Many patient symptoms can be tied to multiple disorders, which may lead to misdiagnoses. For instance, consider two digestive disorders of the gastrointestinal tract—inflammatory bowel disease and irritable bowel syndrome. These two disorders are commonly confused because they present similar symptoms. As an advanced practice nurse, you must know the differences to properly diagnose and treat the disorders. How does the pathophysiology of inflammatory bowel disease compare to the pathophysiology of irritable bowel syndrome? How do treatments for the two disorders compare?

To Prepare

• Review      Chapter 36 in the Huether and McCance text and Chapter 13 in the McPhee      and Hammer text.
• Identify      the pathophysiological mechanisms of inflammatory bowel disease and      irritable bowel syndrome. Think about similarities and differences between      the disorders.
• Consider      common treatments for inflammatory bowel disease and irritable bowel      syndrome. Reflect on whether treatments for one disorder would work for      the other disorder.
• Select      one of the following patient factors: genetics, gender, ethnicity, age, or      behavior. Reflect on how the factor you selected might impact the      pathophysiology of and treatments for each disorder.

Post an explanation of the pathophysiological mechanisms of inflammatory bowel disorder and irritable bowel syndrome, including similarities and differences. Then describe common treatments, addressing whether treatments for one disorder would work for the other disorder. Finally, explain how the patient factor you selected might impact the pathophysiology of and treatments for each disorder.

Required Readings

**Huether, S. E., & McCance, K. L. (2017). Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.

• Chapter 35, “Structure and      Function of the Digestive System”

This chapter provides information relating to the structure and function of the digestive system. It covers the gastrointestinal tract and accessory organs of digestion.

• Chapter 36, “Alterations of      Digestive Function”

This chapter presents information relating to disorders of the gastrointestinal tract and accessory organs of digestion. It also covers the pathogenesis, clinical manifestations, evaluation, and treatment of gastroesophageal reflux disease, gastritis, peptic ulcer disease, inflammatory bowel disease, and irritable bowel syndrome.

• Chapter 37, “Alterations of      Digestive Function in Children”

This chapter presents information relating to disorders of the gastrointestinal tract and liver that affect children. It focuses on congenital impairment, inflammatory disorders, metabolic disorders, as well as the impairment of digestion, absorption, and nutrition.

**Hammer, G. G. , & McPhee, S. (2014). Pathophysiology of disease: An introduction to clinical medicine. (7th ed.) New York, NY: McGraw-Hill Education.

• Chapter 13,      “Gastrointestinal Disease”

This chapter provides a foundation for exploring gastrointestinal disorders by reviewing the structure and function of the GI tract. It also describes mechanisms of regulation of GI tract disorders such as acid-peptic disease, inflammatory bowel disease, and irritable bowel syndrome.

• Chapter 14, “Liver Disease”

This chapter reviews the structure and function of the liver. It then explores the clinical presentation, etiology, pathogenesis, pathology, and clinical manifestations of three liver disorders: acute hepatitis, chronic hepatitis, and cirrhosis.

• Chapter 15, “Disorders of      the Exocrine Pancreas”

This chapter begins by reviewing the anatomy, histology, and physiology of the exocrine pancreas. It then examines the clinical presentation, etiology, pathology, pathogenesis, and clinical manifestations of acute and chronic pancreatitis, pancreatic insufficiency, and pancreatic cancer.

**de Bortoli, N., Martinucci, I., Bellini, M., Savarino, E., Savarino, V., Blandizzi, C., & Marchi, S. (2013). Overlap of functional heartburn and gastroesophageal reflux disease with irritable bowel syndrome. World Journal of Gastroenterology, 19(35), 5787-5797. doi:10.3748/wjg.v19.i35.5787

– This work should have Introduction and Conclusion

– It should have at least 3 current references (Year 2013 and up)

The following Resources are not acceptable:

1. Wikipedia

2. Cdc.gov- nonhealthcare professionals section

3. Webmd.com

4. Mayoclinic.com

Please answer the following questions in your own words to the best of your understanding. If you find evidence that is not from the Gordis text, please cite it in APA Style.

1. An investigator examined cases of fetal death in 27,000 pregnancies and classified mothers according to whether they had experienced sexual intercourse within 1 month before delivery. It was found that 11% of the mothers of fetuses that died and 2.5% of the mothers of fetuses that survived had had sexual intercourse during the period. It was concluded that intercourse during the month preceding delivery caused the fetal deaths. What guideline(s) did this researcher fail to take into account? Why is the conclusion reached by the investigator incorrect? (3 pts)
2. How would you relate association and causation? Are these terms the same thing? (3 pts)
3. How could an epidemiological study prove causation? Other than the examples in the book, can you discuss another example of how an epidemiological study proved causation? (3 pts)
4. Give examples of indirect and direct causation associated with experiences in everyday life. (3 pts)
5. Give an example of a time you experienced what you thought was causation, but turned out to be confounding. This could be an event that has happened to you or a news story that demonstrated confounding. (3 pts)

Please remember to number your responses appropriately

Construct a professional paper that outlines the advanced practice role – a nurse practitioner – to advance the CDC’s antibiotic resistance initiative.

Assignment Requirements

1. Introduction that identifies your advanced practice role and your view of how that role will be able to impact the antibiotic resistance dilemma.  Support your discussion with at least two references from the literature. 
2. Review the CDC’s goals and identify one of the CDC’s key strategies that you will be able to promote/support in your advanced practice role. Support your discussion with at least two references from the literature. 
3. Discuss three activities/actions that you will develop to support the promotion of the key strategy that you identified in item 2 above.  Each action/activity needs to be well designed and supported with at least one reference from the literature. For example, if you are a:  
   • nurse practitioner student – what prescribing practices, patient education practices, monitoring programs, etc., will you engage with, and provide justification for your strategies, etc.

Instructions 

• Prepare and submit a minimum of a 6 page paper pages [excluding title and reference pages].
• Format consistent with APA style without an abstract page. 
• Answer all the questions above. 
• Support your position with examples.
• Please review the rubric to ensure that your assignment meets criteria.
• Submit the following documents to the Submit Assignments/Assessments area:
  • Assignment: Antibiotic Stewardship

    

I. JOB DESCRIPTION 

•   Describe the care/service provided by the healthcare professional, (used correct APA ciations)
   
•   Describe the limits of authority and responsibility legislated “scope of practice” for this health care career. (used correct APA citations)
   
•   Describe the “Code of Ethics” for this health care occupation (used correct APA citations)
  II. EDUCATION /REGISTRATION/CERTIFICATION
   
•   Describe the requirements for the profession/occupation (using correct APA citations)
   
•   Identify at least two different types of educational institutions/schools offering the
  program. (using correct APA citations)
   
•   State how much time it takes to complete the program (using correct APA citations)
   
•   Describe the approximate cost for each of the educational institutions required using
  correct APA citations) (using correct APA citations)
   
•   What degree or certification that can be earned for this health care career (using
  correct APA citations)
   
•   Identify the professional certification or registration required (using correct APA
   
•   citations)
  III. EMPLOYMENT
   
•   What is the job availability for this profession? (using correct APA citations)
   
•   Growth trends in the field (using correct APA citations)
   
•   Number of jobs advertised locally for example in the Sunday Herald or other
  publication (using correct APA citations)
   
•   Is experience required? explain (using correct APA citations)
   
•   Salaries – Entry level and with experience (using correct APA citations)
   
•   Advancement Opportunities, with or without additional education (using correct APA
  citations)
   

 

3 

  

MIAMI DADE COLLEGE
MEDICAL CAMPUS
HSC 0003, INTRODUCTION TO HEALTH CARE COURSE PROJECT: HEALTH CARE CAREER WRITTEN PAPER GRADING RUBRIC
20% of overall course grade 

 

HSC 0003, Health Care Career Paper (Rev. 2014, PL) 

  

IV. PROFESSIONAL ACTIVITIES 

•   Local/State/National Professional Organizations (cost to join as a student) (using correct APA citations)
   
•   Professional journals with address and cost. (using correct APA citations)
   
•   Are Continuing Educational Units (CEUs) required for this profession? If so how
  many and how often (using correct APA citations)
   
•   Describe ways that members of a professional organization can gain continuing education
  requirements and earn CEUs (using correct APA citations)
  V. REFLECTION / PERSONAL CAREER PLAN
   
•   Reflect on how you see yourself “fitting” into this profession.
   
•   Describe a personal career plan for you to enter this field. Include goals,
  objectives and strategies.
   

NEUTROPENIC SEPSIS ( PATIENT’S POST CHEMO)

A PICOT starts with a designated patient population in a particular clinical area and identifies clinical problems or issues that arise from clinical care. The intervention should be an independent, specified nursing change intervention. The intervention cannot require a provider prescription. Include a comparison to a patient population not currently receiving the intervention, and specify the timeframe needed to implement the change process.

Formulate a PICOT statement using the PICOT format provided in the assigned readings. The PICOT statement will provide a framework for your capstone project.

In a paper of 500-750 words, clearly identify the clinical problem and how it can result in a positive patient outcome.  

 PICOT format is a helpful approach for summarizing research questions that explore the effect of an intervention.

• (P) – Population refers to the problem and the population that is effected.
• (I) – Intervention refers to will be provided to solve or improve the problem
• (C) – Comparison identifies what you plan on using as a reference to compare with your  intervention
•  (O) – Outcome represents what result you plan on measuring to examine the effectiveness of your intervention
•  (T) – Time describes the duration for your data collection.

Make sure to address the following on the PICOT statement:

1. Evidence-Based Solution
2. Nursing Intervention
3. Patient Care
4. Health Care Agency
5. Nursing Practice

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

 30.0 %Identification of Clinical Problem/Issue 

 30.0 %Clinical Problem/Issue, Including Description, Evidence-Based Solution, Nursing Intervention, Patient Care, Health Care Agency, and Nursing Practice 

 10.0 %PICOT Statement Focused on Resolution, Improvement, Application, and Intervention 

 10.0 %PICOT Statement Including Population, Intervention, Comparison, Outcomes, and Time 

  WE CAN USE SAME REFERENCES

Butcher, L. (2016). Stepping up against SEPSIS. H&HN: Hospitals & Health Networks, 90(1), 38-42.

Clarke, R., Bird, S., Kakuchi, I., Littlewood, T., & Hamel Parsons, V. (2015). The signs, symptoms and help-seeking experiences of neutropenic sepsis patients before they reach hospital: a qualitative study. Supportive Care in Cancer, 23(9), 2687-2694. doi:10.1007/s00520-015-2631-y

Ford, A., & Marshall, E. (2014). Neutropenic sepsis: a potentially life-threatening complication of chemotherapy. Clinical Medicine (London, England), 14(5), 538-542. doi:10.7861/clinmedicine.14-5-538

Knight, T., Ahn, S., Rice, T. W., & Cooksley, T. (2017). Acute Oncology Care: A narrative review of the acute management of neutropenic sepsis and immune-related toxicities of checkpoint inhibitors. European Journal of Internal Medicine, 4559-65. doi: 10.1016/j.ejim.2017.09.025

Raz, B. (2017). Neutropenic sepsis. Nursing Standard (Royal College of Nursing (Great Britain): 1987), 31(48), 64-65. doi:10.7748/ns.31.48.64. s47

Vossen, M. G., Milacek, C., & Thalhammer, F. (2018). Empirical antimicrobial treatment in haemato-/oncological patients with neutropenic sepsis. ESMO Open, 3(3), e000348. doi:10.1136/esmoopen-2018-000348

Wells, T., Thomas, C., Watt, D., Fountain, V., Tomlinson, M., & Hilman, S. (2015). Improvements in the management of neutropenic sepsis: lessons learned from a district general hospital. Clinical Medicine (London, England), 15(6), 526-530. doi:10.7861/clinmedicine.15-6-526