Nursing NURS-6501C-14 Week 10: Assignment 1

Home>Homework Answsers>Nursing homework helpnursinghealthcarecase study analysis23 days ago28.07.20258Report issuefiles (1)Week10Assignment1.docxWeek10Assignment1.docxNURS-6501C-14Week 10: Assignment 1·Points100·Submittinga text entry box or a file upload·Attempts0·Allowed Attempts2Back to Week at a GlanceCase Study AnalysisAn understanding of the factors surrounding women’s and men’s health can be critically important to disease diagnosis and treatment in these areas. This importance is magnified by the fact that some diseases and disorders manifest differently based on the sex of the patient.Effective disease analysis often requires an understanding that goes beyond the human systems involved. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.An understanding of the symptoms of alterations in systems based on these characteristics is a critical step in 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 the elements that may be factors in the diagnosis, and you explain the implications to patient health.ResourcesBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTo prepare:By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “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 by answering the questions provided following the case scenario.By day 7 of Week 10Submityour Case Study Analysis Assignment byDay 7 of Week 10.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 athttps://academicguides.waldenu.edu/writingcenter/templatesLinks to an external site.). All papers submitted must use this formatting.submission informationBefore submitting your final assignment, you can check your draft for authenticity. To check your draft, access theTurnitin Draftsfrom theStart Herearea.1. To submit your completed assignment, save your Assignment asWK10Assgn2_LastName_Firstinitial2. Then, click onStart Assignmentnear the top of the page.3. Next, click onUpload Fileand selectSubmit Assignmentfor review.RubricNURS_6501_Week 10_Case Study_Assignment_RubricNURS_6501_Week 10_Case Study_Assignment_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDevelop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Describe the pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion.30 to >27.0 ptsExcellentThe response accurately and thoroughly includes clear, and detailed explanations of the pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion. Content is supported by evidence and/or research, as appropriate, to support the explanation.27 to >24.0 ptsGoodThe response includes accurate explanation of the pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion. Content is supported by evidence and/or research, as appropriate, to support the explanation.24 to >21.0 ptsFairThe response vaguely or inaccurately includes explanations of the pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion. Content is vague or based on inappropriate evidence/research.21 to >0 ptsPoorThe response is vague and inaccurate, or the description is missing…The response does not include pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion. … Content is vague or based on inappropriate evidence/research.30 ptsThis criterion is linked to a Learning OutcomeExplain the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines.30 to >27.0 ptsExcellentThe response includes an accurate, complete, detailed, and specific analysis of the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines.27 to >24.0 ptsGoodThe response includes an accurate explanation of the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines and is supported by evidence and/or research, as appropriate, to support the explanation.24 to >21.0 ptsFairThe response includes a vague or inaccurate explanation of the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines, with explanations that are based on inappropriate evidence/research.21 to >0 ptsPoorThe response includes a vague or inaccurate explanation of the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines, with explanations that are based on inappropriate or missing evidence/research.30 ptsThis criterion is linked to a Learning OutcomeExplain the complications and risk factors for infection.25 to >22.5 ptsExcellentThe response includes an accurate, complete, detailed, and specific explanation of the complications and risk factors for infection and is supported by evidence and/or research, as appropriate, to support the explanation.22.5 to >20.0 ptsGoodThe response includes an accurate explanation of the complications and risk factors for infection and is supported by evidence and/or research, as appropriate, to support the explanation.20 to >17.5 ptsFairThe response includes a vague or inaccurate explanation of the complications and risk factors for infection, with explanations that are based on inappropriate evidence/research.17.5 to >0 ptsPoorThe response includes a vague or inaccurate explanation of the complications and risk factors for