NURS 308 Influenza and the Influenza Vaccine Case Study

NURS 308 Influenza and the Influenza Vaccine Case Study

NURS 308 Influenza and the Influenza Vaccine Case Study

A Case
Study Involving Influenza and the Influenza Vaccine

Part IÑFlu and ÒFluÓ

Karen and Mary work at a grocery store. Mary is a nursing
student and works part time to pay for her living expenses. Karen has worked at
the grocery for nearly “# years, since she was $$. %e two of them are
talking when Karen points to one of the tabloids by the check-out with a
headline suggesting that aliens created the bird ßu. As their conversation
progresses, Mary suggests that Karen should get a shot when the nurses come in
next week selling inßuenza vaccine.

&

Karen: No way am I going to waste !’ bucks on another ßu
shot. I got one last year and I still got sick. Do you remember that horrible
sinus infection I had? I was so sick that I missed the PackerÕs game at Lambeau
Field. I had to watch the game at TomÕs house because he was having a party. I
could barely breathe!

Mary: I remember that you were sick last year, but that
wasnÕt inßuenza. %e inßuenza virus causes fever, aches and malaise.

Karen: WhatÕs malaise?

Mary: %atÕs when you feel sick.

Karen: Well duh, I already told you I was sick.

Mary: But you went to the party to watch the game.

Karen: I was sick, I wasnÕt dead.

Mary: Look, if you had had inßuenza you wouldnÕt have gone
out to a party. In fact, you probably wouldnÕt even have cared to watch the
game on at home. Malaise is the very sick and weak feeling that comes with
having inßuenza, and it takes all of your energy away and leaves you with no
desire to do anything but lie still. %atÕs inßuenza!

Karen: Well, anyway, Tom also got the ßu shot and he still
got the stomach ßu real bad a couple weeks later. You canÕt tell me that the ßu
shot did him any good.

Mary: I canÕt argue with that. YouÕre right. %e inßuenza
vaccine didnÕt protect him from the stomach ßu.

Karen: %ere! So you admit it!

Mary: I donÕt admit anything. What you call the stomach ßu
has nothing to do with the ßu shot. %e shot is a vaccination that protects
against inßuenza, not vomiting and diarrhea. Some people do get

ÒA Case Study Involving Inßuenza and the Inßuenza VaccineÓ
by John Bennett Page !

those symptoms, but inßuenza is the fever and aches. %e
stomach ßu is caused by other viruses like rotavirus and Norwalk virus;
sometimes theyÕre called noroviruses. %e inßuenza vaccine doesnÕt do anything
about those.

Karen: If it doesnÕt stop you from getting the stomach ßu,
then what good is the vaccine? And another of my friends says that there are a
lot of side e?ects from getting the ßu shot, like allergic reactions, seizures,
even autism.

&

Ò!at ought to do it,Ó Karen thought to herself. She wasnÕt
about to lose this argument to a kid of MaryÕs age.

Questions

!. What are
the main symptoms of inßuenza?

$. Would you
expect a ßu shot to protect against the Òstomach ßuÓ? Why or why not?

“. Identify
some of the various causative agents of Òstomach ßuÓ and compare them to the
inßuenza virus.

+. Explain
how a vaccine provides immunity against infection. Are there any side e?ects to
the inßuenza vaccine? Should Karen or Mary worry about developing autism?

‘. Karen
described the upper respiratory infection ( ) that she su?ered last year and
thinks that her well being is a matter of fate. How many infectious agents
cause ? How can these infections be prevented? How can they be treated?

Part IIÑShift and Drift

Mary didnÕt take the bait; instead of countering KarenÕs
worries about side e?ects, she chose a di?erent approach. &

Mary: Inßuenza can wipe you out for a week. You wonÕt have
the strength to come to work and you would have to take vacation time. Who
would take care of your mother at the retirement home if you were sick for a
week?

Karen: Oh, come on. A week!?

Mary: %e virus can make a person so tired, that once the
fever is gone they still wonÕt have the strength and energy to do anything
productive for nearly a week. YouÕd even have di?culty Þnding the strength to
visit your mother for another week.

Karen: Oh my gosh. %at would be bad. I guess I remember
being that sick about seven or eight years ago. Back then, my mother came over
to help me. She wouldnÕt be able to do that any more.

Mary: So, now do you think you want to get the shot?

Karen: Not so fast; if I got the shot last year, wonÕt I be
immune this year?

Mary: %e virus changes all the time. %e vaccine might
protect against the strain of virus that is circulating in the area, but then
again, it might not. %e new version of the inßuenza vaccine is designed to
protect against the most frequently recognized strains of inßuenza.

&

Karen was starting to realize that inßuenza might really be
a di?erent kind of infection than she had thought.

Questions

!. Is it a
reasonable gamble for Karen to skip the inßuenza vaccine this year?

$. What is
antigenic drift (or genetic drift)? What is antigenic shift (or genetic shift)?

Part IIIÑViral vs. Bacterial Infection

Karen was still unconvinced, however Mary had brought up a
lot of good points. But even if inßuenza was a lot more serious than she had
thought, a vaccination wasnÕt a guarantee against illness.

&

Karen: So, are you telling me that I could get the shot
again and still not be protected, because I got sick from some other strain?
%en why bother?

Mary: Sure, but the vaccine protects against the most likely
viruses. You could still get inßuenza, but the chances are smaller. You could
get the stomach ßu, you could get another sinus infection. But by getting the
inßuenza vaccine, you are greatly decreasing your chance of getting very sick
this winter.

Karen: Last year when I got sick, I ended up going to the
doctor and he gave me some antibiotics. I got better the next day. I could just
do that. %at way, I only take medicine when I am sick instead of every winter.

Mary: Sorry, but thereÕs a big di?erence between viral and
bacterial infections. %e antibiotics helped you feel better because your sinus
infection was caused by a bacteria. Antibiotics donÕt help at all for viral
infections. And inßuenza is a viral infection. Even if the doctor gives you
antibiotics, they wonÕt do any good.

&

Questions

!. Can
Karen rely on antibiotics if she gets inßuenza this year? Why or why not?

$. Compare
the e?ectiveness of vaccines to antibiotics (or other antimicrobials) prior to
infection. Compare the e?ectiveness of vaccines to antibiotics (or other
antimicrobials) after the start of symptoms.

“. When
are antibiotics e?ective?

Part IVÑWho Should Get Vaccinated?

Karen was still tempted to take the risk; she was generally
healthy.

&

Mary: Besides, if you get the shot, and protect yourself
from infection, you wonÕt spread the virus to other people. Consider this; if
you became infected, you could spread the virus to your mother and her friends
at the retirement home.

Karen: Oh, I would hate to see that happen.

Mary: Did you know that approximately “1,### people die
each year in this country from inßuenza? %at means inßuenza causes more deaths
than breast cancer, and most of the people who die of inßuenza are elderly.

Karen (sobered by the possibility): So, if I get the shot, I
probably wonÕt get sick, but more importantly, I am less likely to pass the
infection on to my mom?

&

If that were the case, then Karen thought it might be worth
doing, despite her lingering doubts. On the other hand, she was deathly afraid
of needles. If only there was another way to get a ßu vaccine É.

Questions

!. Should
KarenÕs mother get an inßuenza shot, or is she too old?

$. What
about KarenÕs sister who works in a daycare center or MaryÕs six month old
niece?

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NURS 308 Influenza and the Influenza Vaccine Case Study 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.