NRS 410V Topic 4 Discussion: Cellular and Immunological Complexities

NRS 410V Topic 4 Discussion: Cellular and Immunological Complexities

NRS 410V Topic 4 Discussion: Cellular and Immunological Complexities

Description

Objectives:

1. Discuss characteristic findings for a cellular complexity.
2. Discuss characteristic findings for an immunological complexity.
3. Explain how the nursing process is utilized to provide safe and effective care for patients across the life span.

Pathophysiology: Clinical Applications for Client Health

Description:

Read Chapter 4 in Pathophysiology: Clinical Applications for Client Health.

Genetic and Immune Determinants of immune Activation in HIV-Exposed Seronegative Individuals and Their Role in Protection Against HIV Infection

Description:

Read “Genetic and Immune Determinants of immune Activation in HIV-Exposed Seronegative Individuals and Their Role in Protection Against HIV Infection,” by Fenizia, Rossignol, Clerici and Biasin from, Infection, Genetics and Evolution(2018).

Epstein-Barr Virus Incidental Expression in Bone Marrow Cells: A Study of 230 Consecutive Bone Marrow Biopsy Samples

Description:

Read “Epstein-Barr Virus Incidental Expression in Bone Marrow Cells: A Study of 230 Consecutive Bone Marrow Biopsy Samples,” by Farrell et al., from Human Pathology(2019).

Life-Threatening Allergic Reactions Increasing Among Children

Description:

Read “Life-Threatening Allergic Reactions Increasing Among Children,” by McBride, from Journal of Pediatric Nursing(2019).

Management and Outcomes of Patients Presenting With Sepsis and Septic Shock to the Emergency Department During Nursing Handover: A Retrospective Cohort Study.

Read “Management and Outcomes of Patients Presenting With Sepsis and Septic Shock to the Emergency Department During Nursing Handover: A Retrospective Cohort Study,” by Alsolamy et al., from BMC Emergency Medicine (2018).

A Descriptive, Cross-Sectional Study Examining Treatment Burden in People Living With HIV

Description:

Read “A Descriptive, Cross-Sectional Study Examining Treatment Burden in People Living With HIV,” by Schreiner, Perazzo, Currie, Daly, and Webel, from Applied Nursing Research (2019).

Biologic Therapies for Cancer

Description:

Read, “Biological Therapies for Cancer,” located on the National Cancer Institute website.

Targeted Therapy

Description:

Read “Targeted Therapy,” located on the Breast Center page of the Johns Hopkins Medicine website.

Visualizing Gene-Expression Patterns

Description:

View “Visualizing Gene-Expression Patterns,” located on the Howard Hughes Medical Institute (HHMI) website.

Cells of the Immune System

Description:

View “Cells of the Immune System,” located on the Howard Hughes Medical Institute (HHMI) website.

Antibiotics – Seven Wonders of the Microbe World

 

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Description:

View “Antibiotics – Seven Wonders of the Microbe World,” by OpenLearn from the Open University (2011), located on the YouTube website.

Cloning an Army of T Cells for Immune Defense

Description:

View “Cloning an Army of T Cells for Immune Defense,” from the Howard Hughes Medical Institute (HHMI) website.

Inflammation and Repair

Description:

Explore the Inflammation and Repair page of the Pathology Guy website.

Basic Genetics

Description:

Explore the Basic Genetics page of the Genetic Science Learning Center/University of Utah website.

American Cancer Society (ACS)

Description:

Explore the American Cancer Society (ACS) website.

Infectious Disease

Description:

Explore the multimedia on the Infectious Disease page of the Howard Hughes Medical Institute (HHMI) website.

– Nursing Process: Approach to Care

Description:

The nursing process is a tool that puts knowledge into practice. By utilizing this systematic problem-solving method, nurses can determine the health care needs of an individual and provide personalized care.

Write a paper (1,750-2,000 words) on cancer and approach to care based on the utilization of the nursing process. Include the following in your paper:

1. Describe the diagnosis and staging of cancer.
2. Describe at least three complications of cancer, the side effects of treatment, and methods to lessen physical and psychological effects.
3. Discuss what factors contribute to the yearly incidence and mortality rates of various cancers in Americans.
4. Explain how the American Cancer Society (ACS) might provide education and support. What ACS services would you recommend and why?
5. Explain how the nursing process is utilized to provide safe and effective care for cancer patients across the life span. Your explanation should include each of the five phases and demonstrate the delivery of holistic and patient-focused care.
6. Discuss how undergraduate education in liberal arts and science studies contributes to the foundation of nursing knowledge and prepares nurses to work with patients utilizing the nursing process. Consider mathematics, social and physical sciences, and science studies as an interdisciplinary research area.

You are required to cite to a minimum of four 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.

Benchmark Information

This benchmark assignment assesses the following programmatic competencies: RN-BSN
2.1: Incorporate liberal arts and science studies into nursing knowledge.

3.1 Utilize the nursing process to provide safe and effective care for patients across the life span.

Topic 4 DQ 1

Description:

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.

Topic 4 DQ 2

Description:

Discuss what symptoms are associated with anaphylactic shock and how the nurse differentiates these from other conditions or issues. What steps should be taken if the nurse suspects anaphylactic shock?

NRS 410V Topic 4 Discussion: Cellular and Immunological 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.