Patho
Home>Homework Answsers>Nursing homework helpModule 2: Inflammation, Infection, and ImmunityModule Objectives:Upon completion of this module, the learner will be able to:1. Compare and contrast acute and chronic inflammation.2. Explore the pathophysiologic reasons for clinical manifestations and management of health alterations related to inflammation.3. Explore the pathophysiologic reasons for clinical manifestations and management of selected infectious processes.4. Relate the development of infection to breaks in lines of defense.5. Explore the pathophysiologic reasons for clinical manifestations and management of health alterations related to altered immune function.Required readings and resources:Sorenson, M., Quinn, L., & Klein, D. (2019). Pathophysiology: Concepts of human disease. Pearson Education. Read chapters 11, 13, 14, 15, & 16Go to the CDC website (cdc.gov) and enter ‘antibiotic resistance’ in the search bar. There are multiple short and interesting videos (you do not need to watch them all, rather peruse)The Agency for Healthcare Research and Quality (AHRQ) has developed the Comprehensive Unit Based Safety Program (CUSP) to address safety concerns (with a significant emphasis on infection control) in the health care system.Here is the link to the AHRQ site that addresses the Science of Safety.AHRQ – the Science ofSafetyBelow are links to some shorter videos that will introduce you to CUSP.Introductory videoLearn about CUSPCUSP from a nursing perspective.CUSP from a nursing perspectiveCUSP Understand the Science of Safety.CUSP – Understanding the Science of Safety-CUSP Project Summary health care acquired infectionsCUSP Project summary related to health care acquired infectionsPeruse the websites linked into the module.Optional resources:The following resources may be helpful as you start to work on your first Health Alteration Analysis – take a look.David Woodruff, MSN, RN-BC, CNS, CNE has published a number of excellent presentations on youtube. I am no longer linking them into specific modules as they are nearly or more than ten years old, and most are lengthy. However, if you want more detail on a specific concept, go to youtube and enter David Woodruff in the search bar. His videos are excellent in explaining pathophysiologyAlilia Medical Media is a valuable Youtube channel with lots and lots of excellent and short videos. I have not watched all of them, but what I have watched are excellent. Here is the linkhttps://www.youtube.com/c/Alilamedicalmedia/videosOsmosis is another Youtube channel I have found valuable. Again, I have not watched all of them, but what I have seen has been good. As an example, I was challenged trying to understand the cytokine storm we heard much about during COVID. Osmosis has a video (just over 10 minutes long) that helped me. Here is the link to Osmosishttps://www.youtube.com/c/osmosis/videosThe Khan Academy has a lot of engaging videos. Those I have viewed are high quality and accurate. I find this site a little more challenging to navigate than Alilamedicalmedia or Osmosis. You can start your investigation athttps://www.khanacademy.org/’Crash Course’ videos on Youtube can provide a nice overview before you get started reviewing professional evidence based resources. Go to youtube and then in the search bar, enter ‘crash course pathophysiology’.Items due:Health Alteration Analysis One-Chronic Lymphocytic LeukemiaSubstantive Additions to the Health Alteration Analysis to two peersPlease see the course calendar for due dates.See the Health Alteration folder (found under content) for guidance.Note: a video overview, examples, and a template are available in that folder.See the grading rubric in the syllabus appendices(theidenticalgrading rubric is copied below for your convenience)Appendix B. Health alteration analysis rubricStudents will develop two health alteration analyses over the semester. Choose one of the topics included in the appropriate discussion forum. If you have a health alteration you wish to address that fits with the concepts being studied and is not listed, please email Ruth. I am looking for succinct responses that demonstrate understanding.More detail is not always better.I want you to ‘drill down’ to the essential information and share that with your peers.You may not be able to find the specific ‘why’ in a textbook – this will require you to understand essential