Clinical Reasoning: Heart and Lungs

Clinical Reasoning: Heart and Lungs
Clinical Reasoning: Heart and Lungs
Module 3 discussion
DQ1 Clinical Reasoning: Heart and Lungs
Respond to the following:
Question 1: What would be part of your work up for this patient? Based on his immigrant status, what would concern you regarding the etiology of the disease process? What are the co-morbidities that would be concerning for this diagnosis in an immigrant patient of Mexican descent?
Question 2: What is the role of the APN in treating a Hispanic patient with heart failure? What other members of the healthcare team would you work with in establishing a plan of care for Mr Rodriguez? How do you provide culturally competent care for this patient? What barriers are there for this patient in receiving the care that is needed? What are the social determinants of health in this population?
You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts It is recommended that you write your post in a document first Check your work and correct any spelling or grammatical errors When you are ready to make your initial post, click “Reply” Then copy/paste the text into the message field, and click “Post Reply”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post
Evaluation
This discussion will be graded using the discussion board rubric Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion All discussions combined are worth 15% of your final course grade
DQ2 Clinical Reasoning: Coronary Heart Disease
Respond to the following:
Question 1: Mr Foster, the DCE patient, is a Caucasian male How does race affect the risk factors for coronary heart disease (CHD)? Given the diagnosis of CHD, what would you expect to uncover when you perform an examination of Mr Foster’s peripheral vascular system and why? What other members of the healthcare team would you work with in establishing a plan of care for Mr Foster?
Question 2: Consider how a woman may present with coronary heart disease (CHD) How might symptoms, diagnosis, and disease trajectory differ between men and women?
You are expected to participate in academic conversations with peers and faculty to generate scholarly dialogue Expectations for participation in the course discussions are described under the Discussion Rubric: Exploration, Spirit of Inquiry, and Engagement (interactions) when relating your experiences, opinions, viewpoints, and ideas supported by evidence
Submission Instructions
Consult the Discussion Posting Guide for information about writing your discussion posts It is recommended that you write your post in a document first Check your work and correct any spelling or grammatical errors When you are ready to make your initial post, click “Reply” Then copy/paste the text into the message field, and click “Post Reply”
To respond to a peer, click “Reply” beneath her or his post and continue as with an initial post
Evaluation
This discussion will be graded using the discussion board rubric Please review this rubric, located on the Rubrics page within the Start Here module of the course, prior to beginning your work to ensure your participation meets the criteria in place for this discussion All discussions combined are worth 15% of your final course grade

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Nursing Paper on Technology

Nursing Paper on Technology
Nursing Paper on Technology
NURS 675LA-B Weekly Health Informatics Practicum Activity Summary/Reflection Log
Weekly practicum activity summaries and reflections to be submitted for review are to be typed, grammatically correct, and error free.
Weekly practicum activity summaries should include:
1. Stated weekly informatics focus and learning objectives.
2. Summary of planned or completed informatics activities.
3. Discussion of technology, processes, data analysis, workflow, gaps, evidence-based practice, and other informatics role activities completed during the week.
4. Reflection on your own learning and implications for future informatics role and/or implications on health care delivery and outcomes.
Students will receive feedback from faculty regarding their weekly personal learning objectives, activities, and reflections.
TemplateforWeeklyPracticumActivitySummary
Directions:Submitathree- to five-pagesummary ofeachweek’s activitiesusingthetemplatebelow.Ifaninterviewisconducted,alsoattachthelist ofinterviewquestionsused.
Name:
Week#_ Focus:
1. Mypersonallearningobjectivesthisweek(list):
a.
b.
c.
2. Summaryof planned/completedactivities:
3. Discussion of technology, processes, data analysis, workflow, gaps, evidence-based practice, and other informatics role activities completed during the week: (IncludetwoormorecitationsfromrelevantliteratureusingAPA6thed.format.)
4. Reflection on your own learning and implications for future informatics role and/or implications on health care delivery and outcomes:
Weekly practicum activity summaries and reflections to be submitted for review are to be typed, grammatically correct, and error free.
Weekly practicum activity summaries should include:
1. Stated weekly informatics focus and learning objectives.
2. Summary of planned or completed informatics activities.
3. Discussion of technology, processes, data analysis, workflow, gaps, evidence-based practice, and other informatics role activities completed during the week.
4. Reflection on your own learning and implications for future informatics role and/or implications on health care delivery and outcomes.
Students will receive feedback from faculty regarding their weekly personal learning objectives, activities, and reflections.
TemplateforWeeklyPracticumActivitySummary
Directions:Submitathree- to five-pagesummary ofeachweek’s activitiesusingthetemplatebelow.Ifaninterviewisconducted,alsoattachthelist ofinterviewquestionsused.
Name:
Week#_ Focus:
1. Mypersonallearningobjectivesthisweek(list):
a.
b.
c.
2. Summaryof planned/completedactivities:
3. Discussion of technology, processes, data analysis, workflow, gaps, evidence-based practice, and other informatics role activities completed during the week: (IncludetwoormorecitationsfromrelevantliteratureusingAPA6thed.format.)
4. Reflection on your own learning and implications for future informatics role and/or implications on health care delivery and outcomes:

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Discuss: Pediatric Health-Care Services

Discuss: Pediatric Health-Care Services
Discuss: Pediatric Health-Care Services
Week 1 discussion
Discussion: Pediatric Health-Care Services
This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered.
For this assignment, make sure you post your initial response to the Discussion Area by Saturday, July 29, 2017.
To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by Wednesday, August 2, 2017.
Using your course textbook readings and the South University Online Library, perform research on the following:
Sources of pediatric primary care in the United States
Current status of pediatric health-care services in the United States
Barriers to health care for children in the United States
After completing your research, answer the following questions:
What are the sources of pediatric primary care in the United States? Are these sources sufficient for providing health-care services to the pediatric population? Why or why not?
Are there certain pediatric populations that lack access to health-care services? Why?
What are the barriers to children in accessing health-care services in the United States? Why do these barriers exist?
Week 2 discussion
Discussion: Case Study – Developmental Assessment and Biological Functioning
This discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered. For this assignment, make sure you post your initial response to the Discussion Area by Saturday, August 5, 2017.
To support your work, use your course textbook readings and the South University Online Library. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates’ initial postings. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Cite sources in your responses to other classmates. Complete your participation for this assignment by Wednesday, August 9, 2017.
For this assignment, you will complete an case study based on the course objectives and weekly content. cases emphasize core learning objectives for an evidence-based primary care curriculum. Throughout your nurse practitioner program, you will use the case studies to promote the development of clinical reasoning through the use of ongoing assessments and diagnostic skills and to develop patient care plans that are grounded in the latest clinical guidelines and evidence-based practice.
The assignments are highly interactive and a dynamic way to enhance your learning. Material from the cases may be present in the quizzes, the midterm exam, and the final exam.
Here you can view information on how to access and navigate .
This week, complete the case titled “Buddy (Theodore, Jr.) VE.”
Apply information from the Case Study to answer the following questions:
Why is developmental assessment essential in the provision of primary care for infants, children, and adolescents, and what are the essential components of this assessment on the basis of a child’s age?
Which tools will you use to assess specific components of development (such as speech, motor skills, social skills, etc.)? Which tools do you think are the most accurate in assessing the developmental components and why?
Which components would you consider in assessing the basic biological functioning and well-being of your pediatric patients? Why are these components impor

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Case Study: Electrolyte Disturbances

