SUMMARY OF CURRENT COURSE CONTENT KNOWLEDGE GCU NRS 410

Assessment Description

Academic engagement through active participation in instructional activities related to the course objectives is paramount to your success in this course and future courses. Through interaction with your instructor and classmates, you will explore the course material and be provided with the best opportunity for objective and competency mastery. To begin this class, review the course objectives for each Topic, and then answer the following questions as this will help guide your instructor for course instruction.

Which weekly objectives do you have prior knowledge of and to what extent?
Which weekly objectives do you have no prior knowledge of?
What course-related topics would you like to discuss with your instructor and classmates? What questions or concerns do you have about this course?

Topic 1 DQ 1

Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion.

CHASITY

Asthma is defined as a chronic inflammatory illness of the airways that affects people of all ages. According to McCracken et al. (2017) chronic inflammation is linked to airway hyper responsiveness; an exaggerated airway-narrowing response to particular triggers such as allergens, viruses, and exercise. This disease process results in recurrent episodes of wheezing, breathlessness, chest tightness, and/or coughing that vary in frequency and intensity over time. Symptom bouts are frequently accompanied by variable airflow blockages in the lungs, which is usually reversible either naturally or with proper asthma medication, such as a fast-acting bronchodilator (McCracken et al., 2017).

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There is evidence that asthma development may be linked to a genetic predisposition. Several chromosomal areas connected to the generation of IgE antibodies, expression of airway hyper responsiveness, and the creation of inflammatory mediators has been linked to asthma susceptibility (Davis & Smallwood, 2020). However, further research is needed to identify particular genes involved in asthma, as well as gene-environment interactions that could lead to disease manifestation.

In regards to management of this illness, allergen-specific immunotherapy has the potential to change the course of disease, but it should only be prescribed by allergy specialists according to (Davis & Smallwood, 2020). All asthma patients should have regular follow-up visits during which their asthma control, adherence to therapy, and inhaler technique are evaluated.

Limiting the amount of time spent outside during peak pollen seasons, as well as avoiding exposure to tobacco smoke and other relevant allergens/irritants, is an important part of asthma management. I chose this respiratory issues because I have been dealing with asthma most of life and I am seemingly developing more triggers as I age. I think it is important for a person dealing with this disease to learn their personal triggers if possible to help with management and prevent predictable occurrences. Currently in Central Florida we are having a streak of rainy days, accompanied by the wonderful pollen and fluctuating temperatures, I woke up wheezing with chest pressure and audible wheezing. I can often tell when the weather will change all because of my breathing. Thus far, my asthma has not inhibited how I live my day to day life and prayerfully it never will.

Patient compliance is usually suboptimal because these avoidance strategies can be difficult. According to Trevor &Chipps (2018) only 22% of asthma patients were treated by a specialist on a regular basis in a 2012 survey, and 48% of patients had never seen a specialist. Adherence to these strategies often requires frequent reassessments, encouragement, and empowerment. Patients should also be encouraged to use a combination of avoidance measures for best results, as single-strategy interventions have shown no measurable benefits in asthma control (Davis & Smallwood, 2020).

SUMMARY OF CURRENT COURSE CONTENT KNOWLEDGE GCU NRS 410

References

Davis, M. D., & Smallwood, C. D. (2020). 2019 Year in Review: Asthma. Respiratory Care, 65(7), 1024–1029. https://doi.org/10.4187/respcare.07809

McCracken, J. L., Veeranki, S. P., Ameredes, B. T., & Calhoun, W. J. (2017). Diagnosis and Management of Asthma in Adults. JAMA, 318(3), 279. https://doi.org/10.1001/jama.2017.8372

Trevor, J. L., &Chipps, B. E. (2018). Severe Asthma in Primary Care: Identification and Management. The American Journal of Medicine, 131(5), 484–491. https://doi.org/10.1016/j.amjmed.2017.12.034

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.