Sample Answer for NURS 6501 MODULE 1 ASSIGNMENT: CASE STUDY ANALYSIS Included After Question
An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.
Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.
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An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the diagnosis and treatment of many diseases. For APRNs, this understanding can also help educate patients and guide them through their treatment plans.
In this Assignment, you examine a case study and analyze the symptoms presented. You identify cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.
To prepare:
By Day 1 of this week, you will be assigned to a specific case study for this Case Study Assignment. Please see the “Course Announcements” section of the classroom for your assignment from your Instructor.
The Assignment (1- to 2-page case study analysis)
Develop a 1- to 2-page case study analysis in which you:
- Explain why you think the patient presented the symptoms described.
- Identify the genes that may be associated with the development of the disease.
- Explain the process of immunosuppression and the effect it has on body systems.
By Day 7 of Week 2
Submit your Case Study Analysis Assignment by Day 7 of Week 2.
Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at https://academicguides.waldenu.edu/writingcenter/templates). All papers submitted must use this formatting.
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Submission and Grading Information
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A Sample Answer For the Assignment: NURS 6501 MODULE 1 ASSIGNMENT: CASE STUDY ANALYSIS
Title: NURS 6501 MODULE 1 ASSIGNMENT: CASE STUDY ANALYSIS
One of the most useful components of patient care is a correct diagnosis which leads to offering a patient the correct treatment. Central to correct diagnosis and treatment is an understanding of the cell, and cell behavior as come conditions may have various circumstances and factors affecting their onset, hence making them more complex (Karaca & Aslan, 2018). Therefore, understanding the cells and cell behavior needs to be integrated with ethnic and racial variables, patient characteristics, environment, and genes. This week’s assignment deals with a patient cases study where the symptoms presented by the patient will be analyzed using various discussion questions.
Why the Patient Presented With the Symptoms
The patient has presented with various symptoms such as fevers, constipation, and crampy left lower quadrant pain. After refusing colonoscopy for some time, the patient eventually went for one, which revealed a positive test for adenocarcinoma of the colon. Even though the patient went for colonoscopy after resolution of the acute diverticulitis, the symptoms presented at the clinic point to a recurring case of acute diverticulitis. The patient has the three most common symptoms of diverticulitis (fever, constipation, and pain in the lower left quadrant). The condition is more an individual’s lifetime and therefore could be troubling the patient. The patient also eats a diet lacking in fiber and is obese, which are all factors leading to the development of the condition.
Genes That May Be Associated With the Development of the Condition
According to Strate & Morris (2019), diverticulitis may result from a complex interaction of gut microbiome, genetics, medications, lifestyle factors, and diet. Even though it has been agreed that genetics play a substantial role in the development of the condition, only a few genes have been implicated. However, a recent study reported that one of the genes that can be implicated in the development of diverticulitis is the laminin β 4 gene (LAMB4) (Coble et al.,2017). Prior to the findings regarding LAMB4, the Tumor necrosis factor superfamily member 15 (TNFSF15) gene was also found to be associated with the development of diverticulitis.
The Process of Immunosuppression and the Effect It Has On Body Systems
Immunosuppression refers to reduced immune system activation. While some parts of the immune system may possess immunosuppressive effects, immunosuppression can be also be induced (Xe, 2020). The process can be induced by the administration of medications belonging to the class of antidepressants, in some cases to allow organ transplant or bone marrow transplant to prevent a possible rejection. The process of immunosuppression may come from the blockage of intracellular pathways necessary for recognizing antigen or other immune response systems or when the immune effector cells are killed (Xe, 2020). Immunosuppression, especially when persistent, exposes an individual to the risk of cancer, especially virus-connected cancers. The effects of immunosuppression induced by ultraviolet ratio or ionizing or pharmaceutical drugs depend on the dosage or the intensity used as higher dosage or intensity lead to enhanced effects on the body systems (Xe, 2020). Even though not common, immunosuppression induced for an organ transplant can lead to metastatic tumor cells or occult tumors within the organs or tissues. The occult metastatic melanoma is dangerous for the individual receiving the transplanted organ and tissue.
Conclusion
In conclusion, as an APRN, it is important to understand effective patient diagnosis for effective treatment. It allows careful analysis of symptoms to come up with the best management strategy. This write-up has explored a case study of a patient presenting with various symptoms. After an analysis, it was noted that the symptoms could be coming from recurring diverticulitis.
