Relationship between Hypoglycemia and Addison's Disease

Concept Process Assignment Guidelines

All Rights Reserved

NR283_Concept_Process_Assignment_Guidelines_V5_SEP21 1

Purpose: To integrate and build on basic concepts in support of critical thinking.

Course outcomes: This assignment enables the student to meet the following course outcomes.

CO 1: Correlate lifestyle, environmental, and other influences with changes in levels of wellness. (POs 1

and 7)

CO 2: Explain the pathophysiologic processes of select health conditions. (PO 1)

CO 3: Predict clinical manifestations and complications for select disease processes. (POs 1 and 8)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment

Policy applies to this assignment.

Total points possible: 50 points

Preparing the assignment

 Select a pathophysiology concept (i.e., infection, mobility, perfusion, tissue integrity, cognition, intracranial regulation, hormonal regulation, glucose regulation, fluid and electrolytes, acid-base balance, cellular regulation, nutrition, gas exchange, pain, immunity, inflammation, elimination, and thermoregulation) for which you have not previously completed an active learning template (ALT). Some examples include but are not limited to

o Complete the three areas of the template to describe the pathophysiologic changes that occur within the body and what care the nurse may provide for clients experiencing the changes.

 Select a disease process (i.e., myocardial infarction, cerebrovascular accident, seizure, small bowel obstruction) from the current organ system you are studying, for which you have not previously completed an ALT.

The following provides an example of the 1-page Analysis to help clarify the assignment guidelines.

NOT FOR STUDENT SUBMISSION

Since the largest group to experience hip fractures are older adults, the normal changes that occur with aging place them at higher risk for complications of immobility and surgical repair of the fracture (for example: decreased muscle mass, decreased bone density, suppressed immune response, and loss of muscle strength and

flexibility). Immobility after a hip fracture (and surgical repair of the break) contributes to the following undesirable changes within the body.

 Deep vein thrombosis (DVT) occurs when blood pools in the lower extremity veins, which increases the risk of pulmonary embolism and compromised circulation and oxygenation.

 Muscle atrophy contributes to orthostatic hypotension when the smooth muscles of the venous system fail to contract when the client changes from a supine to an upright position.

 Loss of appetite due to inactivity, depression, boredom, or pain can contribute to weight loss and malnutrition impacting muscle mass and delaying healing.

 Use of an indwelling urinary catheter increases the risk for urinary tract infection.

 Calcium loss from long bones may lead to renal calculi and osteoporosis.

 Pressure and moisture to the skin increases the risk of pressure ulcers.

 If client unable to reposition themselves in bed, skin can break down increasing the chance for infection.

 Social isolation increases the risk of delirium and disorientation.

 When supine, the weight of the chest wall limits lung expansion and contributes to atelectasis.

 Blood redistribution and fluid shifts increase the risk for pulmonary edema.

 Pooling of secretions increases the risk for pneumonia and decreased gas exchange.

 Decreased weight bearing contributes to hormone imbalances.

Considering the concept of mobility with the systems disorder of a hip fracture, it is evident that the older adult is most at risk for not only experiencing a hip fracture but having one or more complications of immobility due to the injury, as well.

Patient-focused care should address pain management (pharmacologic and non-pharmacologic), promoting optimal respiratory status, and early movement with the help of physical therapy. As always, client safety should be incorporated into all care.

Grading Rubric: Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.

Assignment Section and

Required Criteria

(Points possible/% of total points available)

Highest Level of

Performance

High Level of

Performance

Satisfactory Level of

Performance

Unsatisfactory Level

of Performance

Section not

Presented in

Assignment

Basic Concept Active Learning Template

(15 points/30%) 15 points 13 points 12 points 6 points 0 points

Required criteria

1. Complete the entire template.

a. Student name

b. Concept

c. Related content

d. Underlying principles

e. Nursing interventions

2. Be ready to submit, present, and/or teach

this concept to others.

5 of 5 required criteria are

included.

4 of 5 required criteria are

included.

3 of 5 required criteria are

included.

1-2 of 5 required criteria

are included.

0 of 5 required criteria

are included.

Systems Disorder Active Learning Template

(15 points/30%) 15 points 13 points 12 points 6 points 0 points

Required criteria

1. Complete these sections

a. Student name

b. Disorder/Disease process

c. Alterations in health (diagnosis)

d. Pathophysiology Related to client

problem

e. Health promotion and disease

prevention

f. Risk factors

g. Expected findings

h. Laboratory tests

i. Diagnostic procedures

j. Safety considerations

9 of 9 required criteria are

included.

8 of 9 required criteria are

included.

7 of 9 required criteria are

included.

1-4 of 9 required criteria

are included.

0 of 9 required criteria

are included.

Analysis Paper

(15 points/30%) 15 points 13 points 6 points 0 points

Assignment Section and

Required Criteria

(Points possible/% of total points available)

Highest Level of

Performance

High Level of

Performance

Satisfactory Level of

Performance

Unsatisfactory Level

of Performance

Section not

Presented in

Assignment

Required criteria

1. Create a 1-page analysis describing how the

selected Basic Concept ALT relates to the

selected Systems Disorder ALT.

A strong connection and

correlation are made

between the selected

basic concept and the

selected system disorder.

Information was described and compared between the

basic concept and system disorder, but only a weak

correlation or connection was made between them.

Some information was

described and compared

between the basic

concept and system

disorder, but no

correlation or connection

was made between them.

Little information was

described and compared

between the basic

concept and system

disorder, and no

correlation or connection

or a wrong correlation or

connection was made

between them.

APA Formatting and Grammar

(5 points/10%) 5 points 4 points 2 points 0 points

1. Spelling is correct.

2. Grammar is correct.

3. Submission is legible.

4. Includes APA formatted reference list.

4 of 4 required criteria are

included.

3 of 4 required criteria are included. 1-2 of 4 required criteria

are included.

0 of 4 required criteria are

included.

Total for Assignment = 50 points