Assignment Prompt & Instructions
please read the attached information carefully to understand
**files (4)**
– ## week4pathocasestudy.docx
– ## wk4pathoCASESTUDYANALYSIS.docx
– ## wk4pathoCourse_Paper_Template_APA_7.docx
– ## wk4pathorubrics.docx
**## week4pathocasestudy.docx**
**week 4**
Week 4 Case Study Prompt (Student version)
A 67-year-old man presents with progressive shortness of breath over 8 months. He
reports:
• Increasing dyspnea with exertion
• Dry, persistent cough
• Fatigue
• Decreased exercise tolerance
• Unintentional 10-pound weight loss
He denies wheezing, chest pain, fever, or recent respiratory infection.
Past medical history includes hypertension and hyperlipidemia. He is a retired
construction worker with 35 years of occupational dust exposure. He smoked 1 pack per
day for 25 years but quit 10 years ago.
Physical Examination
• BP: 132/78 mmHg
• HR: 88 bpm
• RR: 20/min
• SpO₂: 91% on room air
Lung exam reveals:
• Fine, bilateral “Velcro-like” crackles at the lung bases
• No wheezing
• Digital clubbing present
Cardiac exam normal. No peripheral edema.
Diagnostic Data
Pulmonary Function Tests (PFTs):
• Reduced total lung capacity (TLC)
• Reduced forced vital capacity (FVC)
• Normal or increased FEV1/FVC ratio
• Decreased diffusion capacity (DLCO)
Chest X-ray: Bilateral interstitial markings, worse at lung bases
High-Resolution CT (HRCT):
• Reticular opacities
• Honeycombing pattern
• Subpleural and basilar predominance
Laboratory Findings:
Test Result
CBC Normal
CMP Normal
ANA Negative
Rheumatoid factor Negative
ESR Mildly
elevated
Questions
1. Develop a 1- to 2-page case study analysis, examining the patient signs
and symptoms presented in the case study; discussing the primary
cellular pathophysiological processes, and the significance for
symptom development and diagnosis.
2. What role do genetic mutations play in the development of the disease?
3. What are the racial/ethnic factors that would be a risk factor? What are
the lifestyle risk factors?
This topic is closed for comments.
**## wk4pathoCASESTUDYANALYSIS.docx**
CASE STUDY ANALYSIS
An understanding of the respiratory system is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that oftentimes, the respiratory system works closely with the cardiovascular system. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.
Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. 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 the respiratory system 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 signs and symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/216583/modules/items/9298789)
**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**
In 1-2 pages, you will answer the questions provided following the case scenario. You must use current evidence-based resources to support your answers. Follow APA guidelines. Follow the grading rubric.
BY DAY 7 OF WEEK 4
**Submit** your Case Study Analysis Assignment by
**Day 7 of Week 4**
**Reminder:** The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at
[https://academicguides.waldenu.edu/writingcenter/templatesLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/templates)). All papers submitted must use this formatting.
## image1.jpeg
**## wk4pathoCourse_Paper_Template_APA_7.docx**
1
**Title of the Paper in Full**
Student Name
Program Name or Degree Name (e.g., Master of Science in Nursing), Walden University
COURSE XX: Title of Course
Instructor Name
Month XX, 202X
**Title of the Paper in Full**
Begin writing your introduction here.
**Level 1 Heading**
Begin adding body paragraphs to your document.
Level 2 Heading
Begin adding your text for this section if needed. Adjust or delete level headings as needed to align with your paper needs.
Level 2 Heading
Continue adding body paragraphs to your document. Adjust or delete level headings as needed to align with your paper needs.
**_Level 3 Heading_**
Continue adding body paragraphs to your document.
Level 4 Heading.
Not all course papers will require multiple levels of headings. Adjust or delete level headings as needed to align with your paper needs.
Level 4 Heading. Not all course papers will require multiple levels of headings. Adjust or delete level headings as needed to align with your paper needs.
**Level 1 Heading**
Continue adding body paragraphs and level headings to your document as needed to meet your assignment needs.