infection, with explanations that are based on inappropriate or missing evidence/research.25 ptsThis criterion is linked to a Learning OutcomeWritten 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.5 to >4.0 ptsExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity. … Content is supported by current evidence-based sources.4 to >3.0 ptsGoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Sme content is supported by current evidence-based sources.3 to >2.0 ptsFairParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%-79% of the time….Some content is supported by current evidence-based sources.2 to >0 ptsPoorParagraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. ... No content is supported by current evidence-based sources.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting - English Writing Standards: Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.3 to >2.0 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.2 to >0 ptsPoorContains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 ptsThis criterion is linked to a Learning OutcomeWritten 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 to >4.0 ptsExcellentUses correct APA format with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) APA format errors.3 to >2.0 ptsFairContains several (3 or 4) APA format errors.2 to >0 ptsPoorContains many (≥ 5) APA format errors.5 ptsTotal Points: 100PreviousNextLearning ResourcesRequired Resources· Rogers, J. (2023).McCance & Huether’s pathophysiology(9th ed.). Elsevier – Evolve.· Chapter 24: Structure and Function of the Reproductive Systems (stop at Tests of reproductive function); Summary Review· Chapter 25: Alterations of the Female Reproductive System· Chapter 26: Alterations of the Male Reproductive System· Chapter 27: Sexually Transmitted Infections: Summary ReviewSupplementary ResourcesNote:These readings are intended to serve as supplementary to the textbook content provided in this course. Please refer/review these supplementary resources should you need help in reinforcing concepts and in preparation for completing this week’s Assessments.· Low, N. & Broutet N. J. (2017).Sexually transmitted infections – Research priorities for new challengesLinks to an external site..PLoS Medicine, (12), e1002481· Lecturio Resources· Review this week’s videos and content pages in the Lecturio Platform by clicking the button at the end of the page labeledLoad Week 10: Learning Resources in a new window.Note: Although this resource page displays as an Assignment, it willnotbe counted towards your final grade. Your progress through the Lecturio resources will be reported as a percentage in the gradebook that will only be used as reference.Top of FormThis tool needs to be loaded in a new browser windowLoad Week 10: Learning Resources in a new windowBottom of FormPreviousNextWeek 10 – Case Study (So you can work ahead and stay organized)Good morning, students. So you can work ahead, here is the Case Study for Week 10.Case Study Analysis – Due Sunday,August 3rd.In 1 -2 pages, answer the questions below in detail. You must use current evidence-based resources to support your answers.Follow APA guidelines. Follow the grading rubric. See the attached MSN templateUse the following information to formulate your analysisEmily B. is a 19-year-old Caucasian college sophomore who presents to the student health clinic for evaluation of increased vaginal discharge, occasional pelvic discomfort, and mild dysuria over the past week. She denies fever, chills, or abnormal bleeding.She expresses concern about possible STIs, stating that one of her friends was recently diagnosed with chlamydia. She has not had a full gynecological exam since age 17.She became sexually active at 17 and reports inconsistent condom use. She recently began a new relationship and has had three sexual partners in the last 12 months.Emily expresses anxiety about her reproductive health and asks about long-term effects. She also confesses uncertainty about how to inform her partner and expresses guilt over not completing the HPV vaccine. She is receptive to education but has many questions.PMH: UnremarkableMedications:NoneSocial History:Full-time nursing student who works part-time at a local café.Immunization:One dose of the HPV vaccine at age 15, as she did not complete the series due to insurance changes and lack of follow-up.Physical Exam:Appears well and afebrile. During speculum exam, mild cervical erythema and friability, no adnexal tenderness.Diagnostic testingNAAT (nucleic acid amplification test): Positive Chlamydia trachomatis
Reflex HPV: pending (Ordered due to an abnormal Pap smear result noted in her intake paperwork and prior screening indicated possible exposure to HPV type 16)Explain how this information relates to the caseDescribe the pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion.
Explain the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines.
Explain the risk factors for STDs.
Explain the complications of Chlamydia.Dr. BaltzMSN Template-2.docThis topic is closed for comments.Week10Assignment1.docxNURS-6501C-14Week 10: Assignment 1·Points100·Submittinga text entry box or a file upload·Attempts0·Allowed Attempts2Back to Week at a GlanceCase Study AnalysisAn understanding of the factors surrounding women’s and men’s health can be critically important to disease diagnosis and treatment in these areas. This importance is magnified by the fact that some diseases and disorders manifest differently based on the sex of the patient.Effective disease analysis often requires an understanding that goes beyond the human systems involved. The impact of patient characteristics, as well as racial and ethnic variables, can also have an important impact.An understanding of the symptoms of alterations in systems based on these characteristics is a critical step in 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 the elements that may be factors in the diagnosis, and you explain the implications to patient health.ResourcesBe sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.WEEKLY RESOURCESTo prepare:By Day 1 of this week, you will be assigned to a specific case study scenario for this Case Study Assignment. Please see the “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 by answering the questions provided following the case scenario.By day 7 of Week 10Submityour Case Study Analysis Assignment byDay 7 of Week 10.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 athttps://academicguides.waldenu.edu/writingcenter/templatesLinks to an external site.). All papers submitted must use this formatting.submission informationBefore submitting your final assignment, you can check your draft for authenticity. To check your draft, access theTurnitin Draftsfrom theStart Herearea.1. To submit your completed assignment, save your Assignment asWK10Assgn2_LastName_Firstinitial2. Then, click onStart Assignmentnear the top of the page.3. Next, click onUpload Fileand selectSubmit Assignmentfor review.RubricNURS_6501_Week 10_Case Study_Assignment_RubricNURS_6501_Week 10_Case Study_Assignment_RubricCriteriaRatingsPtsThis criterion is linked to a Learning OutcomeDevelop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Describe the pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion.30 to >27.0 ptsExcellentThe response accurately and thoroughly includes clear, and detailed explanations of the pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion. Content is supported by evidence and/or research, as appropriate, to support the explanation.27 to >24.0 ptsGoodThe response includes accurate explanation of the pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion. Content is supported by evidence and/or research, as appropriate, to support the explanation.24 to >21.0 ptsFairThe response vaguely or inaccurately includes explanations of the pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion. Content is vague or based on inappropriate evidence/research.21 to >0 ptsPoorThe response is vague and inaccurate, or the description is missing…The response does not include pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion. … Content is vague or based on inappropriate evidence/research.30 ptsThis criterion is linked to a Learning OutcomeExplain the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines.30 to >27.0 ptsExcellentThe response includes an accurate, complete, detailed, and specific analysis of the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines.27 to >24.0 ptsGoodThe response includes an accurate explanation of the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines and is supported by evidence and/or research, as appropriate, to support the explanation.24 to >21.0 ptsFairThe response includes a vague or inaccurate explanation of the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines, with explanations that are based on inappropriate evidence/research.21 to >0 ptsPoorThe response includes a vague or inaccurate explanation of the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines, with explanations that are based on inappropriate or missing evidence/research.30 ptsThis criterion is linked to a Learning OutcomeExplain the complications and risk factors for infection.25 to >22.5 ptsExcellentThe response includes an accurate, complete, detailed, and specific explanation of the complications and risk factors for infection and is supported by evidence and/or research, as appropriate, to support the explanation.22.5 to >20.0 ptsGoodThe response includes an accurate explanation of the complications and risk factors for infection and is supported by evidence and/or research, as appropriate, to support the explanation.20 to >17.5 ptsFairThe response includes a vague or inaccurate explanation of the complications and risk factors for infection, with explanations that are based on inappropriate evidence/research.17.5 to >0 ptsPoorThe response includes a vague or inaccurate explanation of the complications and risk factors for infection, with explanations that are based on inappropriate or missing evidence/research.25 ptsThis criterion is linked to a Learning OutcomeWritten 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.5 to >4.0 ptsExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity. … Content is supported by current evidence-based sources.4 to >3.0 ptsGoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Sme content is supported by current evidence-based sources.3 to >2.0 ptsFairParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%-79% of the time….Some content is supported by current evidence-based sources.2 to >0 ptsPoorParagraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. ... No content is supported by current evidence-based sources.5 ptsThis criterion is linked to a Learning OutcomeWritten Expression and Formatting - English Writing Standards: Correct grammar, mechanics, and proper punctuation5 to >4.0 ptsExcellentUses correct grammar, spelling, and punctuation with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) grammar, spelling, and punctuation errors.3 to >2.0 ptsFairContains several (3 or 4) grammar, spelling, and punctuation errors.2 to >0 ptsPoorContains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.5 ptsThis criterion is linked to a Learning OutcomeWritten 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 to >4.0 ptsExcellentUses correct APA format with no errors.4 to >3.0 ptsGoodContains a few (1 or 2) APA format errors.3 to >2.0 ptsFairContains several (3 or 4) APA format errors.2 to >0 ptsPoorContains many (≥ 5) APA format errors.5 ptsTotal Points: 100PreviousNextLearning ResourcesRequired Resources· Rogers, J. (2023).McCance & Huether’s pathophysiology(9th ed.). Elsevier – Evolve.· Chapter 24: Structure and Function of the Reproductive Systems (stop at Tests of reproductive function); Summary Review· Chapter 25: Alterations of the Female Reproductive System· Chapter 26: Alterations of the Male Reproductive System· Chapter 27: Sexually Transmitted Infections: Summary ReviewSupplementary ResourcesNote:These readings are intended to serve as supplementary to the textbook content provided in this course. Please refer/review these supplementary resources should you need help in reinforcing concepts and in preparation for completing this week’s Assessments.· Low, N. & Broutet N. J. (2017).Sexually transmitted infections – Research priorities for new challengesLinks to an external site..PLoS Medicine, (12), e1002481· Lecturio Resources· Review this week’s videos and content pages in the Lecturio Platform by clicking the button at the end of the page labeledLoad Week 10: Learning Resources in a new window.Note: Although this resource page displays as an Assignment, it willnotbe counted towards your final grade. Your progress through the Lecturio resources will be reported as a percentage in the gradebook that will only be used as reference.Top of FormThis tool needs to be loaded in a new browser windowLoad Week 10: Learning Resources in a new windowBottom of FormPreviousNextWeek 10 – Case Study (So you can work ahead and stay organized)Good morning, students. So you can work ahead, here is the Case Study for Week 10.Case Study Analysis – Due Sunday,August 3rd.In 1 -2 pages, answer the questions below in detail. You must use current evidence-based resources to support your answers.Follow APA guidelines. Follow the grading rubric. See the attached MSN templateUse the following information to formulate your analysisEmily B. is a 19-year-old Caucasian college sophomore who presents to the student health clinic for evaluation of increased vaginal discharge, occasional pelvic discomfort, and mild dysuria over the past week. She denies fever, chills, or abnormal bleeding.She expresses concern about possible STIs, stating that one of her friends was recently diagnosed with chlamydia. She has not had a full gynecological exam since age 17.She became sexually active at 17 and reports inconsistent condom use. She recently began a new relationship and has had three sexual partners in the last 12 months.Emily expresses anxiety about her reproductive health and asks about long-term effects. She also confesses uncertainty about how to inform her partner and expresses guilt over not completing the HPV vaccine. She is receptive to education but has many questions.PMH: UnremarkableMedications:NoneSocial History:Full-time nursing student who works part-time at a local café.Immunization:One dose of the HPV vaccine at age 15, as she did not complete the series due to insurance changes and lack of follow-up.Physical Exam:Appears well and afebrile. During speculum exam, mild cervical erythema and friability, no adnexal tenderness.Diagnostic testingNAAT (nucleic acid amplification test): Positive Chlamydia trachomatis
Reflex HPV: pending (Ordered due to an abnormal Pap smear result noted in her intake paperwork and prior screening indicated possible exposure to HPV type 16)Explain how this information relates to the caseDescribe the pathophysiologic process of chlamydia, including the two forms, intracellular development, and immune evasion.
Explain the host’s response to the infection, including pathogen recognition receptors and proinflammatory cytokines.
Explain the risk factors for STDs.
Explain the complications of Chlamydia.Dr. BaltzMSN Template-2.docThis topic is closed for comments.Bids(52)Dr. Ellen RMMISS HILLARY A+Dr. Aylin JMnicohwilliamProf Double RPROF_ALISTERDr. Sarah Blakefirstclass tutorMiss DeannaFiona DavaMUSYOKIONES A+Dr ClovergrA+de plusSheryl HoganProWritingGuruDr. Everleigh_JKIsabella HarvardColeen AndersonBrilliant GeekAshley EllieShow All Bidsother Questions(10)Ethics and DutyThere are quite a few categories of plants in Kingdom Plantae.  Find two plants from each of the following: Angiosperms,…comment jessica hangerteacher CharlesCompletedBusiness Statistics DB 3Case studies in healthcare.ACC 300 – UOP WEEK 5 – Class summary5English HW 3

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