Case Study: Electrolyte Disturbances
Case Study: Electrolyte Disturbances
Module 02 Written Assignment – Fluid/electrolyte disturbances and ABG interpretation
Complete the Fluid disturbance table and answer the following ABGs (Arterial Blood Gases).
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Fluid Deficit and Fluid Overload
a
Fluid Deficit
Fluid Overload
Definition
Causes/Risk Factors
Clinical Manifestations (including laboratory data)
Collaborative Management (Interventions)
Interpret the following Arterial Blood Gases
1. pH 7.33 PaCO2 60 HCO3 34
A. Normal ABG values
B. Respiratory acidosis without compensation
C. Respiratory acidosis with partial compensation
D. Respiratory acidosis with full compensation
2. pH 7.48 PaCO2 42 HCO3 30
A. Metabolic acidosis without compensation
B. Respiratory alkalosis with partial compensation
C. Respiratory alkalosis with full compensation
D. Metabolic alkalosis without compensation
3. pH 7.38 PaCO2 38 HCO3 24
A. Respiratory alkalosis
B. Normal
C. Metabolic Alkalosis
D. None of the above
4. pH 7.21 PaCO2 60 HCO3 24
A. Normal
B. Respiratory acidosis without compensation
C. Metabolic acidosis with partial compensation
D. Respiratory acidosis with complete compensation
5. pH 7.48 PaCO2 28 HCO3 20
A. Respiratory alkalosis with partial compensation
B. Respiratory alkalosis with complete compensation
C. Metabolic alkalosis without compensation
D. Metabolic alkalosis with complete compensation
Module 02 Course Project-Clinical Question
Clinical Question – Formulate a clinical question using the PICOT format.
P: Patient Population
I: Intervention or area on Interest
C: Comparison intervention or group
O: Outcome
T: Time
Ex: “In acute care hospitals (patient population), how does having a rapid response team (intervention) compared with not having a response team (comparison) affect the number of cardiac arrests (outcome) during a three-month period (time)?”
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 03 Written Assignment – Respiratory Disease
Complete the Respiratory Diseases comparison table.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Respiratory Disorders:
Asthma
Emphysema
Chronic Bronchitis
Pneumonia
Pathophysiology
Etiology/Population at Risk
Clinical Manifestations including Laboratory data
Typical Nursing Diagnosis
Interventions
Module 04 Written Assignment – Concept Map-Hypertension
Develop and Concept Map, using the form provided, on the following patient. Include Diagnostic data and medical orders that you expect to be ordered on the patient.
T.J., a 30-year-old African American client, is in his last year of law school and is clerking for a prestigious law firm. He and his fiancé plan to marry as soon as he graduates. During the last week he has had four dizzy spells and a headache at the base of his skull upon awakening for the last 2 days. His father has a history of hypertension, so T.J. is aware that his symptoms may indicate high blood pressure. On his way home from work, T.J. stops by the clinic and asks the nurse to check his blood pressure. The nursing assessment yields the following data.
Subjective data: States he has had four dizzy spells and has awakened with a headache in the occipital lobe the last two mornings. T.J. has 1 glass of wine at lunch and 2-3 beers in the evening to relax from the tension of school and work. Most of his meals are at fast-food establishments and have a high fat content. T.J. does not smoke. He used to jog 4 mornings a week but quit when he started clerking. He has had nocturia for the last 3 weeks. He is not taking any medication. T.J. states he is concerned about having hypertension because he does not want to take medication.
Objective data: T 98.6°F(37°C), AP 78 beats/min, R 16 breaths/min, BP 142/92 mm Hg, Wt 190 lbs (optimum weight 160). No edema noted in hands, feet, or legs.
Possible Nursing Diagnosis
Patient Data/Risk Factors
Clinical Manifestations
Subjective:
Objective:
Module 04 Course Project -Reference Page
Turn in a reference page in APA format. You must use three (3) or more relevant sources; to ensure the readings are relevant and current, the selected peer reviewed article must have been written within the past three (3) years.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 05 Written Assignment – Medications affecting Coagulation
Please go through and fill out the table on Medications affecting Coagulation. If need be go back on previous lectures or your textbook for resources to help you complete the assignment.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Module 06 Written Assignment – Inflammatory Diseases
Complete the comparison table for Inflammatory Diseases.
Submit your completed assignment by following the directions linked below. Please check the Course Calendar for specific due dates.
Comparison of Inflammatory Disease:
Rheumatoid Arthritis
Systemic Lupus Erythematosus
Ulcerative Colitis
Pathophysiology
Etiology
Clinical Manifestations
Common Laboratory Tests
Treatment

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Assignment: i-HUMAN Rubric

Assignment: i-HUMAN Rubric
Assignment: i-HUMAN Rubric
The i-Human® scenario below is designed to help you move through a simulated clinical patient scenario. Your work will be scored by i-HUMAN rubric below and transferred to a grade in the gradebook by faculty. This assignment is worth 100 points.
Grading criteria for assignment are:
History = 30
Physical Exam = 30
Differential Diagnosis = 15
Rank Diff Dx = 5
Must not Miss Diagnoses = 5
Test Selection = 15
The follow up review i-Human Seminar will be held in Unit 4 and is mandatory either by live attendance or review of recording and alternative assignment. This is worth 20 points.
For this activity, you will need to login to your i-Human account. Instructions for logging-in are as follows:
Go to https://ih2.i-human.com/.
Log in with your credentials (username and password).
Select “Assignments” from the menu options on the top left of the screen.
Press the green play button next to the I Human Testing Mode Ryan for the case study.
The case study will open; click Start to begin.
Complete all elements of the case study (history, physical exam, assessment, etc.)
Once you have successfully completed the Assignment, take a screenshot of the last screen of the activity, paste it into a Microsoft Word document, save your document, and Submit your Assignment to the unit Dropbox before midnight on the last day of the unit.
For help creating a screenshot, visit the website below.
Take a Screenshot. Retrieved from http://www.take-a-screenshot.org
Go to https://ih2.i-human.com/.
Log in with your credentials (username and password).
Select “Assignments” from the menu options on the top left of the screen.
Press the green play button next to the I Human Testing Mode Ryan for the case study.
The case study will open; click Start to begin.
Complete all elements of the case study (history, physical exam, assessment, etc.)

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Assignment: Dangerous Chronic Diseases

Assignment: Dangerous Chronic Diseases
Assignment: Dangerous Chronic Diseases
Week 4 discussion
Discussion
This week’s content addressed common chronic diseases. Please review the case study below and answer the following questions:
A sixty-year-old baker presents to your clinic, complaining of increasing shortness of breath and nonproductive cough over the last month. She feels like she can’t do as much activity as she used to do without becoming tired. She even has to sleep upright in her recliner at night to be able to breathe comfortably. She denies any chest pain, nausea, or sweating. Her past medical history is significant for high blood pressure and coronary artery disease. She had a hysterectomy in her 40s for heavy vaginal bleeding. She is married and is retiring from the local bakery soon. She denies any tobacco, alcohol, or drug use. Her mother died of a stroke, and her father died from prostate cancer. She denies any recent upper respiratory illness, and she has had no other symptoms. On examination, she is in no acute distress. Her blood pressure is 160/100, and her pulse is 100. She is afebrile, and her respiratory rate is 16. With auscultation, she has distant air sounds and she has late inspiratory crackles in both lower lobes. On cardiac examination, the S1 and S2 are distant and an S3 is heard over the apex.
What is the chief complaint?
Based on the subjective and objective information provided what are your 3 top differential diagnosis listing the presumptive final diagnosis first?
What treatment plan would you consider utilizing current evidence based practice guidelines?
A sixty-year-old baker presents to your clinic, complaining of increasing shortness of breath and nonproductive cough over the last month. She feels like she can’t do as much activity as she used to do without becoming tired. She even has to sleep upright in her recliner at night to be able to breathe comfortably. She denies any chest pain, nausea, or sweating. Her past medical history is significant for high blood pressure and coronary artery disease. She had a hysterectomy in her 40s for heavy vaginal bleeding. She is married and is retiring from the local bakery soon. She denies any tobacco, alcohol, or drug use.

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Case:Chronic Lung Disease

Case:Chronic Lung Disease
Case:Chronic Lung Disease
Week 4 discussion
Week 4 Threaded Discussion Question 1 of 2
You are assessing a 10 month-old boy. Jason requires continuous portable oxygen via nasal prongs at 0.5 L/min. His mother understands Jason has a chronic lung disease. She has tried to wean the baby from the oxygen during the nighttime but she tells you Jason’s O2 saturation will drop to 90% and his respiratory rate will increase. The baby was born at 27 weeks gestation, weighed 960 g at birth and was ventilated for the first 14 days of life. He has been on continuous oxygen since birth.
There is a student nurse observing today. Outside the exam room, she asks you if the baby has asthma. How will you respond? Provide rationales for your responses.
Which chronic lung disease does Jason have? What would you be concerned about as the baby gets older?
Week 4 Threaded Discussion Question 1 of 2
Megan is a 16-year-old girl presents to the ED with complaints of a headache, sore throat, chills, malaise, and fatigue for the past week. On physical examination, you assess she has an enlarged liver and spleen, and she has enlarged lymph nodes in the anterior and posterior chains of her neck. Her CBC results indicate her leukocyte count is very high at 18,000cells/ ?L. Megan states three other kids at school have been sick this past week with similar symptoms.
Why is Megan’s immune system reacting this way?
Megan tells you she is afraid she will die because one of the students who had the same disorder told her, “We are going to have this all our lives.” What can you say to relieve her fears?
You are assessing a 10 month-old boy. Jason requires continuous portable oxygen via nasal prongs at 0.5 L/min. His mother understands Jason has a chronic lung disease. She has tried to wean the baby from the oxygen during the nighttime but she tells you Jason’s O2 saturation will drop to 90% and his respiratory rate will increase. The baby was born at 27 weeks gestation, weighed 960 g at birth and was ventilated for the first 14 days of life. He has been on continuous oxygen since birth.

