NURS 6051 An infection by a disease causing microorganisms often lead to alteration in the cellular responses
NURS 6051 An infection by a disease causing microorganisms often lead to alteration in the cellular responses
An infection by a disease causing microorganisms often lead to alteration in the cellular responses. The alteration in the cellular responses result in the development of signs and symptoms that guide the development of diagnoses and treatment plans. The cellular responses also reflect the active role that innate and acquired immunity plays in preventing individuals from a disease. The management of diseases relies on the use of interventions such as prescription of pharmacological agents. Patient factors must be considered in the prescription of drugs to minimize the risk of adverse events. Therefore, this paper examines a case study to evaluate the role of genetics, presentation of signs and symptoms and influence of age on the selected patient assignment.
The use of nursing theories is critical to patient care because of the different purposes that they serve. Nursing theories assist in informing every interaction between nurses and patients. Through defining the features of the nurse-patient interaction, these theories shape how nurses develop relationships with patients (Wei et al., 2019). The purpose of most nursing theories is to help nurses identify care needs among patients, articulate what they can do for patients and why they do it, and determine the kind of information to collect to develop care plans. Through theories, nurses can comprehend and evaluate health situations, explain and anticipate certain responses from patients and map out objectives and anticipated outcomes (Bahabadi et al., 2020). These theories also help nurses determine the interventions to deliver, best practices, and selection of productive areas for research. The implication is that nursing theories are fundamental to quality care provision as they help nurses to possess background propositions to offer the best care.
The Role of Genetics in the Disease
Recurrent sore throat is a common health problem in children. Streptococcus group A bacteria causes this health problem and is often associated with genetics (Zupin et al., 2016). Accordingly, the existence of genetic variations in the HLA region have been linked to the recurrence in sore throat. The variations in the HLA region of the genes have been shown to cause gene mediated interaction with the bacteria causing sore throat (Tian et al., 2017). The genetic variation in the HLA region has also been shown to alter the normal innate as well as acquire defense systems towards the bacterial infection (Pearce et al., 2020). The influence of genetics in sore throat can also be seen in the recurrence of the disease in twins. The recurrence of sore-throat related infections such as tonsillitis in identical twins is almost similar while the rate of recurrence varies in dizygotic twins. Due to this, scholars argue that about 60% of sore throat recurrence in children is associated with environmental exposures while the rest occurs due to environmental exposure. Similar findings can be seen in the study by Bager et al., (2018) where the researchers found the recurrence of severe tonsillitis to be highly linked to genetic factors. The authors found that the influence of genetics on the development of severe tonsillitis did not depend on patient’s age and sex. Therefore, genetics play a role in the recurrence of the sore throat infections.
Why Patient is presenting with the Specific Symptoms
The signs and symptoms that the patient presented with to the hospital is attributed to the changes in the cellular response processes. The invasion of the body with Streptococcus group A bacteria stimulates immune response that is characterized by the secretion of pus as well as reddening and inflammation of the tonsils. The production of pus arises from the release of inflammatory cells in response to the infection to fight the bacteria. As a result, the clinical symptoms of sore throat develop due to the accumulation of the fibronectin-binding proteins in the pharynx. The symptoms that the patient reported following ingestion of amoxicillin were attributed to allergic reactions to antibiotics. The symptoms show that the ingestion of amoxicillin led to the stimulation of the immune system to release IgE. The release of IgE increased the secretion of inflammatory cells such as interleukins and cytokines. The result of these processes is that massive inflammation occurred leading to vomiting, nausea, fast heart rate, difficulty in breathing, wheezing, swelling of the face and lips and shock. These symptoms are the signs or allergic response to an allergen such as drug or environmental pollutant.
Physiologic Response to Stimuli
A number of signs and symptoms in the case study demonstrate the patient’s response to stimuli. The signs and symptoms include the reddening of the posterior pharynx alongside the enlargement of the tonsils 3+. The assessment also revealed posterior and anterior cervical adenopathy, which imply immune response to the infection. A rapid strep test also confirmed the positive diagnosis of streptococcus group A bacteria (Volavšek, 2016). These symptoms were experienced due to the patient’s acquired and innate response to the infection.
