CASE STUDY ANALYSIS Week 10

An understanding of the factors surrounding women’s and men’s health, infections, and hematologic disorders 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.

Case Study

Group A

67-year-old female presents with chief complaint of shortness of breath, fatigue, weakness, unintentional weight loss, and mild numbness in her feet. She states she feels unsteady when she walks. PMH includes hypothyroidism well controlled on Synthroid 100 mcg/day. No hx of HTN or CHF.

Vital signs: Temp 98.7 F, pulse 118, Respirations 22, BP 108/64, PaO2 95% on room air.

Physical exam revealed pale, anxious female appearing older than stated years.

HEENT- pale conjunctiva of eyes and pale palate. Tongue beefy red and slightly swollen with loss of normal rugae. Turbinates pale but no swelling. Thyroid palpable but no nodules felt. No lymph nodes palpated.

Cardiac-regular rate and rhythm with soft II/VI systolic murmur. Respiratory- lungs clear with no adventitious breath sounds. Abdomen-soft, non-tender with positive bowel sounds. Liver edge palpated two finger breadths below right costal margin. Lab data- hgb, hct, reticulocyte count, serum B12 levels low, mean corpuscle volume, plasma iron, and ferritin levels high, folate, TIBC are normal.

Weekly Resources

• McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
  • 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 (stop at Organ prolapse); pp. 787–788 (start at Impaired fertility) (stop at Disorders of the female breast); Summary Review
  • Chapter 26: Alterations of the Male Reproductive System (stop at Hormone levels); Summary Review
  • Chapter 27: Sexually Transmitted Infections, including Summary Review
  • Chapter 28: Structure and Function of the Hematological System (stop at Clinical evaluation of the hematological system); Summary Review
  • Chapter 29: Alterations of Erythrocytes, Platelets, and Hemostatic Function, including Summary Review
  • Chapter 30: Alterations of Leukocyte and Lymphoid Function, including Summary Review

• Low, N. & Broutet N. J. (2017). Sexually transmitted infections – Research priorities for new challenges inks to an external site.. PLoS Medicine, (12), e1002481 Kessler, C. M. (2019). Immune thrombocytopenic purpura
• inks to an external site.. Retrieved from https://emedicine.medscape.com/article/202158-over… Nagalia,S.2019). Pernicious anemiaLinks to an external site.. Retrieved from https://emedicine.medscape.com/article/204930-over…
• Stauder, R., Valent, P., & Theurl, I. (2019). Anemia at older age: Etiologies, clinical implications and managementLinks to an external site.. Blood Journal, 131(5). Retrieved from http://www.bloodjournal.org/content/131/5/505?sso-… Line: Anemia at older age: Etiologies, clinical implications and management by Stauder, R., Valent, P., & Theurl, I., in Blood Journal, Vol. 131/Issue 5. Copyright 2019 by American Society of Hematology. Reprinted by permission of American Society of Hematology via the Copyright Clearance Center.
• Document: NURS 6501 Final Exam Review (PDF document) Download NURS 6501 Final Exam Review (PDF document)
  Note: Use this document to help you as you review for your Final Exam in Week 11.

• To 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)In your Case Study Analysis related to the scenario provided, explain the following:
  • The factors that affect fertility (STDs).
  • Why inflammatory markers rise in STD/PID.
  • Why prostatitis and infection happens. Also explain the causes of systemic reaction.
  • Why a patient would need a splenectomy after a diagnosis of ITP.
  • Anemia and the different kinds of anemia (i.e., micro and macrocytic).
  • Submit your Case Study Analysis Assignment by Day 7 of Week 10.Reminder: The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references.
  • SUBMISSION INFORMATION
  • Before submitting your final assignment, you can check your draft for authenticity. To check your draft, access the Turnitin Drafts from the Start Here area.
    1. To submit your completed assignment, save your Assignment as MD7Assgn1_LastName_Firstinitial
    2. Then, click on Start Assignment near the top of the page.
    3. Next, click on Upload File and select Submit Assignment for review
    5. NURS_6501_Module7_Case Study_Assignment_RubricNURS_6501_Module7_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. Be sure to address the following as it relates to the case you were assigned (omit section that does not pertain to your case, faculty will give full points for that section):Explain the factors that affect fertility (STDs)
       

       25 to >22.0 ptsExcellentThe response accurately and thoroughly describes the patient symptoms. … The response includes accurate, clear, and detailed explanations of the processes related to women’s and men’s health, infections, and hematologic disorders and is supported by evidence and/or research, as appropriate, to support the explanation.

       22 to >19.0 ptsGoodThe response describes the patient symptoms. … The response includes accurate, explanations of the processes related to women’s and men’s health, infections, and hematologic disorders and is supported by evidence and/or research, as appropriate, to support the explanation.

       19 to >17.0 ptsFairThe response describes the patient symptoms in a manner that is vague or inaccurate. … The response includes explanations of the processes related to women’s and men’s health, infections, and hematologic disorders, with explanations that are vague or based on inappropriate evidence/research.

       17 to >0 ptsPoorThe response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. … The response does not include explanations of the processes related to women’s and men’s health, infections, and hematologic disorders, or the explanations are vague or based on inappropriate evidence/research.

       25 pts
       This criterion is linked to a Learning OutcomeExplain why inflammatory markers rise in STD/PID

       20 to >17.0 ptsExcellentThe response includes an accurate, complete, detailed, and specific analysis of the concepts and principles of pathophysiology across the life span and is supported by evidence and/or research, as appropriate, to support the explanation.

       17 to >15.0 ptsGoodThe response includes an accurate explanation of how the highlighted processes interact to affect the patient and is supported by evidence and/or research, as appropriate, to support the explanation.

       15 to >13.0 ptsFairThe response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate evidence/research.

       13 to >0 ptsPoorThe response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate or missing evidence/research.

       20 pts
       This criterion is linked to a Learning OutcomeExplain why prostatitis and infection happen. Also explain the causes of systemic reaction.

       20 to >17.0 ptsExcellentThe response includes an accurate, complete, detailed, and specific explanation of how the highlighted processes interact to affect the patient and is supported by evidence and/or research, as appropriate, to support the explanation.

       17 to >15.0 ptsGoodThe response includes an accurate explanation of how the highlighted processes interact to affect the patient and is supported by evidence and/or research, as appropriate, to support the explanation.

       15 to >13.0 ptsFairThe response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate evidence/research.

       13 to >0 ptsPoorThe response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate or missing evidence/research.

       20 pts
       This criterion is linked to a Learning OutcomeExplain why a patient would need a splenectomy after a diagnosis of ITP.

       10 to >4.0 ptsExcellentThe response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation.

       4 to >3.0 ptsGoodThe response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation.

       3 to >2.0 ptsFairThe response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, and/or explanations are based on inappropriate evidence/research.

       2 to >0 ptsPoorThe response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, or the explanations are based on inappropriate or no evidence/research.

       10 pts
       This criterion is linked to a Learning OutcomeExplain anemia and the different kinds of anemia (i.e., micro and macrocytic).

       10 to >4.0 ptsExcellentThe response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation.

       4 to >3.0 ptsGoodThe response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation.

       3 to >2.0 ptsFairThe response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, and/or explanations are based on inappropriate evidence/research.

       2 to >0 ptsPoorThe response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, or the explanations are based on inappropriate or no evidence/research.

       10 pts
       This 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. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.

       5 to >4.0 ptsExcellentParagraphs and sentences follow writing standards for flow, continuity, and clarity. … A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.

       4 to >3.0 ptsGoodParagraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … The purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

       3 to >2.0 ptsFairParagraphs and sentences follow writing standards for flow, continuity, and clarity 60%-79% of the time….The purpose, introduction, and conclusion of the assignment are vague or off topic.

       2 to >0 ptsPoorParagraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. … No purpose statement, introduction, or conclusion were provided.

       5 pts
       This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation

       5 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 pts
       This 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 pts
       Total Points: 100PreviousNext