Genomes, Genetic Alterations, and Reproductive Disorders Reflection

Genomes, Genetic Alterations, and Reproductive Disorders Reflection

NR507

NR 507 DeVry Week 8 Discussions Latest

Week 8: Genomes, Genetic Alterations, and Reproductive Disorders Reflection

Reflect on personal and professional growth toward achieving competence as a family nurse practitioner. (PO 5, 10)

Reflect back over the past eight weeks and describe how the achievement of the course outcomes in this course have prepared you to meet the MSN program outcome #, MSN Essential VIII, and Nurse Practitioner Core Competencies # 1 Scientific Foundation Competencies

Program Outcome #4: Evaluate the design, implementation, and outcomes of strategies developed to meet healthcare needs (MSN Essentials III, IV, VIII). MSN Essential VIII: Clinical Prevention and Population Health for Improving Health

•Recognizes that the master’s-prepared nurse applies and integrates broad, organizational, client-centered, and culturally appropriate concepts in the planning, delivery, management, and evaluation of evidence-based clinical prevention and population care and services to individuals, families, and aggregates/identified populations.

Nurse Practitioner Core Competencies # 1 Scientific Foundation Competencies

1. Critically analyzes data and evidence for improving advanced nursing practice.

2. Integrates knowledge from the humanities and sciences within the context of nursing science.

3. Translates research and other forms of knowledge to improve practice processes and outcomes.

4. Develops new practice approaches based on the integration of research, theory, and practice knowledge.

NR 507 Discussions Latest

Discussion Part One

This week’s graded topics relate to the following Course Outcomes (COs).

1 Analyze pathophysiologic mechanisms associated with selected disease states. (PO 1)

2 Differentiate the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of specific disease processes. (PO 1)

3 Examine the way in which homeostatic, adaptive, and compensatory physiological mechanisms can be supported and/or altered through specific therapeutic interventions. (PO 1, 7)

4 Distinguish risk factors associated with selected disease states. (PO 1)

5 Describe outcomes of disruptive or alterations in specific physiologic processes. (PO 1)

6 Distinguish risk factors associated with selected disease states. (PO 1)

7 Explore age-specific and developmental alterations in physiologic and disease states. (PO 1, 4)

You are at the local mall and you see a patient who appears to be homeless by his physical appearance and you witness the person “walk 50 feet to a table sit down, and after 5 seconds he gets up and walks to a tree and urinates on it” He repeats this action 5 times apparently oblivious to his surroundings. When the police come he ignores them as if they aren’t there. Later, you go to work and sitting in exam room 3 is the same person! Now, he is your patient, when you talk to him he has no recollection of his behavior by the mall.

• What is your differential diagnosis?

• What tests do you order?

• An MRI comes back and there seems to be a lesion in the temporal lobe does this change your differential? The EEG also comes back with unusual excitatory activity. What is your definitive diagnosis? In retrospect did anything bias your first differential?

Discussion Part Two

Your patient is a 77-year-old woman who has been more socially withdrawn lately and told her daughter she had not been feeling well. Her daughter has noticed a stepwise decline. While shopping for groceries with her daughter she became separated from daughter in the aisles. She became confused and angry when store employees and others tried to assist her. Her current medications are Hydrochlorothiazide, Lisinopril and Atorvastatin.

• What is your differential diagnosis based on the information you now have?

• What other questions would you like to ask her now? (Questions can be asked of patient first, and then of reliable historian separately.)

• How would you treat this patient and discuss why you give each medication or therapy you give.

Discussion Part Three

1 Analyze pathophysiologic mechanisms associated with selected disease states. (PO 1)

2 Differentiate the epidemiology, etiology, developmental considerations, pathogenesis, and clinical and laboratory manifestations of specific disease processes. (PO 1)

3 Examine the way in which homeostatic, adaptive, and compensatory physiological mechanisms can be supported and/or altered through specific therapeutic interventions. (PO 1, 7)

4 Distinguish risk factors associated with selected disease states. (PO 1)

5 Describe outcomes of disruptive or alterations in specific physiologic processes. (PO 1)

6 Distinguish risk factors associated with selected disease states. (PO 1)

7 Explore age-specific and developmental alterations in physiologic and disease states. (PO 1, 4)

ADDITIONAL INFORMATION;

Genomes, Genetic Alterations, and Reproductive Disorders

Introduction

The human genome is the genetic information of any organism. It contains all the genes, which are segments of DNA that code for proteins and RNA. The difference between a gene and an allele is that alleles are placed on the same locus on a chromosome. Alleles are paired with each other to form what we see as an individual (see image below). A codon is three sequences of DNA/RNA that code for an amino acid (see image below). An exon is a sequence of DNA/RNA that can be translated into protein (see image below). An intron is a non-coding region of DNA that interrupts exons and does not code for proteins (see image below). An epigenetic alteration is when genes are silenced or activated without altering their structure or function through damaged telomeres or dieting—which can lead to increased risk for reproductive disorders like infertility.”

Genomes are the genetic information of any organism.

Genomes are made up of DNA, which is the genetic information that determines all aspects of an organism. The genome contains many different parts including genes and alleles; these are the units of inheritance. The non-coding regions on a chromosome can also be important for determining traits in an organism because they contain instructions for building proteins (also known as exons). These instructions are transcribed from DNA into RNA during transcriptional activity and then translated into proteins by ribosomes within cells.

A gene is a segment of DNA that codes protein (The Building Blocks of Life).