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Assignment: Effective Verbal in Nursing

Assignment: Effective Verbal in Nursing
Assignment: Effective Verbal in Nursing
Week 6 Professional Paper Assignment
Professional Paper Guidelines and Grading Rubric
Updated 7/2018
PURPOSE
The purpose of this assignment is to allow the learner to demonstrate writing skills, organizational skills, and ability to correctly present ideas and credit others in APA formatting when writing a professional paper.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO3: Demonstrate effective verbal, written, and technological communication using legal and ethical standards for transferring knowledge using success resources provided to Chamberlain students. (PO3)
CO4: Integrate critical thinking and judgment in professional decision-making in collaboration with faculty and peers. (PO4)
CO5: Apply concepts of professionalism when planning for personal, intellectual, and professional development. (PO5)
CO9: Demonstrate accountability for personal and professional development by assessing information and technology competence, implementing plans for upgrading technology skills, and using effective strategies for online student success using resources provided to Chamberlain students. (PO5)
DUE DATE
Submit the assignment Sunday, 11:59 p.m. MT. (check your Canvas calendar for your local time).
POINTS
This assignment is worth a total of 225 points.
PREPARING THE Professional Paper
Carefully read these guidelines including the Rubric, which may be found in the Gradebook.
Download the NR351 Professional Paper Template (Links to an external site.)Links to an external site.. Rename that document as Your Last Name Professional Paper.docx. Save it to your own computer or drive in a location where you will be able to retrieve it later. Type your assignment directly on the saved document. Remember that only Microsoft Word 2010 or a later version is acceptable. The document must be saved as a .docx. Save frequently to prevent loss of your work.
Mechanics of the Professional Paper include:
Times New Roman size 12 typeface (font) double spaced with 1-inch margins
No abstract
Correct APA format
Correct spelling, apostrophe use, grammar, punctuation, paragraphing, and sentence structure
Contents must include Title Page, body of the paper (500-600 words including Introduction, two Main Points and subpoints from your Professional Paper Worksheet outline including revisions suggested by instructor, and Conclusion), and References page.
Two Main Points and Conclusion will be Level 1 headings. No Level 2 headings are to be used for this short paper.
References should only include your Hood textbook and the assigned article found here:
https://chamberlainuniversity.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=mdc&AN=26390744&site=eds-live&scope=site (Links to an external site.)Links to an external site.
Contents of the paper must include any revisions suggested by your instructor in Professional Paper Worksheet feedback.
When your assignment is complete, save and close your Professional Paper. When you are happy with your paper, submit it and check your TurnItIn similarity index to see if it is below 25%. You may resubmit up until the due date if you wish to make changes. The last version you submit prior to the deadline will be graded. Per Chamberlain policy, any final paper submitted with a similarity index greater than 24% will be investigated for potential plagiarism.
**Academic Integrity Reminder**
Chamberlain College of Nursing values honesty and integrity. All students should be aware of the Academic Integrity policy and follow it in all discussions and assignments.
By submitting this assignment, I pledge on my honor that all content contained is my own original work except as quoted and cited appropriately. I have not received any unauthorized assistance on this assignment.
TOPIC Robins, H., & Dai, F. (2015). Handoffs in the Postoperative Anesthesia Care Unit: Use of a Checklist for Transfer of Care. AANA Journal, 83(4), 264-268.

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Assignment: Quality Patient Safety

Assignment: Quality Patient Safety
Assignment: Quality Patient Safety
This week’s content will focus on health literacy which is a common barrier towards achieving optimal health care Please review the following information from the Agency for Healthcare Research and Quality website https://wwwahrqgov/professionals/quality-patient-safety/quality-resources/tools/literacy-toolkit/indexhtml Evaluate these tools to discover ways that will help reduce the barriers that hinder healthcare literacy
What are your initial thoughts after reviewing the AHRQ website?
What are some strategies you can incorporate in everyday practice to assist with health literacy?
Question 2
Week 8 discussion
Complete The Growth and Development APEA module Pick one of the following topics that were reviewed: Newborn assessment, Nutrition, Child, Adolescent, or Immunization Please choose on that has not been previously covered by a peer
What is an area that you may have forgotten?
Explain the specific growth and development concept in detail and describe strategies that you will undertake to assist in retaining that information?
Submission Details:
Post your response to the Discussion Area by the due date assigned Respond to atleast two posts by the end of the week
Week 8 discussion
Complete The Growth and Development APEA module Pick one of the following topics that were reviewed: Newborn assessment, Nutrition, Child, Adolescent, or Immunization Please choose on that has not been previously covered by a peer
What is an area that you may have forgotten?
Explain the specific growth and development concept in detail and describe strategies that you will undertake to assist in retaining that information?
Submission Details:
Post your response to the Discussion Area by the due date assigned Respond to atleast two posts by the end of the week
This week’s content will focus on health literacy which is a common barrier towards achieving optimal health care