information andmake meaningful connections.Students will make a substantive addition to two different alterations other than the one addressed in their initial post. Will address a minimum of three health alterations (one primary post, two substantive additions)For more guidance, and an example, go to the Health Alteration Analysis folder under ContentHealth alteration analysis rubric- 30 points possibleCriteria -primary postExcellentDevelopingNot SatisfactoryCriterion 1: Succinct description of the health alteration.Summarizes information essential for nursing understanding clearly, including contributing factors. Three to six sentences. Well structured, logical.(2 points)Essential information is not complete. More than six sentences. Organization is sporadic. (1 point)Inaccurate.Lacks clarity.(0 points)2. Expected assessment findingsAccurate. Includes crucial, expected assessment findings (2 points)Some, but not all crucial assessments included (1 point)Inaccurate. Incomplete. (0 points)3. Physiologic causes of assessment findingsAccurate. Explains physiologic causes (the why) of signs / symptoms. Makes meaningful connections.(3 points)Physiologic ‘why’ is incomplete. Some, but not all connections made.(1.5 points)Inaccurate. Meaningful connections lacking.(0 points)4: Relevant lab tests/diagnosticsAccurate. Includes crucial labs and diagnostics. (1 point)Accurate. Some crucial labs/diagnostics not included.(0.5 points)Inaccurate, incomplete.(0 points)5. Physiologic cause of alterations in labs/diagnosticsAccurate. Explains physiologic cause (they’why’) of alterations. Makes meaningful connections.(1 point)Physiologic ‘why’ incomplete(0.5 points)Inaccurate. Incomplete. (0 points)6. Expected essential nursing interventions (include dependent and independent)Accurate. Includes all crucial, expected interventions.(2 points)Most, but not all crucial interventions included(1 point)Inaccurate. Incomplete. (0 points)7. Rationale for interventions from physiologic perspectiveAccurate. Explains the physiologic ‘why’ for interventions. Makes meaningful connections.(3 points)Accurate. Physiologic ‘why’ is incomplete. Some, but not all connections made.(1.5 points)Inaccurate. Incomplete. Meaningful connections lacking. (0 points)8: Prevention(incorporate lifestyle and social determinants as appropriate)Addresses prevention strategies. Considerbothpotential social determinants and potential lifestyle considerations. Makes meaningful connections(2 points)Prevention consideredORsocial determinants considered.(1 point)Inaccurate. Incomplete. (0 points)9. Priorities for Safety/ PotentialComplicationsAddresses priorities for safety. Addresses potential complications.(2 points)Priorities to safetyORpotential complications addressed (but not both) (1 point)Inaccurate. Incomplete. (0 points)10: Evidence based/ writing qualityAccesses and integrates at least twoprofessionalMultiple or lengthy direct quotations. ReferencesMore than 10 writing mechanics /APAevidence-based sources(see criteria p. 6 of syllabus) per APA style. Sources developed for the lay person willnotcount as professional evidence. Minimal direct quotations. Fewer than five writing mechanics / APA style errors. Flows clearly and logically.(2 points)included, but do not meet criteria for professional evidence based sources. Five – ten writing mechanics / APA errors. (1 points)errors. No evidence to support post.(0 points)Second substantive addition: contentAdds important information not included in initial post. Relevant to nursing practice – for example how will this knowledge impactprioritization, safety and/or outcomes? Demonstrates critical analysis. Posts to topic other than one in initial analysis or first addition.(4 points)Addition adds minimally to dialog. Value/relevance to nursing practice limited.(2 points)Inaccurate or incomplete. Lacks substance or value to nursing practice(0 points)Second substantive addition: Writing mechanics /APA Style / Strength of EvidenceBased in professional evidence (see criteria p. 6 of syllabus – sources developed for the lay person will not count as professional evidence). Fewer than four writing mechanics errors. Flows clearly and logically.(1 point)Flows clearly and logically. Four to eight writing mechanics/ APA errors.Strength of evidence questionable.(0.5 point)Not supported by professional evidence. 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