Rasmussen NUR2790 All Modules Discussions Latest 2020 September

Cancer Treatment Options

Mrs. Williams is a 27-year-old female diagnosed with breast cancer. She is currently in pharmacy school. She does not have children, but hopes to have them someday. She has been tested and has a genetic predisposition for this disease.

What treatment options does she have?

What are the advantages and disadvantages of those treatment options?

What would you tell Mrs. Williams if she decided to refuse treatment?

Mrs. Williams really wants to have children before she starts treatment. What would you educate her about? Why?

NUR2790 Professional Nursing III

Module 2 Discussion

Death and Dying

Discuss the term “clinical death,” especially with respect to when not to initiate CPR. Discuss what is meant by a “peaceful death” and a “good death,” including goals for End-Of-Life care. How would you feel if you knew your patients did not want CPR but the family insisted on it?

NUR2790 Professional Nursing III

Module 3 Discussion

Triage

Triage involves the rapid assessment and prioritization of patients. Compare the three-tiered system of triage to the Mass Casualty Incident (MCI) triage philosophy. Imagine that you are the Triage Nurse during an MCI. How will you categorize the following patients using the MCI triage philosophy? Explain your answer. Are there any ethical issues that should be considered?

10-year-old boy with massive head injury, no spontaneous breathing, BP 60 palp

22-year-old female with a close fracture of the left arm

60-year-old male with a laceration in the leg complaining of shortness of breath

15-year-old girl with glass embedded in the eyes

52-year-old male with a pulse of 30 and a blood pressure of 70/30

For your response, do you agree with your classmates’ opinions? What would you urge them to consider when making the triage determination?

NUR2790 Professional Nursing III

Module 4 Discussion

Gas Exchange

Mr. Nguyen is a 58-year-old patient that had septic shock and developed Acute Respiratory Distress Syndrome. He is orally intubated and on a mechanical ventilator. He is paralyzed and sedated.

What manifestations might you observe for a patient with ARDS?

What complications can Mr. Nguyen develop from being mechanically ventilated?

List priority nursing interventions to prevent complications associated with ventilatory support.

What interventions can be implemented specifically to prevent the development of Ventilator Acquired Pneumonia (VAP)?

You are orienting in the ICU, the nurse you are working with is not implementing the VAP interventions. What would you do?

NUR2790 Professional Nursing III

Module 5 Discussion

Artifact vs. Dysrhythmia

Describe the role of each component of the ECG in the heart’s contraction: the P wave, the PR interval, the QRS complex, the ST segment, the T wave, and the QT interval. What is the difference between artifact and dysrhythmia? How can you reduce artifacts? What are some situations that can occur if artifact is not reduced or eliminated?

You are working in the Telemetry Unit. The nurse “watching” the monitors is reading a magazine. She constantly turns off an alarm that looks a lot like Ventricular Fibrillation. She tells you that it is not a dysrhythmia, it is just artifact. What do you think about her actions? What is the worst case scenario in this situation? What would you do?

NUR2790 Professional Nursing III

Module 6 Discussion

Prevention of Shock

Your patient is a 42-year-old female that arrives in the ED with complaints of fever and not feeling well. She is currently undergoing chemotherapy for bladder cancer. She has an indwelling urinary catheter with scant amount of dark, foul smelling urine. She has a temperature of 102.2F, HR 136, BP 110/50 and RR 28. She is allergic to penicillin and Sulfa.

What type of shock is she experiencing?

What interventions do you anticipate the doctor will order?

What can you teach this patient about prevention of infection?

The doctor orders Bactrim. What should you be concern about? Why?

NUR2790 Professional Nursing III

Module 7 Discussion

Modifiable vs. Unmodifiable Risk Factors

Choose a subject (it can be a former patient, a family member, or yourself) and identify modifiable and nonmodifiable risk factors. Identify methods to prevent Coronary Artery Disease (CAD) in the subject. What can you recommend to your classmates subjects?

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NUR2790 Professional Nursing III

Module 8 Discussion

The Patient with Chronic Renal Failure

Mr. Rojas is a 49-year-old patient with End Stage Renal Disease. He has a history of hypertension and uncontrolled type 1 diabetes (since he was 12 years old). His last Hemoglobin A1c was 12.8%. He is currently receiving hemodialysis three times per week for three hours. He is in the hospital because he went into DKA a few days ago when he had a stomach virus. He is asking you about renal transplantation.

What are the criteria to be placed in the transplant list?

What options for transplantation does Mr. Rojas have?

What recommendations can you give Mr. Rojas on treatment compliance?

What other renal replacement therapies could Mr. Rojas be educated about?

What are their advantages and disadvantages?

NUR2790 Professional Nursing III

Module 9 Discussion

Brain Death: Ethical Considerations

Your patient is a 23-year-old female with a history of headaches. This morning she was experiencing a really bad headache as her boyfriend was driving her to the university. He thought she was sleeping and by the time they got to the school, 45 minutes later, she was not waking up. She was diagnosed with a cerebral aneurysm and you are taking care of her in the Neurological ICU.

What testing do you expect to be performed to diagnose brain death?

What is the procedure when a patient is determined to be brain dead?

Who should approach the family about organ donation?

The family is approached about organ donation. The patient indicated on her driver’s license that she wanted to be an organ donor. Her mother refuses to consent for organ donation.

Do you think donation should happen anyway? Why or why not?

What will be the ethical consequences of your decision?

NUR2790 Professional Nursing III

Module 10 Discussion

Ethical Dilemma

For patients with liver failure due to cirrhosis liver, transplantation may be the only possible treatment.

How is the care for the patient undergoing liver transplantation different from the care of a regular surgical patient?

What patient teaching is needed after a patient receives a liver transplant?

Should the patient with alcoholic cirrhosis be a candidate for a liver transplant?

Should government funds be used in the care of patients with cirrhosis who continue to consume alcohol?

NUR2790 Professional Nursing III

Module 11 Discussion

Caring for Self!

You have learned a lot during your training to become a Registered Nurse. At this point in your education, where do you see yourself as a nurse? What unit would you like to work in and why?

To be able to care for patients, you must be able to care for yourself. What are some practices you plan to implement to help you care for yourself and why?

Rasmussen NUR2790 All Modules Discussions Latest 2020 September 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.