**References**
(Note that the following references are intended as examples only.)
American Counseling Association. (n.d.).
_About us._ [https://www.counseling.org/about-us/about-aca](https://www.counseling.org/about-us/about-aca)
Anderson, M. (2018). Getting consistent with consequences.
_Educational Leadership, 76_(1), 26-33.
Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management.
_California Management Review, 58_(3), 66-87.
[https://doi.org/10.1525/cmr.2016.58.3.66](https://doi.org/10.1525/cmr.2016.58.3.66)
Burgess, R. (2019).
_Rethinking global health: Frameworks of Power._ Routledge.
Johnson, P. (2003).
_Art: A new history._ HarperCollins.
[https://doi.org/10.1037.0000136-000](https://doi.org/10.1037.0000136-000)
Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015.
_Journal of Pain and Symptom Management, 56_(3), 309–317.
[https://doi.org/10.1016/j.jpainsymman.2018.06.001](https://doi.org/10.1016/j.jpainsymman.2018.06.001)
Osman, M. A. (2016, December 15).
_5 do’s and don’ts for staying motivated._ Mayo Clinic.
[https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835](https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835)
Sue, D. W., & Sue, D. (2016).
_Counseling the culturally diverse: Theory and practice_ (7th ed.). Wiley.
World Health Organization. (2018, March).
_Questions and answers on immunization and vaccine safety._ [https://www.who.int/features/qa/84/en/](https://www.who.int/features/qa/84/en/)
**## wk4pathorubrics.docx**
**NURS_6501_Week 4_Case Study_Assignment_Rubric**
| | | |
| — | — | — |
| NURS_6501_Week 4_Case Study_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeDevelop a 1-2 page case study analysis, examining the patient signs and symptoms presented in the case study. Discuss the primary pathophysiological processes and the significance for symptom development and diagnosis. | **30 to >27.0 ptsExcellent** The response discusses the primary pathophysiological processes, and the significance for symptom development and diagnosis in detail. The pathophysiology is accurate and responses show in depth critical thinking.<br> <br>**27 to >24.0 ptsGood** The response discusses the primary pathophysiological processes, significance for symptom development and the diagnosis in some detail. The pathophysiology is accurate and the responses show come critical thinking.<br> <br>**24 to >22.0 ptsFair** The response discusses the primary pathophysiological processes, significance for symptom development and diagnosis in a manner that is vague or inaccurate. The response is supported with explanations that are vague or based on inappropriate evidence or research.<br> <br>**22 to >0 ptsPoor** The response discusses the primary pathophysiological processes, the significance for symptom development and diagnosis in a manner that is vague and/or inaccurate or the description is missing. The response does not include rationales, has vague explanations or is based on inappropriate or no evidence or research. | 30 pts |
| This criterion is linked to a Learning OutcomeDescribe the role genetic mutations play in the development of the disease and the risk factors that make the patient more susceptible to the disease. | **30 to >27.0 ptsExcellent** The response includes an accurate, complete, detailed and specific analysis of the genes/risk factors that are associated with the development of the disease.<br> <br>**27 to >24.0 ptsGood** The response includes an accurate analysis of the genetics and risk factors that may be associated with the development of the disease. Response does not fully address all factors.<br> <br>**24 to >22.0 ptsFair** The response includes a vague or inaccurate analysis of the genetics/risk factors that are associated with the development of the disease.<br> <br>**22 to >0 ptsPoor** The response includes a vague or inaccurate analysis of the genetics/risk factors that are associated with the development of the disease and/or portions are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeExplain any racial/ethnic variables that may impact physiological functioning. Explain factors in the patient's history and lifestyle that could have contributed to the development of the disease process. | **25 to >22.0 ptsExcellent** The response includes an accurate, complete, detailed and specific explanation of racial/ethnic variables that may impact physiological functioning. Explain factors in the patient's history and lifestyle that could have contributed to the development of the disease. Content is supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**22 to >19.0 ptsGood** The response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning. Explains factors in the patient's history and lifestyle that could have contributed to the development of the disease. Content is supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**19 to >17.0 ptsFair** The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning. A vague or inaccurate explanation of factors in the patient's history and lifestyle that could have contributed to the development of the disease and/or explanations based on inappropriate evidence/research.<br> <br>**17 to >0 ptsPoor** The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning. A vague or inaccurate explanation of factors in the patient's history and lifestyle that could have contributed to the development of the disease, or the explanations are based on inappropriate or no evidence/research. | 25 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. Content is supported by at least 3 current evidence-based sources. Body of paper is no more than 2 pages in length. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. Content is supported by 3 current evidence-based sources which have been submitted with the assignment. Body of the paper is no more than 2 pages in length.<br> <br>**4 to >3.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Some content is supported by 3 current evidence-based sources. Body of paper is no more than 2 pages.<br> <br>**3 to >2.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity and clarity 60%-79% of the time. Some content is supported by at least 2 current evidence-based sources. Body of paper is longer than 2 pages.<br> <br>**2 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No content is supported by current evidence-based sources. | 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 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**2 to >0 ptsPoor** Contains 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 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**2 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |