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Assignment: Types of Shock

Assignment: Types of Shock
Assignment: Types of Shock
Week 3 Threaded Discussion Question 1 of 2
1. Discuss circulatory failure (shock) and the pathophysiology of shock.
Include the cellular responses and compensatory mechanisms of shock
2. Then choose one of the following types of shock and explain the pathophysiology, manifestations, and treatment:
1. Hypovolemic Shock
2. Cardiogenic Shock
3. Obstructive Shock
4. Neurogenic Shock
5. Anaphylactic Shock
5. Sepsis and Septic Shock
Please write the type of shock you are discussing in the Subject bar.
Respond to other students’ posts who chose a different type of shock than the one you discussed in your Initial response post.
The Course Objectives (COs) that guide your learning this week are:
CO 8: Identify a pathophysiological question or hypothesis relating to an ares of potential study of interest
CO 9: Explain assessment and intervention in a specific pathophysiological state
CO 10: Review a pathophysiologic evidence-based study of interest relevant to a selected area of nursing study
CO 14: Evaluate the concepts of pathophysiologic alterations in the application of the nursing process in clinical practice
Week 3 Threaded Discussion 2 of 2
Please choose one of the following Case Studies to discuss:
Case Study 1
A 78 year-old man is admitted to the hospital with the chief complaint of shortness of breath. He states the shortness of breath has been increasing over the past 2 months and is aggravated by exertion. He has found that he often awakens at night with a sensation of “feeling like he is smothering” that is partially relieved when he gets up and opens the window. He has no ankle swelling or edema noted.
Past medical history is only positive for myocardial infarction 8 years ago. He currently does not have complaints of chest pain. BP is 140/98. When the nurse listens to his heart, she hears a normal S1 and S2 with a rate of 88. When auscultating his lungs, the nurse notes bibasilar rales. There is no peripheral edema.
The admission diagnosis for the patient was left-sided heart failure.
1. Describe the pathophysiology of left-sided heart failure
2. Describe other clinical manifestations the nurse would monitor for in this patient. Which clinical manifestations would be seen in only left-sided failure? Which symptoms would occur if right-sided failure was present also?
Case Study 2
An 82 year-old woman presented in the Emergency Department (ED) with complaints of chest pain, fainting episodes (syncope), feeling palpitations in her chest, and shortness of breath when walking. The result of her EKG shows she has a supraventricular arrhythmia indicating AV heart block. The client’s daughter is with her in the ED.
1. Explain the pathophysiology of the normal conduction system of the heart and how AV heart block disrupts the normal conduction system.
2. The physician tells the client she needs to have a pacemaker inserted. Help the patient and her daughter understand how the pacemaker will alter the electrical path of the heart.
Please write the Case Study you are discussing in the Subject bar.
One of your peer posts must be to a student who chose a different Case Study than the one you discussed in your Initial response post.
The Course Objectives (COs) that guide your learning this week are:
CO 6: Describe the anatomy and physiology of the cardiovascular system, diagnostic procedures in disease states, coronary atherosclerotic disease, valvular heart disease, cardiac mechanical function and circulatory support, and vascular disease.
CO 8: Identify a pathophysiological question or hypothesis relating to an ares of potential study of interest.
CO 9: Explain assessment and intervention in a specific pathophysiological state.
CO 10: Review a pathophysiologic evidence-based study of interest relevant to a selected area of nursing study.
CO 11: In collaboration with a healthcare team (or simulated situation), explain application of this study in nursing practice to improve patient outcomes/or positively impact.
CO 13: In actual/simulated evidence-based nursing practice communicate/document the process and outcome to involve patients, families, and healthcare teams.
CO 14: Evaluate the concepts of pathophysiologic alterations in the application of the nursing process in clinical practice.
Assignment: Types of Shock

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