Assignment: Disorders of the Veins and Arteries

Advanced practice nurses often treat patients with vein and artery disorders such as chronic venous insufficiency (CVI) and deep venous thrombosis (DVT). While the symptoms of both disorders are noticeable, these symptoms are sometimes mistaken for signs of other conditions, making the disorders difficult to diagnose. Nurses must examine all symptoms and rule out other potential disorders before diagnosing and prescribing treatment for patients. In this Assignment, you explore the epidemiology, pathophysiology, and clinical presentation of CVI and DVT.

To Prepare

· Review the section “Diseases of the Veins” (pp. 598-599) in Chapter 23 of the Huether and McCance text. Identify the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Consider the similarities and differences between these disorders.

· Consider the patient factor of genetics and how genetics might impact the pathophysiology of CVI and DVT. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on genetics.

To Complete

Write a 2- to 3-page paper that addresses the following:

· Compare the pathophysiology of chronic venous insufficiency and deep venous thrombosis. Describe how venous thrombosis is different from arterial thrombosis.

· Explain how the patient factor genetics might impact the pathophysiology of CVI and DVT. Describe how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected.

· Construct two mind maps—one for chronic venous insufficiency and one for deep venous thrombosis. Include the epidemiology, pathophysiology, and clinical presentation, treatment, diagnosis, risk factors

References to use for Assignment:

https://books.google.com/books?hl=en&lr=&id=u81BDgAAQBAJ&oi=fnd&pg=PA61&dq=genetics+impact+on+pathophysiology+of+CVI+and+DVT&ots=nDV1wpSOWv&sig=f1R8fYvZaGxp1QEJgGst9HyF7ec#v=onepage&q=genetics%20impact%20on%20pathophysiology%20of%20CVI%20and%20DVT&f=false

http://www.bloodjournal.org/content/bloodjournal/124/8/1242.full.pdf

http://nuife.org/index.php/pnap/article/view/335/315

https://link.springer.com/content/pdf/10.1007%2Fs12325-019-0885-3.pdf

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Assignment: Adaptive Response

As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis.

Consider the following scenarios:

Scenario 1:

Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell.  Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute.

Scenario 2:

Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished.

Scenario 3:

Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at a local hospital. Her medical history is significant for hypertension, which has been controlled for years with hydrochlorothiazide. She reports that lately she is having a lot of trouble sleeping, she occasionally feels like she has a “racing heartbeat,” and she is losing her appetite. She emphasizes that she is not hungry like she used to be. The only significant change that has occurred lately in her life is that her 87-year-old mother moved into her home a few years ago. Mom had always been healthy, but she fell down a flight of stairs and broke her hip. Her recovery was a difficult one, as she has lost a lot of mobility and independence and needs to rely on her daughter for assistance with activities of daily living. Martha says it is not the retirement she dreamed about, but she is an only child and is happy to care for her mother. Mom wakes up early in the morning, likes to bathe every day, and has always eaten 5 small meals daily. Martha has to put a lot of time into caring for her mother, so it is almost a “blessing” that Martha is sleeping and eating less. She is worried about her own health though and wants to know why, at her age, she suddenly needs less sleep.

To Prepare

· Review the three scenarios.

· Identify the pathophysiology of the disorders presented in each of the three scenarios, including their associated alterations. Consider the adaptive responses to the alterations.

· Review the examples of “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” 

· Link to examples of Mind Maps for a Guide to making Mind Map in Assignment: https://class.waldenu.edu/bbcswebdav/institution/USW1/202010_27/MS_NURS/NURS_6501/Readings/NURS_6501_Week02_mindMaps.pdf

THE TWO PART ASSIGNMENT:

Write a 4 to 5-page paper excluding the title page, reference page and Mind Map that addresses the following:

· In Scenario 1 explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes of Tonsilitis

· In Scenario 2 explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes of Contact Dermatitis.

· In Scenario 3 explain the pathophysiology, associated alterations and the patients’ adaptive responses to the alterations caused by the disease processes of Stress.

· You are required to discuss all three scenarios within the paper component of this assignment.

Part Two:

· Construct one mind map on a selected disorder presented in one of the scenarios. Your Mind Map must include the epidemiology, pathophysiology, risk factors, clinical presentation, and diagnosis of the disorder, as well as any adaptive responses to alterations.

Attached is a blank template for Mind Map.  

 

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 self-assessment regarding learning that you believe represents your skills, knowledge, and integrative abilities to meet the pertinent BSN Essential and sub-competencies (AACN, 2008) as a result of active learning throughout this course. Be sure to use examples from selected readings, threaded discussions, and/or applications to support your assertions  

 

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You are an RN working in an Urgent Care. Below is just a brief history  of a client with information limited on purpose to encourage you to  utilize your critical thinking skills.

Subjective information: Miranda is a 26-year-old female who  presents to the office with the complaint of diarrhea for 6 days. She  states she has lost 8 pounds in one week. She is not currently taking  any medications. She has tried over-the-counter remedies for the  treatment of her diarrhea with minimal improvement. She is generally  healthy with only a sinus and bladder infection on occasion.

Objective information: She does not have a temperature, BP  is 102/60, Pulse is 98, and her bowel sounds are present in all   quadrants and are hyperactive. Her abdomen is soft and mildly tender.

 

In a 2-3 page paper, answer the following questions. Include, at  minimum, two peer reviewed sources (in-text citation), and provide a  Reference page (not included in the page count) using APA Editorial  format.

1. What is the pathogenesis of diarrhea?
2. Describe the different mechanisms of diarrhea (osmotic, secretory and motility).
3. With the limited information provided, what  additional  information would you like to obtain from her history and physical  to  help direct your care plan? Describe why obtaining this information  would be helpful in leading you to a nursing diagnosis.
4. What infectious or inflammatory conditions could she be suffering from?

 

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Describe the key concepts underlying community activism and give examples of how each of these concepts applies to a specific context. Examine how advanced practice nurses can engage in community activism to limit further negative health impacts from Big Tobacco in their respective health communities.

Attached below is an additional resource, an article, that details various ways by which nursing professionals can engage in community activism.

Patient Advocacy and in the Community and Legislative Arena: http://nursingworld.org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Vol-17-2012/No1-Jan-2012/Advocacy-in-Community-and-Legislative-Arena.html?css=print

Follow APA guideline, less than 15 % similarity

 

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