Total Points: 100
**## wk4pathorubrics.docx**
**NURS_6501_Week 4_Case Study_Assignment_Rubric**
| | | |
| — | — | — |
| NURS_6501_Week 4_Case Study_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeDevelop a 1-2 page case study analysis, examining the patient signs and symptoms presented in the case study. Discuss the primary pathophysiological processes and the significance for symptom development and diagnosis. | **30 to >27.0 ptsExcellent** The response discusses the primary pathophysiological processes, and the significance for symptom development and diagnosis in detail. The pathophysiology is accurate and responses show in depth critical thinking.<br> <br>**27 to >24.0 ptsGood** The response discusses the primary pathophysiological processes, significance for symptom development and the diagnosis in some detail. The pathophysiology is accurate and the responses show come critical thinking.<br> <br>**24 to >22.0 ptsFair** The response discusses the primary pathophysiological processes, significance for symptom development and diagnosis in a manner that is vague or inaccurate. The response is supported with explanations that are vague or based on inappropriate evidence or research.<br> <br>**22 to >0 ptsPoor** The response discusses the primary pathophysiological processes, the significance for symptom development and diagnosis in a manner that is vague and/or inaccurate or the description is missing. The response does not include rationales, has vague explanations or is based on inappropriate or no evidence or research. | 30 pts |
| This criterion is linked to a Learning OutcomeDescribe the role genetic mutations play in the development of the disease and the risk factors that make the patient more susceptible to the disease. | **30 to >27.0 ptsExcellent** The response includes an accurate, complete, detailed and specific analysis of the genes/risk factors that are associated with the development of the disease.<br> <br>**27 to >24.0 ptsGood** The response includes an accurate analysis of the genetics and risk factors that may be associated with the development of the disease. Response does not fully address all factors.<br> <br>**24 to >22.0 ptsFair** The response includes a vague or inaccurate analysis of the genetics/risk factors that are associated with the development of the disease.<br> <br>**22 to >0 ptsPoor** The response includes a vague or inaccurate analysis of the genetics/risk factors that are associated with the development of the disease and/or portions are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeExplain any racial/ethnic variables that may impact physiological functioning. Explain factors in the patient's history and lifestyle that could have contributed to the development of the disease process. | **25 to >22.0 ptsExcellent** The response includes an accurate, complete, detailed and specific explanation of racial/ethnic variables that may impact physiological functioning. Explain factors in the patient's history and lifestyle that could have contributed to the development of the disease. Content is supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**22 to >19.0 ptsGood** The response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning. Explains factors in the patient's history and lifestyle that could have contributed to the development of the disease. Content is supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**19 to >17.0 ptsFair** The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning. A vague or inaccurate explanation of factors in the patient's history and lifestyle that could have contributed to the development of the disease and/or explanations based on inappropriate evidence/research.<br> <br>**17 to >0 ptsPoor** The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning. A vague or inaccurate explanation of factors in the patient's history and lifestyle that could have contributed to the development of the disease, or the explanations are based on inappropriate or no evidence/research. | 25 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. Content is supported by at least 3 current evidence-based sources. Body of paper is no more than 2 pages in length. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. Content is supported by 3 current evidence-based sources which have been submitted with the assignment. Body of the paper is no more than 2 pages in length.<br> <br>**4 to >3.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Some content is supported by 3 current evidence-based sources. Body of paper is no more than 2 pages.<br> <br>**3 to >2.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity and clarity 60%-79% of the time. Some content is supported by at least 2 current evidence-based sources. Body of paper is longer than 2 pages.<br> <br>**2 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No content is supported by current evidence-based sources. | 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 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**2 to >0 ptsPoor** Contains 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 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**2 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |
Total Points: 100
**## week4pathocasestudy.docx**
**week 4**
Week 4 Case Study Prompt (Student version)
A 67-year-old man presents with progressive shortness of breath over 8 months. He
reports:
• Increasing dyspnea with exertion
• Dry, persistent cough
• Fatigue
• Decreased exercise tolerance
• Unintentional 10-pound weight loss
He denies wheezing, chest pain, fever, or recent respiratory infection.
