N 510 Module 3: Assignment

N 510 Module 3: Assignment

N 510 Module 3: Assignment
N 510 Module 3: Assignment:
Exercises: 

Create a table differentiating the types of anemia, their clinical presentations, causes, and diagnostic tests.
What compensatory measures does the body employ in an attempt to restore cardiac output? What are the effect of these compensatory measures?
Discuss the difference between right-sided and left-sided HF, their causes, clinical presentations, and diagnostic tests.
How do the clinical presentations, prognosis, and management of acute and chronic leukemia differ?

Case Study:

Complete Case Study #5 (hypertension) in the Bruyere textbook.

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Write an essay on your choice of the following topics:

Left-sided heart failure
Hypertension

The essay should contain at least two scholarly sources in addition to the textbook.  It should cover the following points:

Explain the pathophysiology of the disease
Discuss common clinical manifestations
List differential diagnoses
Determine which lab tests would confirm the diagnosis and expected results
Analyze a current protocol for treatment and discuss how the treatment works from the pathophysiological perspective

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N 510 Module 3: Assignment
A table differentiating the types of anemia, their clinical presentations, causes, and diagnostic tests

Type of anemia
Clinical presentation
Causes
Diagnostic tests

Iron deficiency anemia
Fatigue
Weakness
Dizziness
Shortages of breath
Low amount of iron level as a result of cases such as long menstrual period
Complete blood test for investigation of the level of hemoglobin and platelets (Padalino et al., 2016)

Vitamin deficiency anemia
A tingling feeling in the legs
Cold hands and cold feet
Fast and irregular heart beats
Result from lack of enough amount of folate
Blood test for the detection of abnormal cells that show that one has deficiency of anemia

Anemia from chronic diseases
Headaches
Swelling of the tongue
Having brittle nails
Occur due to the disruption of the production of certain blood cells such as the red blood cells
Blood test to detect any infection

 
What compensatory measures does the body employ in an attempt to restore cardiac output? What are the effect of these compensatory measures? 
Rikkert et al. (2016) opine that as a result of a heart failure there may be a challenge in the process of pumping blood and the body may end up having an insufficient amount of oxygen. In an occurrence of this scenario, there is a belief by the body or lack of enough body fluid. This is made compensated by the increase in the blood pressure and the level of salt and water in the body and increasing the heart rate.
In this case, the body tries to compensate for the occurrence of a challenge in the process of circulation of blood. However, this will result in various impacts on the operation of the body. This is attributed to the fact that one will end up having high blood pressure as a result of the increase. In addition, one will have a challenge in the abnormal heart rate and this may even result in an anemic situation.
N 510 Module 3: Assignment RUBRIC

Topic is inappropriate to assignment, inaccurate understanding of concepts, unclear and difficult to understand; does not address many assignment requirements. Information has weak or no connection to the assignment topic.

21 points
Topic is mostly covered and appropriate to assignment, but does not adequately demonstrate accurate understanding of concepts; mostly clear and understandable; lacks some of the requirements of the assignment description and/or provides little detail; Information relates to the main topic, but few details and/or examples are given.

24 points
Topic is covered completely and appropriate to assignment; overview of key concept dimensions is evident; clear and understandable; addresses all of the requirements of the assignment description, with adequate attention to detail.

30 points
In-depth coverage of topic; outstanding clarity and explanation of concepts demonstrated in information presented; approaches assignment with depth and breadth, without redundancy, using clear and focused details.

24 / 30
Organization Weight: 25%

0 points
Organization is confusing and interferes with reader’s ability to follow ideas.  Weak or no introduction of topic or purpose is unclear, weak, or missing. Conclusion lacks a summary of topic, or is missing or irrelevant.

17.5 points
Ideas are sometimes disorganized or irrelevant; Flow is sometimes choppy; somewhat clear organization. Basic introduction that states topic but is presented in an uninteresting way. Conclusion contains basic summary of topic without final concluding ideas, may inappropriately introduces new information.

20 points
Structures ideas in a coherent, organized order that has good flow and an obvious framework.  Proficient introduction that is interesting and states topic.  Conclusion contains good summary of topic with credible concluding ideas and introduces no new information.

25 points
Exceptionally clear, logical, mature, and thorough organization permitting smooth flow of ideas; Introduction that grabs interest of reader and states topic in clear, unambiguous terms.  Excellent concluding summary with succinct and precise ideas that impact reader.

25 / 25
Logic/Argument Weight: 15%

0 points
Demonstrates little logical reasoning for the claims and thoughts within assignment; Many claims are weak or illogical.

10.5 points
Lacks some logical reasoning for the claims and thoughts within the assignment; Some claims are weak.

12 points
Uses solid logical reasoning for the claims and thoughts within the assignment.

15 points
Provides exemplary logical reasoning for the claims and thoughts within the assignment.

15 / 15
Support Weight: 20%

0 points
Lacks support; Uses poor sources for references; Citations lack credibility, relevance, or academic quality or are not current; Does not meet the minimum number of required citations in assignment description.  APA format and style are not evident.

14 points
Provides weak support or not enough support; Citations are not consistently credible, current, relevant or academic; Meets the minimum number of required citations in assignment description   Missing APA elements; in-text citations, where necessary, are used but formatted inaccurately and not referenced.

16 points
Provides sufficient support with credible, current, relevant academic citations; Meets the minimum number of required citations in assignment description. ; In-text citations and a reference page are present with few format errors. Mechanics of writing are reflective of APA style.

20 points
Provides very strong support from credible, current, relevant, academic citations; Meets or exceeds the minimum number of required citations in assignment description.  Accurate citations and references are presented. No APA errors are evident.

20 / 20
Quality of Written Communication Weight: 10%

0 points
Style and voice inappropriate or do not address given audience, purpose, etc. Word choice is excessively redundant, clichéd, and unspecific. Inconsistent grammar, spelling, punctuation, and paragraphing. Surface errors are pervasive enough that they impede communication of meaning.

7 points
Style and voice are somewhat appropriate to given audience and purpose. Word choice is often unspecific, generic, redundant, and clichéd. Repetitive mechanical errors distract the reader. Inconsistencies in language, sentence structure, and/or word choice are present.

8 points
Style and voice are appropriate to the given audience and purpose. Word choice is specific and purposeful, and somewhat varied throughout. Minimal mechanical or typographical errors are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used.

10 points
Style and voice are not only appropriate to the given audience and purpose, but also show originality and creativity. Word choice is specific, purposeful, dynamic and varied. Free of mechanical and typographical errors. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.

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