Cells and Cellular Mediators
The cellar mediators that were involved in the response to the infection include prostaglandins E2m chemokines, leukotriene B4, eicosanoids, antimicrobial peptides, and cytokines that enhanced the inflammatory processes. The cells that were involved in the response include macrophages, neutrophils, epithelial, mast, and dendritic cells. The mediated actions of these cells and the cellular response mechanisms led to the development of the signs and symptoms of the disease as well as recovery from it (Kırmusaoğlu, 2018). The response to infection by the cells also led to the symptoms seen in the allergic reaction to amoxicillin.
Effect of Age on Response
The response to Streptococcus group A bacterial infections vary with age. Unlike children, adults are least likely to be affected by the infection. The symptoms of the infection are also less severe in adults than in children. The differences in the response is attributed to the influence of immune system development in adults than in children (Chanmugam et al., 2016). Therefore, healthcare providers should make treatment decisions with a consideration of the age of the patients to minimize the risk of adverse drug events.
References
Bager, P., Corn, G., Wohlfahrt, J., Boyd, H. A., Feenstra, B., & Melbye, M. (2018). Familial aggregation of tonsillectomy in early childhood and adolescence. Clinical Epidemiology, 10, 97–105. https://doi.org/10.2147/CLEP.S148575
Chanmugam, A. S., Bissonette, A., Rothman (MD), R., Desai, S. V., & Putman, S. B. (2016). Infectious Diseases Emergencies. Oxford University Press.
Kırmusaoğlu, S. (2018). Bacterial Pathogenesis and Antibacterial Control. BoD – Books on Demand.
Pearce, S., Bowen, A. C., Engel, M. E., Lande, M. de la, & Barth, D. D. (2020). The incidence of sore throat and group A streptococcal pharyngitis in children at high risk of developing acute rheumatic fever: A systematic review and meta-analysis. PLOS ONE, 15(11), e0242107. https://doi.org/10.1371/journal.pone.0242107
Tian, C., Hromatka, B. S., Kiefer, A. K., Eriksson, N., Noble, S. M., Tung, J. Y., & Hinds, D. A. (2017). Genome-wide association and HLA region fine-mapping studies identify susceptibility loci for multiple common infections. Nature Communications, 8(1), 599. https://doi.org/10.1038/s41467-017-00257-5
Volavšek, M. (2016). Head and Neck Pathology. Springer International Publishing.
Zupin, L., Angelelli, F., Grasso, D., & Crovella, S. (2016). Lactoferrin gene polymorphisms in Italian patients with recurrent tonsillitis. International Journal of Pediatric Otorhinolaryngology, 88. https://doi.org/10.1016/j.ijporl.2016.07.002
Cells are sometimes referred to as the “building blocks” of life in biology metaphors. Understanding cells, cellular behavior, and the influence of the environment in which they operate is a legitimate focus of this research.
An understanding of how cell activity contributes to good health can be explained by this perspective. This is essential because it sheds light on how cellular malfunctions and mutations result in health problems.
Examine cellular mechanisms that can be affected by disease this week. There are a number of factors to consider when looking at how genetic settings affect disease.
Learning Objectives
Students will:
- Evaluate cellular processes and alterations within cellular processes
- Evaluate the impact of the genetic environment on disease
Learning Resources
Required Readings (click to expand/reduce)
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
- Chapter 1: Cellular Biology; Summary Review
- Chapter 2: Altered Cellular and Tissue Biology: Environmental Agents (pp. 46-61; begin again with Manifestations of Cellular Injury pp. 83-97); Summary Review
- Chapter 3: The Cellular Environment: Fluids and Electrolytes, Acids, and Bases
- Chapter 4: Genes and Genetic Diseases (stop at Elements of formal genetics); Summary Review
- Chapter 5: Genes, Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases); Summary Review
- Chapter 7: Innate Immunity: Inflammation and Wound Healing
- Chapter 8: Adaptive Immunity (stop at Generation of clonal diversity); Summary Review
- Chapter 9: Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary Review
- Chapter 10: Infection (pp. 289–303; stop at Infectious parasites and protozoans); (start at HIV); Summary Review
- Chapter 11: Stress and Disease (stop at Stress, illness & coping); Summary Review
- Chapter 12: Cancer Biology (stop at Resistance to destruction); Summary Review
- Chapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle factors); Summary Review
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Module 1 Overview
Review the structure of Module 1 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Discussion and Assignment. (4m)
Foundational Concepts of Cellular Pathophysiology – Week 1 (14m)
Immunity and Inflammation
Note: The approximate length of the media program is 14 minutes.