The human genome is the entire complement of DNA in a human cell. It consists of 3 billion nucleotides and codes for approximately 20,000 genes, which are segments of DNA that contain the genetic information needed to make all cells, tissues and organs in your body.

A gene is a segment of DNA that codes for protein (The Building Blocks of Life). This means that every gene has an amino acid sequence encoded by it – just like letters spell out words (or sentences) using combinations of letters from an alphabet called “the language”.

The difference between a gene and an allele is that alleles are placed on the same locus on a chromosome. Alleles are paired with each other to form what we see as an individual.

An allele is a different version of the same gene.

The term “allele” comes from the Greek word for “other,” referring to how each person has two copies of each chromosome, one inherited from each parent. They are placed on the same locus (locus = spot) on a chromosome, so they make up what we see as an individual.

A particular allele will vary from person to person depending upon its DNA sequence and its location within that chromosomal region. This variation is called allelic variation; it’s necessary for all living things because it allows individuals’ genes to function properly in their bodies but sometimes these variations can cause problems like infertility or cancer if they occur at high rates in certain populations over time due to natural selection processes like forced mating or incestuous relationships between relatives whose parents have already been exposed through generations before them.

A codon is three sequences of DNA/RNA that code for an amino acid.

A codon is three sequences of DNA/RNA that code for an amino acid. Each codon corresponds to a specific amino acid and there are 64 possible combinations of DNA/RNA. There are 20 different amino acids used in proteins, which means there are 20 different codons that can be used as building blocks for making them.

The first base in DNA/RNA is adenine (A), the second base is cytosine (C), and the third base is guanine (G). These bases pair up with each other during transcription by RNA polymerase enzymes or chain terminators, which stop transcription when they reach their target sites on messenger ribosomes.

An exon is a sequence of DNA/RNA that can be translated into protein.

An exon is a sequence of DNA/RNA that can be translated into protein. Exons are transcribed into messenger RNA (mRNA), which then undergoes further processing to become the final mRNA transcript. This mRNA is then translated into a specific protein by ribosomes, which use the information encoded in their nucleotide sequences to bind with codons that specify amino acids.

Exons may also contain regulatory elements such as promoters, enhancers and silencers; these control when and where genes are expressed or silenced during development or in response to environmental cues such as hormones.

An intron is a non-coding region of DNA that interrupts exons and does not code for proteins.

An intron is a non-coding region of DNA that interrupts exons and does not code for proteins. Introns are removed from the mRNA before it is translated into protein, which allows for more genetic material to be used in an organism. The removal of introns is called RNA splicing. Introns can be up to 2000 base pairs long and make up about 1% of human gene sequences.[1]

Intron length varies between species: humans have 12–17 kilobases (kb) per intron while mice have only 2 kb/intron; however, this difference may not be related to differences in splicing efficiency.[2] In addition, some genes contain multiple alternative exons with different lengths that allow them to be expressed at different times during development: these include tissue specific regulatory elements (TSREs).[3]

An epigenetic alteration is when genes are silenced or activated without the DNA being altered. This can be caused by multiple things including, but not limited to, damaged telomeres and diet.

Epigenetics is the study of heritable gene expression that occurs without changes to DNA. An epigenetic alteration is when genes are silenced or activated without the DNA being altered. This can be caused by multiple things including, but not limited to, damaged telomeres and diet.

Epigenetic alterations may occur within any cell type in the body and can be inherited from parent-to-offspring cells through either vertical (from one generation to another) or horizontal transmission (from mother to fetus). They thus represent an important source for disease pathogenesis in humans, particularly for those conditions involving complex interactions between genetic predisposition factors with environmental triggers such as smoking or drinking alcohol during pregnancy; high fat diets; excessive ultraviolet radiation exposure during childhood development; chronic stressors such as social isolation/depression etc.; exposure to toxins like heavy metals like lead which are stored inside our bodies.

Trisomy 21 when there are three copies of chromosome 21 instead of one pair for a total of 47 chromosomes instead of 46 in humans.

Trisomy 21 is a genetic disorder that occurs when there are three copies of chromosome 21 instead of one pair for a total of 47 chromosomes instead of 46 in humans. This condition can cause heart defects, mental retardation and other health problems.

The symptoms usually develop during pregnancy but can occur at any time after birth and may not be obvious until later in life (when they show up). The most common signs are:

• developmental delays or learning disabilities;

• seizures;

• mild to moderate intellectual disability;

• mild hearing loss (hearing complaints);

• hypotonia (low muscle tone)

Genomes contain genetic information in the form of genes and alleles

Genes are the building blocks of life. DNA sequences make up genes, which contain instructions for making proteins. A gene can be composed of many letters and symbols (called nucleotides), but only a few are actually used in coding for proteins. The vast majority of these genetic codes are found on chromosomes, but some may also be located on another type of structure called a plasmid or even inside bacteria cells.

Alleles refer to different versions (allelic) within one gene—for example, two different alleles may cause an illness such as hemophilia A or B depending on whether they differ at just one point in their sequence code.

Conclusion

While we’ve only touched on some of the basics, there are many other things about genomes that could be covered in depth. These topics include: how genes are regulated by proteins or RNA, the mechanisms responsible for repairing DNA damage and gene expression in response to environmental changes such as temperature or stress levels (epigenetics). Hopefully this post has helped give you an overview of what’s going on inside our own bodies when it comes down to genetics and reproduction!