Past medical history includes hypertension and hyperlipidemia. He is a retired
construction worker with 35 years of occupational dust exposure. He smoked 1 pack per
day for 25 years but quit 10 years ago.
Physical Examination
• BP: 132/78 mmHg
• HR: 88 bpm
• RR: 20/min
• SpO₂: 91% on room air
Lung exam reveals:
• Fine, bilateral “Velcro-like” crackles at the lung bases
• No wheezing
• Digital clubbing present
Cardiac exam normal. No peripheral edema.
Diagnostic Data
Pulmonary Function Tests (PFTs):
• Reduced total lung capacity (TLC)
• Reduced forced vital capacity (FVC)
• Normal or increased FEV1/FVC ratio
• Decreased diffusion capacity (DLCO)
Chest X-ray: Bilateral interstitial markings, worse at lung bases
High-Resolution CT (HRCT):
• Reticular opacities
• Honeycombing pattern
• Subpleural and basilar predominance
Laboratory Findings:
Test Result
CBC Normal
CMP Normal
ANA Negative
Rheumatoid factor Negative
ESR Mildly
elevated
Questions
1. Develop a 1- to 2-page case study analysis, examining the patient signs
and symptoms presented in the case study; discussing the primary
cellular pathophysiological processes, and the significance for
symptom development and diagnosis.
2. What role do genetic mutations play in the development of the disease?
3. What are the racial/ethnic factors that would be a risk factor? What are
the lifestyle risk factors?
This topic is closed for comments.
**## wk4pathoCASESTUDYANALYSIS.docx**
CASE STUDY ANALYSIS
An understanding of the respiratory system is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that oftentimes, the respiratory system works closely with the cardiovascular system. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.
Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. 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 the respiratory system 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 signs and symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/216583/modules/items/9298789)
**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**
In 1-2 pages, you will answer the questions provided following the case scenario. You must use current evidence-based resources to support your answers. Follow APA guidelines. Follow the grading rubric.
BY DAY 7 OF WEEK 4
**Submit** your Case Study Analysis Assignment by
**Day 7 of Week 4**
**Reminder:** The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at
[https://academicguides.waldenu.edu/writingcenter/templatesLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/templates)). All papers submitted must use this formatting.
## image1.jpeg
**## wk4pathoCourse_Paper_Template_APA_7.docx**
1
**Title of the Paper in Full**
Student Name
Program Name or Degree Name (e.g., Master of Science in Nursing), Walden University
COURSE XX: Title of Course
Instructor Name
Month XX, 202X
**Title of the Paper in Full**
Begin writing your introduction here.
**Level 1 Heading**
Begin adding body paragraphs to your document.
Level 2 Heading
Begin adding your text for this section if needed. Adjust or delete level headings as needed to align with your paper needs.
Level 2 Heading
Continue adding body paragraphs to your document. Adjust or delete level headings as needed to align with your paper needs.
