NURS 6531 i-Human Case Study: Evaluating and Managing Integumentary Conditions
NURS 6531 i-Human Case Study Evaluating and Managing Integumentary Conditions
This course will require you to complete a series of case studies using the i-Human software application. The i-Human Patients (IHP) Case Player enables you to interact with virtual patients for the purpose of learning patient-assessment and diagnostic-reasoning skills. With IHP, you will be able to independently interview, examine, diagnose, and treat virtual patients and receive expert feedback on your performance.
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The integumentary system is susceptible to a variety of diseases, conditions, and injuries, ranging from the bothersome but relatively innocuous bacterial or fungal infections that are categorized as disorders to skin cancer and severe burns, which can be life-threatening.
For this Case Study Assignment, you will examine your first case study and work with a patient with an integumentary condition. You will formulate a differential diagnosis, evaluate treatment options, and then create an appropriate treatment plan for the patient.
To prepare:
Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with integumentary conditions.
Access i-Human from this week’s Learning Resources and review this week’s i-Human case study. Based on the provided patient information, think about the health history you would need to collect from the patient.
Consider what physical exams and diagnostic tests would be most appropriate to gather more information about the patient’s condition.
Reflect on how the results would be used to make a diagnosis.
Identify three to five possible conditions that may be considered in a differential diagnosis for the patient.
Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with integumentary conditions.
Assignment
As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the i-Human Graduate Programs Help link within the i-Human platform.
By Day 7
Complete your Assignment in i-Human.
Submission and Grading Information
To submit your completed Assignment for review and grading, do the following:
Please save your Assignment using the naming convention “WK2Assgn+last name+first initial.(extension)” as the name.
Click the Week 2 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 2 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK2Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.
NRNP_6531_Week2_Assignment_Rubric
Grid View
List View
Novice Competent Proficient
HPI statement
Points Range: 0 (0%) – 5 (5%)
Poorly written HPI statement. Incomplete ideas and sentences. Lacks basic history taking skills
Points Range: 6 (6%) – 10 (10%)
Well written HPI statement but may be missing 1-2 key components from the history
Points Range: 11 (11%) – 15 (15%)
Clearly written HPI statement with comprehensive information gathering from case questions.
History
Points Range: 0 (0%) – 6 (6%)
Incomplete history missing 3 or more aspects of the OLDCARDS critical to patient’s diagnosis.
Points Range: 7 (7%) – 8 (8%)
Fairly complete history covering most of the requirements but may be missing 1-2 aspects of OLDCARDS critical to patient’s diagnosis.
Points Range: 9 (9%) – 10 (10%)
Complete history covering all critical components of a focus exam. Includes all aspects of OLDCARDS
Physical Exam
Points Range: 0 (0%) – 6 (6%)
Incomplete physical examination. May be missing 3 or more key exam findings that are critical to patient’s diagnosis.
Points Range: 7 (7%) – 8 (8%)
Fairly complete physical examination but may be missing 1-2 key exam findings critical to patient’s diagnosis.
Points Range: 9 (9%) – 10 (10%)
Complete physical examination covering all critical components of a focus exam.
Testing
Points Range: 0 (0%) – 6 (6%)
Includes 3 or more inappropriate exams or tests. May include contraindicated testing.
Points Range: 7 (7%) – 8 (8%)
Tests ordered are generally apprropriate. May include 1-2 unnecessary exams or tests.
Points Range: 9 (9%) – 10 (10%)
Tests that are ordered are appropriate for patient and cost effective.
Differential Diagnosis Summary
Points Range: 0 (0%) – 9 (9%)
Primary diagnosis may be wrong.Differential diagnosis list too brief and inconclusive. May be missing 3 or more critical components.
Points Range: 10 (10%) – 14 (14%)
Correct primary diagnosis identified. Well written differential diagnoses. May be missing 1-2 critical components. Priority list may be out of order
Points Range: 15 (15%) – 20 (20%)
Primary diagnosis identified. Clearly written differential diagnoses.
Plan for patient
Points Range: 0 (0%) – 15 (15%)
Poorly written plan. May be missing 3 or more key issues that are critical to patient’s diagnosis.