References
Coble, J. L., Sheldon, K. E., Yue, F., Salameh, T. J., Harris, III, L. R., Deiling, S., … & Broach, J. R. (2017). Identification of a rare LAMB4 variant associated with familial diverticulitis through exome sequencing. Human molecular genetics, 26(16), 3212-3220. https://doi.org/10.1093/hmg/ddx204.
Karaca, T., & Aslan, S. (2018). Effect of ‘nursing terminologies and classifications’ course on nursing students’ perception of nursing diagnosis. Nurse education today, 67, 114-117. https://doi.org/10.1016/j.nedt.2018.05.011
Strate, L. L., & Morris, A. M. (2019). Epidemiology, pathophysiology, and treatment of diverticulitis. Gastroenterology, 156(5), 1282-1298. https://doi.org/10.1053/j.gastro.2018.12.033.
He, X. (Ed.). (2020). Immunosuppression. BoD–Books on Demand.
A Sample Answer 2 For the Assignment: NURS 6501 MODULE 1 ASSIGNMENT: CASE STUDY ANALYSIS
Title: NURS 6501 MODULE 1 ASSIGNMENT: CASE STUDY ANALYSIS
Cellulitis is a common bacterial skin infection that can spread rapidly if not promptly treated. The infection is primarily caused by Streptococcus and Staphylococcus bacteria (Chew, Kwek, Anicete, & Low, 2022)
. This case study analysis focuses on a 42-year-old male patient presenting with symptoms indicative of cellulitis. The aim is to elucidate the reasons behind the patient’s symptoms, discuss the microbiological elements associated with the disease, and explain the body’s inflammatory response and its systemic effects.
Scenario
A 42-year-old man presents at the clinic complaining of pain, redness, and swelling in his right calf. He reports that he was injured by a string trimmer while working in his yard. He cleaned the wound with garden hose water and covered it with a Band-Aid. Days later, he developed a fever and chills, noticed that his leg was swollen and red, and sought definitive care at the emergency department.
Explain why you think the patient presented the symptoms described
The patient’s symptoms of localized pain, redness, and swelling in conjunction with a fever and chills are indicative of a bacterial infection, likely cellulitis (Brown, 2023). The initial injury with the string trimmer, followed by potentially inadequate wound care, could have introduced bacteria into the skin, causing infection and subsequent inflammation (Long & Gottlieb, 2022).
Identify the bacteria that may be associated with the development of the disease
The most common bacteria associated with cellulitis are Streptococcus and Staphylococcus species. In this case, it’s likely that one of these bacteria, present in the environment, was introduced into the skin through the initial wound and subsequently caused the infection (Mayo Clinic, 2023).
Explain the process of inflammation and the effect it has on body systems
In response to bacterial invasion, the immune system triggers an inflammatory response marked by increased blood flow to the affected area, resulting in redness, heat, and swelling. Fever and chills are systemic signs of this immune response, indicating the body’s attempt to fight off the infection. Prolonged inflammation can affect various body systems and can result in sepsis if the bacteria spread into the bloodstream (Adkins et al., 2023).
Conclusion
Understanding the bacterial pathogenesis and inflammatory responses associated with cellulitis is critical for effective disease management (Rangel et al., 2023). By recognizing these elements and their impact on the patient’s symptoms, healthcare professionals can provide appropriate treatments and preventative measures.
References
Adkins, A. M., Colby, E. M., Kim, W.-K., Wellman, L. L., & Sanford, L. D. (2023). Stressor control and regional inflammatory responses in the brain: regulation by the basolateral amygdala. Journal of Neuroinflammation, 20(1), 1–14. https://doi.org/10.1186/s12974-023-02813-x
Brown, A. (2023). Differentiating between cellulitis/erysipelas and alternative causes of “red legs.” Journal of Community Nursing, 37(2), 30–37.