**_Level 3 Heading_**
Continue adding body paragraphs to your document.
Level 4 Heading.
Not all course papers will require multiple levels of headings. Adjust or delete level headings as needed to align with your paper needs.
Level 4 Heading. Not all course papers will require multiple levels of headings. Adjust or delete level headings as needed to align with your paper needs.
**Level 1 Heading**
Continue adding body paragraphs and level headings to your document as needed to meet your assignment needs.
**References**
(Note that the following references are intended as examples only.)
American Counseling Association. (n.d.).
_About us._ [https://www.counseling.org/about-us/about-aca](https://www.counseling.org/about-us/about-aca)
Anderson, M. (2018). Getting consistent with consequences.
_Educational Leadership, 76_(1), 26-33.
Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management.
_California Management Review, 58_(3), 66-87.
[https://doi.org/10.1525/cmr.2016.58.3.66](https://doi.org/10.1525/cmr.2016.58.3.66)
Burgess, R. (2019).
_Rethinking global health: Frameworks of Power._ Routledge.
Johnson, P. (2003).
_Art: A new history._ HarperCollins.
[https://doi.org/10.1037.0000136-000](https://doi.org/10.1037.0000136-000)
Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015.
_Journal of Pain and Symptom Management, 56_(3), 309–317.
[https://doi.org/10.1016/j.jpainsymman.2018.06.001](https://doi.org/10.1016/j.jpainsymman.2018.06.001)
Osman, M. A. (2016, December 15).
_5 do’s and don’ts for staying motivated._ Mayo Clinic.
[https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835](https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835)
Sue, D. W., & Sue, D. (2016).
_Counseling the culturally diverse: Theory and practice_ (7th ed.). Wiley.
World Health Organization. (2018, March).
_Questions and answers on immunization and vaccine safety._ [https://www.who.int/features/qa/84/en/](https://www.who.int/features/qa/84/en/)
**## wk4pathorubrics.docx**
**NURS_6501_Week 4_Case Study_Assignment_Rubric**
| | | |
| — | — | — |
| NURS_6501_Week 4_Case Study_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeDevelop a 1-2 page case study analysis, examining the patient signs and symptoms presented in the case study. Discuss the primary pathophysiological processes and the significance for symptom development and diagnosis. | **30 to >27.0 ptsExcellent** The response discusses the primary pathophysiological processes, and the significance for symptom development and diagnosis in detail. The pathophysiology is accurate and responses show in depth critical thinking.<br> <br>**27 to >24.0 ptsGood** The response discusses the primary pathophysiological processes, significance for symptom development and the diagnosis in some detail. The pathophysiology is accurate and the responses show come critical thinking.<br> <br>**24 to >22.0 ptsFair** The response discusses the primary pathophysiological processes, significance for symptom development and diagnosis in a manner that is vague or inaccurate. The response is supported with explanations that are vague or based on inappropriate evidence or research.<br> <br>**22 to >0 ptsPoor** The response discusses the primary pathophysiological processes, the significance for symptom development and diagnosis in a manner that is vague and/or inaccurate or the description is missing. The response does not include rationales, has vague explanations or is based on inappropriate or no evidence or research. | 30 pts |
| This criterion is linked to a Learning OutcomeDescribe the role genetic mutations play in the development of the disease and the risk factors that make the patient more susceptible to the disease. | **30 to >27.0 ptsExcellent** The response includes an accurate, complete, detailed and specific analysis of the genes/risk factors that are associated with the development of the disease.<br> <br>**27 to >24.0 ptsGood** The response includes an accurate analysis of the genetics and risk factors that may be associated with the development of the disease. Response does not fully address all factors.<br> <br>**24 to >22.0 ptsFair** The response includes a vague or inaccurate analysis of the genetics/risk factors that are associated with the development of the disease.<br> <br>**22 to >0 ptsPoor** The response includes a vague or inaccurate analysis of the genetics/risk factors that are associated with the development of the disease and/or portions are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeExplain any racial/ethnic variables that may impact physiological functioning. Explain factors in the patient's history and lifestyle that could have contributed to the development of the disease process. | **25 to >22.0 ptsExcellent** The response includes an accurate, complete, detailed and specific explanation of racial/ethnic variables that may impact physiological functioning. Explain factors in the patient's history and lifestyle that could have contributed to the development of the disease. Content is supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**22 to >19.0 ptsGood** The response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning. Explains factors in the patient's history and lifestyle that could have contributed to the development of the disease. Content is supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**19 to >17.0 ptsFair** The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning. A vague or inaccurate explanation of factors in the patient's history and lifestyle that could have contributed to the development of the disease and/or explanations based on inappropriate evidence/research.