Note: The approximate length of the media program is 37 minutes.
Acid-Base Balance #1
Note: The approximate length of the media program is 13 minutes.
Acid-Base Balance #2
Note: The approximate length of the media program is 15 minutes.
Hyponatremia
Note: The approximate length of the media program is 15 minutes.
Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children
In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base balance.
Note: To access the online resources included with the text, you need to complete the FREE online registration that is located at https://evolve.elsevier.com/cs/store?role=student
To Register to View the Content
- Go to https://evolve.elsevier.com/cs/store?role=student
- Enter the name of the textbook, Pathophysiology: The Biologic Basis for Disease in Adults and Children, or ISBN 9780323654395 (name of text without the edition number) in the Search textbox.
- Complete the registration process.
To View the Content for This Text
- Go to https://evolve.elsevier.com/
- Click on Student Site.
- Type in your username and password.
- Click on the Login button.
- Click on the plus sign icon for Resources on the left side of the screen.
- Click on the name of the textbook for this course.
- Expand the menu on the left to locate all the chapters.
- Navigate to the desired content (checklists, videos, animations, etc.).
Note: Clicking on the URLs in the APA citations for the Resources from the textbook will not link directly to the desired online content. Use the online menu to navigate to the desired content.
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6501_Discussion_Rubric
| Excellent | Good | Fair | Poor | ||
| Main Posting | Points Range: 45 (45%) – 50 (50%)
Answers all parts of the Discussion question(s) with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources. Supported by at least three current, credible sources. Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
Points Range: 40 (40%) – 44 (44%)
Responds to the Discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module. At least 75% of post has exceptional depth and breadth. Supported by at least three credible sources. Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
Points Range: 35 (35%) – 39 (39%)
Responds to some of the Discussion question(s). One or two criteria are not addressed or are superficially addressed. Is somewhat lacking reflection and critical analysis and synthesis. Somewhat represents knowledge gained from the course readings for the module. Post is cited with two credible sources. Written somewhat concisely; may contain more than two spelling or grammatical errors. Contains some APA formatting errors. |
Points Range: 0 (0%) – 34 (34%)
Does not respond to the Discussion question(s) adequately. Lacks depth or superficially addresses criteria. Lacks reflection and critical analysis and synthesis. Does not represent knowledge gained from the course readings for the module. Contains only one or no credible sources. Not written clearly or concisely. Contains more than two spelling or grammatical errors. Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | Points Range: 10 (10%) – 10 (10%)
Posts main post by Day 3. |
Points Range: 0 (0%) – 0 (0%)
N/A |
Points Range: 0 (0%) – 0 (0%)
N/A |
Points Range: 0 (0%) – 0 (0%)
Does not post main post by Day 3. |
|
| First Response | Points Range: 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. |
Points Range: 15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
Points Range: 13 (13%) – 14 (14%)
Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
Points Range: 0 (0%) – 12 (12%)
Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. |
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| Second Response | Points Range: 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings. Provides clear, concise opinions and ideas that are supported by at least two scholarly sources. Demonstrates synthesis and understanding of Learning Objectives. Communication is professional and respectful to colleagues. Responses to faculty questions are fully answered, if posed. Response is effectively written in standard, edited English. |
Points Range: 14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings. Communication is professional and respectful to colleagues. Responses to faculty questions are answered, if posed. Provides clear, concise opinions and ideas that are supported by two or more credible sources. Response is effectively written in standard, edited English. |
Points Range: 12 (12%) – 13 (13%)
Response is on topic and may have some depth. Responses posted in the Discussion may lack effective professional communication. Responses to faculty questions are somewhat answered, if posed. Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
Points Range: 0 (0%) – 11 (11%)
Response may not be on topic and lacks depth. Responses posted in the Discussion lack effective professional communication. Responses to faculty questions are missing. No credible sources are cited. |
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| Participation | Points Range: 5 (5%) – 5 (5%)
Meets requirements for participation by posting on 3 different days. |
Points Range: 0 (0%) – 0 (0%)
N/A |
Points Range: 0 (0%) – 0 (0%)
N/A |
Points Range: 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
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| Total Points: 100 | |||||