Points Range: 16 (16%) – 25 (25%)
Well written plan but may be missing 1-2 key issues critical to patient’s diagnosis.
Points Range: 26 (26%) – 30 (30%)
Clearly written plan covering all critical components for patient’s final diagnosis.
Exercises
Points Range: 0 (0%) – 2 (2%)
Correctly answered 0-69% of the clinical questions.
Points Range: 3 (3%) – 4 (4%)
Correctly answered 70-89% of the clinical questions.
Points Range: 0 (0%) – 5 (5%)
Correctly answered 90-100% of the clinical questions.
Total Points: 100
Name: NRNP_6531_Week2_Assignment_Rubric
Spirituality is the way to find meaning, hope, comfort, and inner peace in life. Many people find spirituality through religion. Some people find it through music, art, or a connection with nature. Others find it in their values and principles. Spirituality involves the recognition of a feeling or sense or belief that there is something greater than myself, something more to being human than sensory experience, and that the greater whole of which we are part is cosmic or divine in nature.
Healthy spirituality gives a sense of peace, wholeness, and balance among the physical, emotional, social, and spiritual aspects of our lives. However, for most people, the path to such spirituality passes through struggles and suffering and often includes experiences that are frightening and painful. Positive beliefs, comfort, and strength gained from religion, meditation, and prayer can contribute to well-being. It may even promote healing. Improving your spiritual health may not cure an illness, but it may help you feel better.
Patients who are spiritual may utilize their beliefs in coping with illness, pain, and life stresses. Some studies indicate that those who are spiritual tend to have a more positive outlook and a better quality of life (Bogue, 2020).
Similar to other caring activities and procedures, spiritual care improves people’s spiritual well-being and performance as well as the quality of their spiritual life. Spiritual care has positive effects on individuals’ stress responses, and spiritual well-being such as the balance between physical, psychosocial, and spiritual aspects of self, a sense of integrity and excellence, and interpersonal relationships. Spiritual well-being is important for an individual’s health potential and the experience of illness/hospitalization can threaten the optimum achievement of this potential. Professional nursing embraces spiritual care as a dimension of practice.
Nurses’ practice patterns in the area of spiritual care can be grouped into two categories including religious and nonreligious interventions. Religious interventions include treating patients’ religious beliefs without prejudice, providing them with opportunities for connecting with God and expressing their values and beliefs, helping them practice their religion, and referring them to clerical and religious leaders (O’Brien, et al., 2019). Nonreligious interventions include nurses’ presence for patients and their families, making direct eye contact when communicating with patients, sympathizing with patients and their families, listening to patients and their families attentively, and having love and enthusiasm for patients.
Although spiritual care is meant to help people, I frequently gain as a nurse. Interpersonal trust and a connection with the patient require high emotional intelligence. It’s important to realize that spirituality isn’t always theological care (Ross et al., 2018). Whereas the healthcare industry easily incorporates spirituality into therapy, spiritual care is essential in all sectors of operation. For the sake of our clients, we as caregivers must respect spiritual support, learn the required skills, and schedule time to satisfy these needs.
References
Bogue, D. W., & Hogan, M. (2020). Practicing dignity: An introduction to Christian values and decision making in Health Care. Retrieved from https://lc.gcumedia.com/phi413v/practicing-dignity-an-introduction-to-christian-values-and-decision-making-in-health-care/v1.1/#/chapter/1
O’Brien, M., Kinloch, K., Groves, K., & Jack, B. (2019, August 9). Meeting patients’ spiritual needs during end of life care: A qualitative study of nurses’ and healthcare professionals’ perceptions of spiritual care training. Edge Hill University. Retrieved from https://research.edgehill.ac.uk/en/publications/meeting-patients-spiritual-needs-during-end-of-life-care-a-qualit-2
Ross , L., McSherry, W., Giske, T., Van Leeuwen, R., Schep-Akkerman, A., Koslander, T., Hall, J., Ostergaard Steenfeldt , V., & Jarvis, P. (2018, August). Nursing and midwifery students’ perceptions of spirituality, spiritual care, and spiritual care competency: A prospective, Longitudinal, correlational European study. Nurse education today. Retrieved from https://pubmed.ncbi.nlm.nih.gov/29763841/