<br> <br>**17 to >0 ptsPoor** The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning. A vague or inaccurate explanation of factors in the patient's history and lifestyle that could have contributed to the development of the disease, or the explanations are based on inappropriate or no evidence/research. | 25 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. Content is supported by at least 3 current evidence-based sources. Body of paper is no more than 2 pages in length. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. Content is supported by 3 current evidence-based sources which have been submitted with the assignment. Body of the paper is no more than 2 pages in length.<br> <br>**4 to >3.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Some content is supported by 3 current evidence-based sources. Body of paper is no more than 2 pages.<br> <br>**3 to >2.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity and clarity 60%-79% of the time. Some content is supported by at least 2 current evidence-based sources. Body of paper is longer than 2 pages.<br> <br>**2 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No content is supported by current evidence-based sources. | 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 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**2 to >0 ptsPoor** Contains 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 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**2 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |
Total Points: 100
**## week4pathocasestudy.docx**
**week 4**
Week 4 Case Study Prompt (Student version)
A 67-year-old man presents with progressive shortness of breath over 8 months. He
reports:
• Increasing dyspnea with exertion
• Dry, persistent cough
• Fatigue
• Decreased exercise tolerance
• Unintentional 10-pound weight loss
He denies wheezing, chest pain, fever, or recent respiratory infection.
Past medical history includes hypertension and hyperlipidemia. He is a retired
construction worker with 35 years of occupational dust exposure. He smoked 1 pack per
day for 25 years but quit 10 years ago.
Physical Examination
• BP: 132/78 mmHg
• HR: 88 bpm
• RR: 20/min
• SpO₂: 91% on room air
Lung exam reveals:
• Fine, bilateral “Velcro-like” crackles at the lung bases
• No wheezing
• Digital clubbing present
Cardiac exam normal. No peripheral edema.
Diagnostic Data
Pulmonary Function Tests (PFTs):
• Reduced total lung capacity (TLC)
• Reduced forced vital capacity (FVC)
• Normal or increased FEV1/FVC ratio
• Decreased diffusion capacity (DLCO)
Chest X-ray: Bilateral interstitial markings, worse at lung bases
High-Resolution CT (HRCT):
• Reticular opacities
• Honeycombing pattern
• Subpleural and basilar predominance
Laboratory Findings:
Test Result
CBC Normal
CMP Normal
ANA Negative
Rheumatoid factor Negative
ESR Mildly
elevated
Questions
1. Develop a 1- to 2-page case study analysis, examining the patient signs
and symptoms presented in the case study; discussing the primary
cellular pathophysiological processes, and the significance for
symptom development and diagnosis.
2. What role do genetic mutations play in the development of the disease?
3. What are the racial/ethnic factors that would be a risk factor? What are
the lifestyle risk factors?
This topic is closed for comments.
**## wk4pathoCASESTUDYANALYSIS.docx**
CASE STUDY ANALYSIS
An understanding of the respiratory system is a critically important component of disease diagnosis and treatment. This importance is magnified by the fact that oftentimes, the respiratory system works closely with the cardiovascular system. A variety of factors and circumstances that impact the emergence and severity of issues in one system can have a role in the performance of the other.
Effective disease analysis often requires an understanding that goes beyond these systems and their capacity to work together. 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 the respiratory system 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 signs and symptoms presented. You identify the elements that may be factors in the diagnosis, and you explain the implications to patient health.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
[**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/216583/modules/items/9298789)
**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**
In 1-2 pages, you will answer the questions provided following the case scenario. You must use current evidence-based resources to support your answers. Follow APA guidelines. Follow the grading rubric.
