NUR 502 Module 3 Discussion
ST. Thomas University NUR 502 Module 3 Discussion-Step-By-Step Guide
This guide will demonstrate how to complete the ST. Thomas University NUR 502 Module 3 Discussion assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NUR 502 Module 3 Discussion
Whether one passes or fails an academic assignment such as the ST. Thomas University NUR 502 Module 3 Discussion depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NUR 502 Module 3 Discussion
The introduction for the ST. Thomas University NUR 502 Module 3 Discussion is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NUR 502 Module 3 Discussion
After the introduction, move into the main part of the NUR 502 Module 3 Discussion assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NUR 502 Module 3 Discussion
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NUR 502 Module 3 Discussion
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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Sample Answer for NUR 502 Module 3 Discussion
Severity of D.R. asthma attack
D.R. is having a moderate persistent asthma attack. The peak flow measures have ranged from 65-70% of his baseline for the last three days. He has experienced night-time symptoms for three nights, and his symptoms do not respond to his usual albuterol nebulizer therapy despite its frequent use.
Common asthma triggers
Gauthier and Charpin (2017) classified the common asthma triggers as allergenic and nonallergenic. Allergenic triggers include mold, animal droppings such as rodents and cockroaches, dust mites, animal hair and dander, and pollen. Nonallergenic triggers include infections, air pollutants, meteorological conditions, physical activity, and some medications.
Respiratory infections such as the common cold and influenza virus infections can trigger and exacerbate asthma attacks. Air pollutants or irritants from patients’ immediate environment, like tobacco smoke and particulate matter, can induce an asthma attack and significantly impede asthma control (Cevhertas et al., 2020). Dlugash and Story (2021) reported an association between asthma and exercise. It occurs mainly in children and resolves rapidly with rest. In addition, the literature showed evidence of asthma-inducing effects of medication such as aspirin (Cevhertas et al., 2020).
In D.R.’s case, respiratory infection and allergens seem to be the triggers for his asthma attack. D.R.’s complaints of cough, fatigue, stuffy nose, post-nasal drainage, and watery eyes are powerfully evocative of a respiratory infection, common cold, or allergic rhinitis that could have triggered his asthma attack.
Asthma etiologic factors
Asthma is the most common non-communicable respiratory disease. Chronic airway inflammation combined with airway hyperreactivity are mainstays in the development of asthma (Dlugash & Story, 2021). Research proposed that asthma is a disorder resulting from the interaction of environmental factors and patients’ genetic predispositions (Dharmage et al., 2019).
A genetic predisposition known as atopy causes hypersensitivity to allergens. Over 100 genes have been affected. These alterations lead to genetic immune dysregulation and hyperreactiveness. Exposure to environmental factors will trigger a cascade of immunologic and inflammatory reactions involving the secretion of inflammatory mediators, leukotrienes, prostaglandins, and cytokines (Bereda, 2022).
Other asthma phenotypes are not associated with atopy. Some examples are a high eosinophil levels condition more common in adults and the aspirin-exacerbated respiratory disease associated with drugs such as aspirin and non-steroidal anti-inflammatory drugs.
References
Bereda, G. (2022). Bronchial asthma: Etiology, pathophysiology, diagnosis and management. Austin J Pulm Respir Med., 9(1), 1085.
Cevhertas, L., Ogulur, I., Maurer, D.J. et al. (2020). Advances and recent developments in asthma in 2020. Allergy, 75, 3124–3146. https://doi.org/10.1111/all.14607
Dharmage, S. C., Perret, J. L., Custovic, A. (2019). Epidemiology of asthma in children and adults. Frontiers in Pediatrics,7. DOI=10.3389/fped.2019.00246 https://www.frontiersin.org/articles/10.3389/fped.2019.00246
Dlugash, L. & Story, L. (2021). Applied pathophysiology for the advanced Nurse Practitioner. Jones and Bartlett Learning.
Gautier, C., & Charpin, D. (2017). Environmental triggers and avoidance in the management of asthma. Journal of asthma and allergy, 10, 47–56. https://doi.org/10.2147/JAA.S121276
Sample Answer 2 for NUR 502 Module 3 Discussion
Fluid, Electrolyte, and Acid-Base Homeostasis
Ms. Brown’s water and electrolyte imbalance
Ms. Brown’s admission laboratory values showed elevated serum glucose, sodium, potassium, and chloride levels. These values may result from dehydration secondary to osmotic diuresis caused by hyperglycemia. In addition, a fluid deficit may come from insensible loss from respiration, her severe cough, and decreased water intake, as the patient could not intake water or food. These laboratory values are consistent with a hypertonic imbalance.
Types of water imbalance
Water imbalances result from changes in the body fluids. Two major types of water imbalances are fluid excess and fluid deficit. Fluid excesses include hypervolemia, when fluids increase in the intravascular space, and edema when fluid shifts to the interstitial space. The clinical manifestations range from confusion, anxiety, irritability, and generalized or localized edema to hypertension, headaches, tachycardia, dyspnea, crackles, pleural effusion, ascites, and weight gain (Dlugash & Story, 2021)
Hypovolemia, also called dehydration, entails a decrease of fluid in the intravascular space, most likely related to a deficit in sodium with water loss. Yan et al. (2023) described the signs and symptoms of fluid deficit as water depletion with intense thirst sensation, dry oral mucosa, decreased skin turgor, weight loss, oliguria, hypotension, dizziness, tachycardia, and altered level of consciousness.
These changes in body fluids may also cause concentration or dilution of the electrolytes. They are isotonic when the water loss equals the electrolytes loss, hypertonic when water loss is more significant than electrolytes loss, and hypotonic when the electrolytes shift is more significant.
Hyperkalemia
Hyperkalemia refers to high potassium blood levels. Average values of potassium range from 3.5 to 5.0 mEq/L. Ms. Brown has a potassium level of 5.6. Therefore, she has hyperkalemia.
According to Dlugash and Story (2021), potassium plays a crucial role in maintaining several body systems, such as cardiac, respiratory, central nervous system, and gastrointestinal. Any changes in the potassium value yield manifestations in those systems. The most common manifestations are neuromuscular, such as paresthesia, muscle cramps, flaccid paralysis, hyper-reflexivity, and weakness.
Hyperkalemia is associated with cardiac symptoms: electrocardiogram changes, dysrhythmias, and cardiac arrest. Patients with electrolyte disorders may experience respiratory depression, respiratory arrest, and diaphragm weakness. Gastrointestinal symptoms include nausea, vomiting, diarrhea, and cramping (Dlugash & Story, 2021).
Water and electrolyte imbalance treatment
Based on Ms. Brown’s history and laboratory values, she is in a hypertonic dehydration state with metabolic acidosis. Correcting the fluid deficit with an isotonic solution is the most appropriate treatment. Dextrose Water 5% will provide 1 liter of free water for each liter of solution with no addition of sodium (Lobo et al., 2022).
In addition, the HCP should address the cause of the imbalance and manage the hyperglycemia and the associated electrolyte imbalance (hypernatremia, hyperkalemia, and hyperchloremia). Glucose level regulation will stop the osmotic diuresis and progressively decrease the sodium levels, resulting in a fluid shift into the intracellular space and restoring homeostasis.
Arterial Blood Gases (ABGs) interpretation
The ABG values indicate metabolic acidosis. The pH is more acidic as it is lower than the normal values range, most likely caused by decreased blood bicarbonate (HCO3) concentration. The decrease of PaCO2 indicates a partial compensation from the lungs to restore the acid-base balance.
Anion Gaps clinical significance
Dlugash and Story (2021) defined anion gaps as the difference between the positively charged ions, such as sodium and potassium, and the negatively charged ions, like chloride and bicarbonate, in the organism. Anion gaps represent deviations from homeostatic state values. For instance, positive anion gap values accompany electrolyte abnormalities such as ketoacidosis, lactic acidosis, and drug toxicity.
The cause for the negative anion gap value is not well defined. However, in studies, negative anion gaps are identified in critically ill patients (Laakman & Krasowski, 2021). In addition, the authors asserted that anion gaps help determine acid-base disorders and the appropriate interventions to correct electrolyte concentration and restore homeostasis.
References
Dlugash, L. & Story, L. (2021). Applied pathophysiology for the advanced Nurse Practitioner. Jones and Bartlett Learning.
Laakman, J. & Krasowski, M. (2021). Frequency and clinical significance of negative Anion Gap values in an academic medical center population. American Journal of Clinical Pathology, 156(1), S16–S17, https://doi.org/10.1093/ajcp/aqab189.029
Lobo, D. N., Lewington, A. J., & Allison, S. P. (2022). Basic concepts of fluid and electrolyte therapy (2nd ed).Dileep N. Lobo | Andrew J. P. Lewington | Simon P. Allison. https://nottingham-repository.worktribe.com/output/18520015
Yun, G., Baek, S. H., Kim, S. (2023). Evaluation and management of hypernatremia in adults: Clinical perspectives. The Korean Journal of Internal Medicine,38(3), 290-302. DOI: https://doi.org10.3904/kjim.2022.346