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NURS 6501 Module 1 Assignment: Case Study Analysis

NURS 6501 Module 1 Assignment: Case Study Analysis

Introduction

This study is based on the underlying condition of a 42-year-old patient who has been presenting in the emergency department with redness, swelling, and pain in his right calf. The patient history indicates that he had developed a cut with the string trimmer while working in the yard, and he has cleaned it with water from the garden hose. He also covered it with a large bandage. After a few days, he developed a high fever and reaches the ED for care. The patient needs immediate care, resulting in the development of adverse effects like organ dysfunction, etc. This study constitutes how the signs and symptoms developed, followed by the genes associated and the process of immunosuppression.

System Development

The patient had developed a wound infection which, if not managed, can result in septic disease. The wound constituted of germs and bacteria, and the patient had not cleaned this sufficiently. The bacteria grew under the damaged skin spreading to sensitive tissues present. As a result of the infection, the inflammatory response has stimulated, and inflammatory molecules are released. These inflammatory mediators like white blood cells (WBCs) further produce free radicals and enzymes, resulting in tissue damage and nerve damage.

Therefore, pain is generated, which is caused by the stimulation of pain receptors. The wound site develops a swelling due to the excess movement of white blood cells and fluid into the injured area. The infected tissues and nerves are put under extra pressure with the swelling and causing pain. The formation of wound clots is also an inflammatory response of the body, so the site becomes red (Stone, Basit & Burns, 2020).

During an infection, the body makes up an excess of inflammatory cells, which are the WBCs that work effectively to kill the bacteria. In addition, the increased production of white blood cells may affect the hypothalamus, which shifts the average body temperature upwards. It occurs as the bacteria releases pyrogens in the body, generating the immune response (Prajitha, Athira & Mohanan, 2018; Balli & Sharan, 2020).

Genes That Associated with The Development of The Disease

The genes that are associated with the development of the infection include IL4, IL10, and NRAMP1. As a result of the disease from the bacteria, the inflammatory response is generating by interleukins like IL6, etc. The interleukin genes of IL4 and IL10 producing cytokines induced to make the anti-inflammatory response, restoring the balance after the cytokines storm. The IL4 is present in the eosinophils, basophils, and Th2 cells. The IL10 plays a central role in the development of the anti-inflammatory response and maintaining homeostasis. Both the genes, IL4 and IL10, are pleiotropic. They are also known to produce inflammatory responses, but they recruit to produce anti-inflammatory cytokines when controlling hyper inflammation. The proteins produced by IL4 and IL10 directly suppress the role of Th1 cells (Nedelopoulou et al., 2020). The NRAMP1 gene produces the NRAMP1 protein, an integral membrane protein expressed in the lysosome activity inducing cells macrophages and monocytes. However, the NRAMP1 is also known to have pleiotropic effects and is the gene responsible for producing disease resistance and can lead to the development of immunosuppression (Known, Jo & Park, 2018).

The Process of Immunosuppression and The Effect It Has On The Body Systems

Patients who do not have the ability or have reduced capacity for fighting bacteria and other microorganisms in the body. A cytokine-mediated inflammatory response had seen during a sepsis infection resulting in a hyper-inflammatory phase (Cytokine storm) followed by the immunosuppressive phase. Sepsis infection had characterized by the excess production of cytokine-mediated inflammatory mediators. Some evidence also suggests that the body also generates anti-inflammatory compounds as the inflammatory mediators are extra.

Immunosuppression can be caused due to various reasons like an underlying disease, age, genetics, medication, and surgery. The infection of sepsis activates the apoptosis of cellular B and T cells which are immune cells. As the apoptotic cells induce the activation of the dendritic cells, they have an increased role in the anti-inflammatory response in sepsis. The apoptosis of T cells further induces the downregulation of the CD4+ and CD8+ cells. This process is known as autophagy and contributes to immunosuppression. As the body’s immune cells are hyperactive, the cells also become exhausted, which can cause immunosuppression (Ono et al., 2018).

Conclusion

The patient presented to the emergency department has developed a wound infection, and there was a need for immediate management. As a result of the condition, the patient developed signs of pain, inflammation, and high fever, indicating sepsis. Sepsis results in immunosuppression which has multiple mechanisms like apoptosis of the immune cells. The genes responsible for the development of sepsis include NRAMP1, IL4, and IL10. Therefore, understanding these aspects of sepsis will make infection management easier for the nurse and reduce further risk.

References

NURS 6501 Module 1 Assignment Case Study Analysis

NURS 6501 Module 1 Assignment Case Study Analysis

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Balli, S., & Sharan, S. (2020). Physiology, Fever (Hyperthermia). StatPearls [Internet]. https://www.ncbi.nlm.nih.gov/books/NBK562334/

Kwon, H. K., Jo, W. R., & Park, H. J. (2018). Immune-enhancing activity of C. militaris fermented with Pediococcus pentosaceus (GRC-ON89A) in CY-induced immunosuppressed model. BMC complementary and alternative medicine18(1), 1-14. https://doi.org/10.1186/s12906-018-2133-9

Nedelkopoulou, N., Dhawan, A., Xinias, I., Gidaris, D., & Farmaki, E. (2020). Interleukin 10: the critical role of a pleiotropic cytokine in food allergy. Allergologia et immunopathologia. https://doi.org/10.1016/j.aller.2019.10.003

Ono, S., Tsujimoto, H., Hiraki, S., & Aosasa, S. (2018). Mechanisms of sepsis-induced immunosuppression and immunological modification therapies for sepsis. Annals of gastroenterological surgery2(5), 351–358. https://doi.org/10.1002/ags3.12194

Prajitha, N., Athira, S. S., & Mohanan, P. V. (2018). Pyrogens, a polypeptide produces fever by metabolic changes in hypothalamus: mechanisms and detections. Immunology letters204, 38-46. https://pubmed.ncbi.nlm.nih.gov/30336182/

Stone, W. L., Basit, H., & Burns, B. (2020). Pathology, inflammation. StatPearls [Internet]. https://www.ncbi.nlm.nih.gov/books/NBK534820/

 

 

Module 1 Assignment: Case Study Analysis

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.

Photo Credit: Getty Images/Hero Images

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.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

  • Please save your Assignment using the naming convention “M1Assgn+last name+first initial.(extension)” as the name.
  • Click the Module 1 Assignment Rubric to review the Grading Criteria for the Assignment.
  • Click the Module 1 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
  • Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “M1Assgn+last name+first initial.(extension)” and click Open.
  • If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
  • Click on the Submit button to complete your submission.
Grading Criteria

To access your rubric:

Module 1 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:

Submit your Module 1 Assignment draft and review the originality report.

Submit Your Assignment by Day 7 of Week 2

To participate in this Assignment:

Module 1 Assignment


What’s Coming Up in Module 2?

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In Module 2, you will analyze processes related to cardiovascular and respiratory disorders. To do this, you will analyze alterations in the cardiovascular and respiratory systems and the resultant disease processes. You will also consider patient characteristics, including racial and ethnic variables, which may impact physiological functioning and altered physiology.

Week 3 Knowledge Check: Cardiovascular and Respiratory Disorders

In the Week 3 Knowledge Check, you will demonstrate your understanding of the topics covered during Module 2. This Knowledge Check will be composed of a series of questions related to specific scenarios provided. It is highly recommended that you review the Learning Resources in their entirety prior to taking the Knowledge Check, since the resources cover the topics addressed. Plan your time accordingly.

Next Module

Introduction: Scenario
The goal of this paper is to provide an explanation for the symptoms observed in the given case scenario. a 34-year-old Hispanic male with end-stage renal illness who required a kidney transplant from a cadaver donor due to the absence of a matching family member. Additionally, I will be finding genes that may be involved in the development of the disease, as well as the immunosuppressive process and its influence on the body. In this situation, the patient acquired symptoms as a result of possible adverse effects from the transplant process and medications supplied.
Presented Symptoms and Pathophysiology
The patient acquired symptoms as a result of the transplant procedure’s potential complications and the drugs supplied. According to evidence-based research, kidney transplantation is the most effective medical option for individuals with chronic end-stage renal illness since it is the most sought and cost-efficient way of renal replacement. Acute organ rejection occurred as a result of the recipient’s immunological response against the donor’s distinct MHC surface antigens. This frequently occurs within days to months of an organ donation. There is a potential that the patient experienced rejection following the transplant, resulting in renal failure, which led to the patient’s weight gain and decreased urine output (Kuan & Schwartz, 2021). Additionally, sensitivity of the body to the alien organ resulted in a rise in temperature and weariness.
The Identification of Disease-Associated Genes
The immune reaction of the patient to the surgery and drugs is dependent on several factors, including genetic makeup, which might result in symptoms such as oliguria, increased weight gain, fever, and weariness (McCance & Huether, 2019). rs25487 of the XRCC1 gene is one of the particular genes involved in the development of renal disease. The gene predisposes individuals to end-stage renal disease. Additionally, the GSTP1 gene is associated with the levels of C-reactive protein and ferritin. Individuals carrying the gene, Abd EL-Hassib et al. (2021), have an elevated risk of oxidative and carbonyl stress. C-reactive proteins levels are elevated in patients with end-stage renal disease, which are markers of increased inflammation. Additionally, they exhibit a high level of oxidative stress.
Conclusion
Immunosuppression impairs the body’s ability to mount an immunological response to infections (Benvenuto et al., 2018). This can be accomplished by decreasing the amount of T-helper cells, which recognize foreign things and activate other immune cells to combat the pathogen (Tielemans et al., 2019). Additionally, the impact can be created in bone marrow. Additionally, it decreases inflammation in the body and accompanying symptoms. However, it may be harmful to the body due to an increased vulnerability to infection (Brown et al., 2017).
Finally, because the human system is interrelated, when one organ is harmed, the others may suffer as well. In this situation, the patient experienced organ rejection, which could result in increased inflammation. Reduced urinary output was a sign of renal failure.