BY DAY 7 OF WEEK 4
**Submit** your Case Study Analysis Assignment by
**Day 7 of Week 4**
**Reminder:** The College of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The sample paper provided at the Walden Writing Center provides an example of those required elements (available at
[https://academicguides.waldenu.edu/writingcenter/templatesLinks to an external site.](https://academicguides.waldenu.edu/writingcenter/templates)). All papers submitted must use this formatting.
## image1.jpeg
**## wk4pathoCourse_Paper_Template_APA_7.docx**
1
**Title of the Paper in Full**
Student Name
Program Name or Degree Name (e.g., Master of Science in Nursing), Walden University
COURSE XX: Title of Course
Instructor Name
Month XX, 202X
**Title of the Paper in Full**
Begin writing your introduction here.
**Level 1 Heading**
Begin adding body paragraphs to your document.
Level 2 Heading
Begin adding your text for this section if needed. Adjust or delete level headings as needed to align with your paper needs.
Level 2 Heading
Continue adding body paragraphs to your document. Adjust or delete level headings as needed to align with your paper needs.
**_Level 3 Heading_**
Continue adding body paragraphs to your document.
Level 4 Heading.
Not all course papers will require multiple levels of headings. Adjust or delete level headings as needed to align with your paper needs.
Level 4 Heading. Not all course papers will require multiple levels of headings. Adjust or delete level headings as needed to align with your paper needs.
**Level 1 Heading**
Continue adding body paragraphs and level headings to your document as needed to meet your assignment needs.
**References**
(Note that the following references are intended as examples only.)
American Counseling Association. (n.d.).
_About us._ [https://www.counseling.org/about-us/about-aca](https://www.counseling.org/about-us/about-aca)
Anderson, M. (2018). Getting consistent with consequences.
_Educational Leadership, 76_(1), 26-33.
Bach, D., & Blake, D. J. (2016). Frame or get framed: The critical role of issue framing in nonmarket management.
_California Management Review, 58_(3), 66-87.
[https://doi.org/10.1525/cmr.2016.58.3.66](https://doi.org/10.1525/cmr.2016.58.3.66)
Burgess, R. (2019).
_Rethinking global health: Frameworks of Power._ Routledge.
Johnson, P. (2003).
_Art: A new history._ HarperCollins.
[https://doi.org/10.1037.0000136-000](https://doi.org/10.1037.0000136-000)
Lindley, L. C., & Slayter, E. M. (2018). Prior trauma exposure and serious illness at end of life: A national study of children in the U.S. foster care system from 2005 to 2015.
_Journal of Pain and Symptom Management, 56_(3), 309–317.
[https://doi.org/10.1016/j.jpainsymman.2018.06.001](https://doi.org/10.1016/j.jpainsymman.2018.06.001)
Osman, M. A. (2016, December 15).
_5 do’s and don’ts for staying motivated._ Mayo Clinic.
[https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835](https://www.mayoclinic.org/healthy-lifestyle/adult-health/in-depth/5-dos-and-donts-for-staying-motivated/art-20270835)
Sue, D. W., & Sue, D. (2016).
_Counseling the culturally diverse: Theory and practice_ (7th ed.). Wiley.
World Health Organization. (2018, March).
