

Topic 5 DQ 2

Description:

Explain the risk factors for osteoporosis. What can a nurse do to help manage this health condition to restore the patient to optimal health?

NRS 410V: Musculoskeletal, Metabolism, and Multisystem Complexities 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.