References
Abd EL-Hassib, D. M., Zidan, M. A., El Amawy, M. M., Hegazy, H. A., & Ameen, S. G. (2021). Polymorphism of XRCC1 Arg399Gln may predict for development of end-stage renal disease. A PCR confirmed case-control study. Meta Gene, 29, 100915. https://doi.org/10.1016/j.mgene.2021.100915
Benvenuto, L. J., Anderson, M. R., & Arcasoy, S. M. (2018). New frontiers in immunosuppression. Journal of Thoracic Disease, 10(5), 3141-3155. https://doi.org/10.21037/jtd.2018.04.79
Brown, S. A., Tyrer, F. C., Clarke, A. L., Lloyd-Davies, L. H., Stein, A. G., Tarrant, C., Burton, J. O., & Smith, A. C. (2017). Symptom burden in patients with chronic kidney disease not requiring renal replacement therapy. Clinical Kidney Journal, 10(6), 788-796. https://doi.org/10.1093/ckj/sfx057
Kuan, K., & Schwartz, D. (2021). Educational case: Kidney transplant rejection. Academic Pathology, 8, 237428952110068. https://doi.org/10.1177/23742895211006832
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for
disease in adults and children (8th ed.).
Tielemans, M. M., Van Boekel, G. A., Van Gelder, T., Tjwa, E. T., & Hilbrands, L. B. (2019). Immunosuppressive drugs and the gastrointestinal tract in renal transplant patients. Transplantation Reviews, 33(2), 55-63. https://doi.org/10.1016/j.trre.2018.11.001

The introducing symptoms of the patient in the given case are predictable with Wound disease. Symptoms like redness, swelling, torment, and fever of 100.6 0 F are demonstrative of wound disease, most likely with Staphylococci.

Why the patient presented with the symptoms described?

Click here to ORDER NOW FOR AN ORIGINAL PAPER ON NURS 6501 Module 1 Assignment: Case Study Analysis

An inappropriate wash of the wound directly: Not long after the injury, the patient washed distinctly with water from a garden

NURS 6501 Module 1 Assignment Case Study Analysis

NURS 6501 Module 1 Assignment Case Study Analysis

hose, however not with cleanser or germicide. Tainted water or hose could have filled in as a source of disease to the injury, and ill-advised washing could have prompted the endurance of the creature on the injury surface (Rizani, 2015).

Wound payable to string trimmer: Since the customer in the given case had an injury because of String trimmer, which could hold Staphylococcus aurous from soil or plant materials, it could be the source from which Staphylococcus aurous entered the injury.

Cover with large Band-Aid: Improper washing followed by covering with enormous band-aid could have caught the bacteria on the injury surface, which advanced to wound contamination. Since, Staphylococci are also present as skin flora, covering with bandage could have encouraged the development of bacteria on the injury and brought about disease

            Consequently, all the above components could have added to wound disease as obvious from the redness, growing, torment, chills. Fever is because of the immune reaction towards the disease (Grumezescu, 2018). It should be quickly treated with anti-toxins, which if in any case, can prompt inconveniences, for example, Toxic Shock disorder. NURS 6501 Module 1 Assignment: Case Study Analysis

Treatment

            The wound should be cleaned and appropriately dressed with care. Anti-microbial, for example, Penicillins or its subordinates. Vancomycin can be utilized if there should be an occurrence of obstruction or when the disease spreads.

References

Grumezescu, V. (2018). Treatment Strategies for Infected Wounds. Molecules, 23(9). doi:10.3390/molecules23092392

Rizani, N. (2015). Modern wound dressing for wound infection: an overview. Indonesian Journal of Tropical and Infectious Disease, 53-59. NURS 6501 Module 1 Assignment: Case Study Analysis
Week 2: Altered Physiology

With a place squarely in the spotlight for patients diagnosed with all manner of disease, APRNs must demonstrate not only support and compassion, but expertise to guide patients’ understanding of diagnoses and treatment plans.

This expertise goes beyond an understanding of disease and sciences, such as cellular pathophysiology. APRNs must become experts in their patients, understanding their medical backgrounds, pertinent characteristics, and other variables that can be factors in their diagnoses and treatments.

This week, you examine alterations in the immune system and the resultant disease processes. You consider patient characteristics, including racial and ethnic variables, and the impact they have on altered physiology.
Learning Objectives

Students will:

Evaluate cellular processes and alterations within cellular processes
Analyze alterations in the immune system that result in disease processes
Identify racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology

Learning Resources

Required Readings (click to expand/reduce)

McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.

Chapter 1: Cellular Biology; Summary Review
Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents(pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review
Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases,
Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review
Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review
Chapter 7: Innate Immunity: Inflammation and Wound Healing
Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review
Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review
Chapter 10: Infection (stop at Infectious parasites and protozoans); (start at HIV); Summary Review
Chapter 11: Stress and Disease (stop at Stress, illness & coping); Summary Review
Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review
Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review

Note: You previously read these chapters in Week 1 and you are encouraged to review once again for this week.

Justiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate hypersensitivity reactions. In StatPearls. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/

​Credit Line: Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls.

Note: This article was presented in the Week 1 resources. If you read it previously you are encouraged to review it this week.

Required Media (click to expand/reduce)

Foundational Concepts of Cellular Pathophysiology – Week 2 (8m)

Walden University. (n.d.). Instructor feedback. https://mym.cdn.laureate-media.com/2dett4d/Walden/WWOW/1001/pulse_check/instructor_feedback/index.html#/

Immunity and Inflammation

Khan Academy (2010, February 24). Inflammatory response | Human anatomy and physiology | Health & medicine [Video file]. Retrieved from https://www.youtube.com/watch?v=FXSuEIMrPQk

Note: The approximate length of the media program is 14 minutes.

Soo, P. (2018, July 28). Pathophysiology Ch 10 alterations in immune function [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-jTds

Note: The approximate length of the media program is 37 minutes.

Acid-Base Balance #1

MedCram. (2012, April 28). Medical acid base balance, disorders & ABGs explained clearly [Video file]. Retrieved from https://www.youtube.com/watch?v=4wMEMhvrQxE

Note: The approximate length of the media program is 13 minutes.

Acid-Base Balance #2

MedCram. (2012, April 29). Medical acid base balance, disorders & ABGs explained clearly | 2 of 8 [Video file]. Retrieved from https://www.youtube.com/watch?v=GmEeKVTpOKI

Note: The approximate length of the media program is 15 minutes.

Hyponatremia

MedCram. (2017, December 23). Hyponatremia explained clearly [LK1] (remastered) – Electrolyte imbalances [Video file]. Retrieved from https://www.youtube.com/watch?v=bLajK5Vy55M

Note: The approximate length of the media program is 15 minutes.

Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children

In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base balance.

Note: To access the online resources included with the text, you need to complete the FREE online registration that is located at https://evolve.elsevier.com/cs/store?role=student

To Register to View the Content

Go to https://evolve.elsevier.com/cs/store?role=student
Enter the name of the textbook, Pathophysiology: The Biologic Basis for Disease in Adults and Children, or ISBN 9780323654395 (name of text without the edition number) in the Search textbox.
Complete the registration process.

To View the Content for This Text

Go to https://evolve.elsevier.com/
Click on Student Site.
Type in your username and password.
Click on the Login button.
Click on the plus sign icon for Resources on the left side of the screen.
Click on the name of the textbook for this course.
Expand the menu on the left to locate all the chapters.
Navigate to the desired content (checklists, videos, animations, etc.).

Note: Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content.

Rubric Detail

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Content
Name: NURS_6501_Module1_Case Study_Assignment_Rubric

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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.
Points Range: 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.

Points Range: 25 (25%) – 27 (27%)
The response describes the patient symptoms. Module 1 Assignment: Case Study Analysis NURS 6501

The response includes accurate reasons, with explanation for the symptoms supported by evidence and/or research, as appropriate, to support the explanation.

Points Range: 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.

Points Range: 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.
Points Range: 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.

Points Range: 20 (20%) – 22 (22%)
The response includes an accurate analysis of the genes that may be associated with the development of the disease.

Points Range: 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.

Points Range: 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.
Points Range: 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.

Points Range: 25 (25%) – 27 (27%)
The response includes an accurate explanation of the process of immunosuppression and the effect it has on body systems.

Points Range: 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.

Points Range: 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.
Points Range: 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.

Points Range: 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.

Points Range: 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.

Points Range: 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
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.

Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.

Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.

Points Range: 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.
Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors.

Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.

Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors.

Points Range: 0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100
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%) – 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%) – 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%) – 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%)

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%)

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%)

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%) – 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%)
Uses correct grammar, spelling, and punctuation with no errors.
(4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors.
(3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors.
(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%)
Uses correct APA format with no errors.
(4%) – 4 (4%)
Contains a few (1 or 2) APA format errors.
(3%) – 3 (3%)
Contains several (3 or 4) APA format errors.
(0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100
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