_Questions and answers on immunization and vaccine safety._ [https://www.who.int/features/qa/84/en/](https://www.who.int/features/qa/84/en/)
**## wk4pathorubrics.docx**
**NURS_6501_Week 4_Case Study_Assignment_Rubric**
| | | |
| — | — | — |
| NURS_6501_Week 4_Case Study_Assignment_Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeDevelop a 1-2 page case study analysis, examining the patient signs and symptoms presented in the case study. Discuss the primary pathophysiological processes and the significance for symptom development and diagnosis. | **30 to >27.0 ptsExcellent** The response discusses the primary pathophysiological processes, and the significance for symptom development and diagnosis in detail. The pathophysiology is accurate and responses show in depth critical thinking.<br> <br>**27 to >24.0 ptsGood** The response discusses the primary pathophysiological processes, significance for symptom development and the diagnosis in some detail. The pathophysiology is accurate and the responses show come critical thinking.<br> <br>**24 to >22.0 ptsFair** The response discusses the primary pathophysiological processes, significance for symptom development and diagnosis in a manner that is vague or inaccurate. The response is supported with explanations that are vague or based on inappropriate evidence or research.<br> <br>**22 to >0 ptsPoor** The response discusses the primary pathophysiological processes, the significance for symptom development and diagnosis in a manner that is vague and/or inaccurate or the description is missing. The response does not include rationales, has vague explanations or is based on inappropriate or no evidence or research. | 30 pts |
| This criterion is linked to a Learning OutcomeDescribe the role genetic mutations play in the development of the disease and the risk factors that make the patient more susceptible to the disease. | **30 to >27.0 ptsExcellent** The response includes an accurate, complete, detailed and specific analysis of the genes/risk factors that are associated with the development of the disease.<br> <br>**27 to >24.0 ptsGood** The response includes an accurate analysis of the genetics and risk factors that may be associated with the development of the disease. Response does not fully address all factors.<br> <br>**24 to >22.0 ptsFair** The response includes a vague or inaccurate analysis of the genetics/risk factors that are associated with the development of the disease.<br> <br>**22 to >0 ptsPoor** The response includes a vague or inaccurate analysis of the genetics/risk factors that are associated with the development of the disease and/or portions are missing. | 30 pts |
| This criterion is linked to a Learning OutcomeExplain any racial/ethnic variables that may impact physiological functioning. Explain factors in the patient's history and lifestyle that could have contributed to the development of the disease process. | **25 to >22.0 ptsExcellent** The response includes an accurate, complete, detailed and specific explanation of racial/ethnic variables that may impact physiological functioning. Explain factors in the patient's history and lifestyle that could have contributed to the development of the disease. Content is supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**22 to >19.0 ptsGood** The response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning. Explains factors in the patient's history and lifestyle that could have contributed to the development of the disease. Content is supported by evidence and/or research, as appropriate, to support the explanation.<br> <br>**19 to >17.0 ptsFair** The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning. A vague or inaccurate explanation of factors in the patient's history and lifestyle that could have contributed to the development of the disease and/or explanations based on inappropriate evidence/research.<br> <br>**17 to >0 ptsPoor** The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning. A vague or inaccurate explanation of factors in the patient's history and lifestyle that could have contributed to the development of the disease, or the explanations are based on inappropriate or no evidence/research. | 25 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. Content is supported by at least 3 current evidence-based sources. Body of paper is no more than 2 pages in length. | **5 to >4.0 ptsExcellent** Paragraphs and sentences follow writing standards for flow, continuity, and clarity. Content is supported by 3 current evidence-based sources which have been submitted with the assignment. Body of the paper is no more than 2 pages in length.<br> <br>**4 to >3.0 ptsGood** Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Some content is supported by 3 current evidence-based sources. Body of paper is no more than 2 pages.<br> <br>**3 to >2.0 ptsFair** Paragraphs and sentences follow writing standards for flow, continuity and clarity 60%-79% of the time. Some content is supported by at least 2 current evidence-based sources. Body of paper is longer than 2 pages.<br> <br>**2 to >0 ptsPoor** Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No content is supported by current evidence-based sources. | 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 ptsExcellent** Uses correct grammar, spelling, and punctuation with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) grammar, spelling, and punctuation errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) grammar, spelling, and punctuation errors.<br> <br>**2 to >0 ptsPoor** Contains 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 ptsExcellent** Uses correct APA format with no errors.<br> <br>**4 to >3.0 ptsGood** Contains a few (1 or 2) APA format errors.<br> <br>**3 to >2.0 ptsFair** Contains several (3 or 4) APA format errors.<br> <br>**2 to >0 ptsPoor** Contains many (≥ 5) APA format errors. | 5 pts |
Total Points: 100