Chew, W. C. D., Kwek, J. W. M., Anicete, R., & Low, M.-Y. (2022). Pediatric orbital cellulitis: Case report of an unusual etiology and pathogen. Ear, Nose, & Throat Journal, 1455613211064002. https://doi.org/10.1177/01455613211064002
Long, B., & Gottlieb, M. (2022). Diagnosis and Management of Cellulitis and Abscess in the Emergency Department Setting: An Evidence-Based Review. Journal of Emergency Medicine (0736-4679), 62(1), 16–27. https://doi.org/10.1016/j.jemermed.2021.09.015
Rangel, T., Pham, S., Senger, B., Daratha, K., Fitzgerald, C., Mallo, R., & Daratha, K. (2023). Pharmacologic Pain Management Trends among Adults Hospitalized with Cellulitis: An Evidence-Based Practice Project. Pain Management Nursing, 24(2), 222–228. https://doi.org/10.1016/j.pmn.2022.09.003
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Name: NURS_6501_Module1_Case Study_Assignment_Rubric
| Excellent | Good | Fair | Poor | |||
| Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following:
Explain why you think the patient presented the symptoms described. |
28 (28%) – 30 (30%)
The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation. |
25 (25%) – 27 (27%)
The response describes the patient symptoms. The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation. |
23 (23%) – 24 (24%)
The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes reasons for the symptoms, with explanations that are vague or based on inappropriate evidence/research. |
0 (0%) – 22 (22%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include reasons for the symptoms, or the explanations are vague or based on inappropriate or no evidence/research. |
||
| Identify the genes that may be associated with the development of the disease. | 23 (23%) – 25 (25%)
The response includes an accurate, complete, detailed, and specific analysis of the genes that may be associated with the development of the disease. |
20 (20%) – 22 (22%)
The response includes an accurate analysis of the genes that may be associated with the development of the disease. |
18 (18%) – 19 (19%)
The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease. |
0 (0%) – 17 (17%)
The response includes a vague or inaccurate analysis of the genes that may be associated with the development of the disease is missing. |
||
| Explain the process of immunosuppression and the effect it has on body systems. | 28 (28%) – 30 (30%)
The response includes an accurate, complete, detailed, and specific explanation of the process of immunosuppression and the effect it has on body systems. |
25 (25%) – 27 (27%)
The response includes an accurate explanation of the process of immunosuppression and the effect it has on body systems. |
23 (23%) – 24 (24%)
The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems. |
0 (0%) – 17 (17%)
The response includes a vague or inaccurate explanation of the process of immunosuppression and the effect it has on body systems. |
||
| Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. |
5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. |
4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. |
3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. |
0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. |
||
| Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation |
5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
||
| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
||
| Total Points: 100 | ||||||
Name: NURS_6501_Module1_Case Study Assignment Rubric
NURS 6501 MODULE 1 ASSIGNMENT: CASE STUDY ANALYSIS Grading Rubric
| Performance Category | 100% or highest level of performance
100% 16 points |
Very good or high level of performance
88% 14 points |
Acceptable level of performance
81% 13 points |
Inadequate demonstration of expectations
68% 11 points |
Deficient level of performance
56% 9 points
|
Failing level
of performance 55% or less 0 points |
| Total Points Possible= 50 | 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points |
| Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic topics. |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three or more of the following elements
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| 16 Points | 14 Points | 13 Points | 11 Points | 9 Points | 0 Points | |
| Application of Course Knowledge
Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations |
Presentation of information was exceptional and included all of the following elements:
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Presentation of information was good, but was superficial in places and included all of the following elements:
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Presentation of information was minimally demonstrated in the all of the following elements:
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Presentation of information is unsatisfactory in one of the following elements:
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Presentation of information is unsatisfactory in two of the following elements:
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Presentation of information is unsatisfactory in three of the following elements
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| 10 Points | 9 Points | 6 Points | 0 Points | |||
| Interactive Dialogue
Initial post should be a minimum of 300 words (references do not count toward word count) The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count) Responses are substantive and relate to the topic. |
Demonstrated all of the following:
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Demonstrated 3 of the following:
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Demonstrated 2 of the following:
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Demonstrated 1 or less of the following:
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| 8 Points | 7 Points | 6 Points | 5 Points | 4 Points | 0 Points | |
| Grammar, Syntax, APA
Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition Error is defined to be a unique APA error. Same type of error is only counted as one error. |
The following was present:
AND
AND
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
AND/OR
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The following was present:
AND/OR
AND/OR
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| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
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Failed to demonstrate the following:
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| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |
Demonstrates one or less of the following.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |