Anatomy Of The Respiratory System

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Respiratory System Anatomy and Physiology

Objectives

• Identify the anatomical structures of the respiratory system and their functions
• Explain the mechanics of breathing
• Explain internal and external respiration

Assignment Overview

This practice exercise helps students understand the anatomical structures of the respiratory system.

Deliverables

A one- to two-page (250- to 500-word) paper

Step 1  Explain three difficult concepts. 

As you review the information presented in this lesson and the textbook, identify the three most difficult concepts (or parts of a concept) in respiratory anatomy and respiration for most anatomy and physiology students. Select one difficult concept from each of these topic areas:

• Anatomy of the Respiratory System
• Mechanics of Breathing
• Respiration

Step 2  Write an explanation of each concept. 

Write a clear one-paragraph explanation of each of these three concepts. Use images from the Internet or those that you scan into the document, if possible. At a minimum, submit a one- to two-page (250- to 500-word) paper.

Step 3  Save and submit your assignment. 

When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using

Discussion Questions

By the due date assigned, post your response to the assigned discussion questions in the below Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University Online Library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources.

No later than by the end of the week, review and comment on the discussion question responses posted by at least two of your peers. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area.

Discussion Question

Formulating the Research Question, Problem Statement, Research Purpose

In the Week 1 discussion forum you had an opportunity to present a potential problem and an innovative solution specific to your role specialization. In addition, you have reviewed the literature to identify qualitative and quantitative research articles and submitted annotated bibliographies to provide evidence supporting the problem.

Considering the feedback provided to you by the faculty member it is now time to prepare your problem statement, research purpose, and research question.

First share your refined problem and proposed solution (given your review of literature this may have changed depending on the evidence you were able to provide). Next, follow the steps to help define your research question.

1. Craft the problem statement and research purpose.
2. Design your research question aimed at solving (a part of) the problem and include the following components which will focus the literature review.

PICOT Question:

Patient, Population or Problem

1. What are the characteristics of the patient or population?
2. What is the condition or disease you are interested in?

Intervention or exposure

1. What do you want to do with this patient (e.g. treat, diagnose, observe)?

Comparison

1. What is the alternative to the intervention (e.g. placebo, different drug, surgery)?

Outcome

1. What are the relevant outcomes (e.g. morbidity, death, complications)?
2. Ensure that the research question is answerable, feasible and clinically relevant

The next step in Submissions Area will be to develop a research hypothesis from the research question.

Post a description of the national healthcare issue/stressor you selected for analysis, and explain how the healthcare issue/stressor may impact your work setting. Then, describe how your health system work setting has responded to the healthcare issue/stressor, including a description of what changes may have been implemented. Be specific and provide examples.

FYI : health care system I work is mental health facility

Comprehensive exams in women’s health need to

As with any assessment, the chief complain is often what drives what our questions are and what clinical pathways we explore.  With women’s health that approach is not any different, as we need to explore the “what was”, “what is” and “what will be” for the patient.  The comprehensive assessment is one that is longer in nature and normally saved for the first visit, as if this patient will be a returning patient a more focused examine comes during their following appointments.  The follow is a “blanket” comprehensive assessment that can be tweaked for any patient (Elson, 2008);

1. Chief complaint (is this a focused complaint or a first meeting or annual meeting)
2. History of present illness
3.  Menstrual History
   1.  Age at menarche
   2. Last menstrual period
   3. Menstrual characteristics
      1. Length
      2. How long is flow
      3. Amount of flow
4. Other symptoms? (breast tenderness, pelvic pain, etc)5
5. Pain?
6. Intermenstrual bleeding
7. Perimenopause/menopause
   1. Bleeding pattern
   2. Vasomotor symptoms
8.  Contraception
   1. Current method; is it working?
   2. Previous method; any complications and reason for change
9. Cervical and vaginal cytology
   1. Results and date of most recent pap
   2. Hx of abnormal paps? Why? Treatment?
10.  Infections
    1. Hx of STD?
    2. Hx of vaginitis (types, frequency and treatment)
    3. Hx of PID
11.  Fertility/infertility
    1. Any desire for future?
    2. Difficulty conceiving? Treatments in past?
12. Sexual hx
    1. Type
    2. Concerns about libido, orgasm, dyspareunia
    3. Any hx of abuse? Assault?
13. Obstetric hx
    1. Describe each pregnancy and outcome
    2. Any maternal, fetal or neonatal complications?
14. Past medical history
    1. Current and past illnesses
    2. Hospital admissions
    3. Surgical hx
       1. GYN and Non-gyn
    4.  Medications/allergies
       1. OTC, prescribed, herbal
       2. Allergies to meds, food, environment and reactions?
15. Family hx
    1. Significant illnesses of family
    2. Hereditary concerns
16. Social hx
    1. Relationship status
    2. Level of education
    3. Occupation
17. R.O.S.
18. Abdomino-pelvic
    1. GYN
    2. GI
    3. GU
19. Breast
20. Others

18.Health Maintenance

1. Smoking, alcohol use, drug use
2. Diet
3. Supplement intake
4. Exercise
5. Regular screenings (mammo, pap, colonoscopy)
6. Immunizations and dates

Health maintenance is very important for all ages when related to women’s health.  The following are some ideas of health maintenance for each age group (Well-Woman Recommendations, 2018);

1. Adolescents
   1. If sexually active the patient should have discussion with provider on sexually transmitted diseases and contraceptive use
   2. Drugs and alcohol use
   3. Peer pressure with sexual situations
2. Childbearing
   1. Annual blood work to identify challenges in anemia, TSH, Cholesterol and minerals.
   2. Breast self-awareness
   3. Reproductive health plan
   4. Imitate partner violence

• Peri-menopausal
  1. Hormone therapy
  2. Mammograms
  3. Advance directives
  4. Problems with sexual encounters (pain, dry, etc)

1. Menopausal
   1. Sleep patterns
   2. Changes of the body (hair growth, hormonal changes, sexual changes)
   3. Breast self-awareness
2. Geriatric Women
   1. Sexual function
   2. Injury prevention
   3. Neglect/abuse

Elson, N. B. (2008, July). The Gynecologic History and Examination. Retrieved from The Global Library of Womens Health: https://www.glowm.com/section_view/heading/TheGynecologicHistoryandExamination/item/3#3521

Well-Woman Recommendations. (2018, January 5). Retrieved from The American College of Obstetricians and Gynecologists: https://www.acog.org/About-ACOG/ACOG-Departments/Annual-Womens-Health-Care/Well-Woman-Recommendations?IsMobileSet=false

The benchmark assesses the following competencies:

3.3 Provide individualized education to diverse patient populations in a variety of health care settings.

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Based on the feedback offered by the provider, identify the best approach for teaching. Prepare a presentation based on the Teaching Work Plan and present the information to your community.

Options for Delivery

Select one of the following options for delivery and prepare the applicable presentation:

1. PowerPoint presentation – no more than 30 minutes
2. Pamphlet presentation – 1 to 2 pages
3. Poster presentation

Selection of Community Setting

These are considered appropriate community settings. Choose one of the following:

1. Public health clinic
2. Community health center
3. Long-term care facility
4. Transitional care facility
5. Home health center
6. University/School health center
7. Church community
8. Adult/Child care center

Community Teaching Experience Approval Form

Before presenting information to the community, seek approval from an agency administrator or representative using the “Community Teaching Experience Approval Form.” Submit this form as directed in the Community Teaching Experience Approval assignment drop box.

General Requirements

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginnin