Topic: Altered Physiology
PLEASE DETAILED INFO & INSTRUCTIONS ATTACHED
CASE STUDY
Scenario 2: A 42-year-old man comes to clinic with chief complaint of pain, redness, and swelling of his right calf. He states that he had been working in his yard using a string trimmer when the trimmer slipped and cut his leg. He cleaned the wound with water from the garden hose and covered the wound with a large Band-Aid. Several days later, he developed fever to 100.6 F and chills and noticed that his leg was swollen and red. He comes to the emergency department for definitive care.
The Assignment (1-2-page case study analysis)
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems.
Altered Physiology
Learning Objectives
Students will:
Evaluate cellular processes and alterations within cellular processes
Analyze alterations in the immune system that result in disease processes
Identify racial/ethnic variables that may impact physiological functioning
Evaluate the impact of patient characteristics on disorders and altered physiology
Module 1 Assignment: Case Study Analysis
An understanding of cells and cell behavior is a critically important component of disease diagnosis and treatment. But some diseases can be complex in nature, with a variety of factors and circumstances impacting their emergence and severity.
Effective disease analysis often requires an understanding that goes beyond isolated cell behavior. Genes, the environments in which cell processes operate, the impact of patient characteristics, and racial and ethnic variables all can have an important impact.
An understanding of the signals and symptoms of alterations in cellular processes is a critical step in the 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 cell, gene, and/or process elements that may be factors in the diagnosis, and you explain the implications to patient health.
To prepare:
CASE STUDY
Scenario2:A 42-year-old man comes to clinic with chief complaint of pain, redness, and swelling of his right calf. He states that he had been working in his yard using a string trimmer when the trimmer slipped and cut his leg. He cleaned the wound with water from the garden hose and covered the wound with a large Band-Aid. Several days later, he developed fever to 100.6 F and chills and noticed that his legwas swollen and red. He comes to the emergency department for definitive care.
The Assignment (1-2-page case study analysis)
Explain why you think the patient presented the symptoms described.
Identify the genes that may be associated with the development of the disease.
Explain the process of immunosuppression and the effect it has on body systems.
READING 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 1: Cellular Biology; Summary Review
Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents(pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review
Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases,
Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review
Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review
Chapter 7: Innate Immunity: Inflammation and Wound Healing
Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review
Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review
Chapter 10: Infection (stop at Infectious parasites and protozoans); (start at HIV); Summary Review
Chapter 11: Stress and Disease (stop at Stress, illness & coping)
; Summary Review
Chapter 12: Cancer Biology (stop at Resistance to destruction);
Summary Review
Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review
Justiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate hypersensitivity reactions. In
StatPearls. Treasure Island, FL: StatPearls Publishing. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/
Credit Line: Immediate Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat Pearls.
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Putting it all Together (Action Plan)
Throughout this course, you have explored the various components that need to be put into place in order to build an anti-bias, inclusive learning community that promotes respect, dignity, and fairness regardless of differences. Now is the time apply what you have been learning since the very first course in this program. For this Application Assignment, you will put all of the pieces together to develop a detailed action plan for implementing an anti-bias curriculum in an early childhood setting.
Creating an environment that cultivates positive relationships and interactions, nurtures childrens confidence, and offers children opportunities to combat biases and misconceptions takes thoughtful consideration and preparation. Your action plan will be comprised of several crucial components. Read through each of the components listed below to become familiar with the various aspects of the assignment. As needed, find scholarly sources to reflect, and further solidify your thinking. Then, develop your ideas and record your action plan in a Word document.
Review the list below and choose one.Issues related to:
family structure
culture and language
economic class
race
gender
sexual orientation
varying abilities
You will choose “GENDER”
Explain why you chose this particular topic as the focus of your plan from an early childhood teacher perspective….
What “ism” (or “isms”) are you addressing with this topic? (i.e, classism, racism, gender stereotyping and sexism, and other”-isms” prevalent in our society).
What misinformation, stereotypes, or fears might young children have about this topic?
The Goal(s)
What are you hoping to teach through this plan? Describe your goals and expected outcomes.
In what ways will you address and contradict the stereotypes associated with the topic? Provide examples to demonstrate what you might say or do to combat specific stereotypes-This will be based on a GENDER ISSUE.
The Curriculum Plan
Describe at least two learning experiences that will help you reach the goals of your action plan.
Indicate at least two ideas you will incorporate into the visual/material environment to support your curriculum.
List at least two examples of titles of books, music, film, and/or other media that will support your curriculum.
Think about at least one “teachable moment” that you anticipate will occur and describe it in detail.
Other Considerations:
In what ways will you connect with and involve the families of the children in your setting?
An example of a disability related to gender possibly?? Then, state the accommodations you will make to your classroom, your own behaviors/interactions, and/or your curriculum, to best support learning for a child with this varying ability in the context of this action plan.
Assessment:
How will you assess whether or not you have met the goals? Explain how you will know that your action plan has been effective.