Integumentary Function K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis.
Example:
Q 1. Nursing is XXXXX
Q 2. Health is XXXX
Q3. Research is…………………………………………………. (a) The relationship between……… (b) EBI has to
6) You must name the files according to the part you are answering:
Example:
Part 1.doc
Part 2.doc
__________________________________________________________________________________
The number of words in each paragraph should be similar
Part 1: Pathophysiology
Case 1: Integumentary Function
K.B. is a 40-year-old white female with a 5-year history of psoriasis. She has scheduled an appointment with her dermatologist due to another relapse of psoriasis. This is her third flare-up since a definitive diagnosis was made. This outbreak of plaque psoriasis is generalized and involves large regions on the arms, legs, elbows, knees, abdomen, scalp, and groin. K.B. was diagnosed with limited plaque-type psoriasis at age 35 and initially responded well to topical treatment with high-potency corticosteroids. She has been in remission for 18 months. Until now, lesions have been confined to small regions on the elbows and lower legs.
1. Name the most common triggers for psoriasis and explain the different clinical types (One paragraph)
2. There are several types of treatments for psoriasis (One paragraph)
a. Explain the different types and indicate which would be the most appropriate approach to treat this relapse episode for K.B.
b. Also include non-pharmacological options and recommendations.
3. A medication review and reconciliation are always important in all patient (One paragraph)
a. Describe and specify why in this particular case is important to know what medications the patient is taking?
4. What others manifestation could present a patient with Psoriasis? (One paragraph)
Case 2: Sensory Function
C.J. is a 27-year-old male who started to present crusty and yellowish discharged on his eyes 24 hours ago. At the beginning he thought that washing his eyes vigorously the discharge will go away but by the contrary increased producing a blurry vision specially in the morning. Once he clears his eyes of the sticky discharge her visual acuity was normal again. Also, he has been feeling throbbing pain on his left ear. His eyes became red today, so he decided to consult to get evaluated. On his physical assessment you found a yellowish discharge and bilateral conjunctival erythema. His throat and lungs are normal, his left ear canal is within normal limits, but the tympanic membrane is opaque, bulging and red.
5. Based on the clinical manifestations presented on the case above (One paragraph)
a. Which would be your eyes diagnosis for C.J (Explain the diagnosis and document your rational)
6. With no further information would you be able to name the probable etiology of the eye affection presented? Viral, bacterial, allergic, gonococcal, trachoma. Why and why not. (One paragraph)
7. Based on your answer to the previous question regarding the etiology of the eye affection (One paragraph)
a. Which would be the best therapeutic approach to C.J problem.
The number of words in each paragraph should be similar
Part 2: Pathophysiology (40 hours)
Topic: Coronary Artery Disease (CAD)
Population: Elderly
1. Description (what is) (One paragraph)
2. Incidence (One paragraph)
a. Global
b. National
3. Prevalence (One paragraph)
a. Global
b. National
4. Pathophysiology to the cellular level (One paragraph)
5. Assessment (Two paragraphs)
a. Sign
b. Symptoms
c. T3st and 3xams
6. Care/treatment (Two paragraphs)
a. Pharmacology
b. Non-pharmacology
7. Influence (specific) (One paragraph)
a. Genetics
b. Genomics
8. Patient education for management (Two paragraphs)
a. Stylelife
b. Diet
c. Physical activity
9. Considerations for education and care (Two paragraphs)
a. Cultural
b. Spiritual
10. Reflection for advanced practice nurses (APNs) (One paragraph)
The number of words in each paragraph should be similar
Part 3: Nursing Role transition
1. What is the quality of care delivered (One paragraph)
2. What is the relationship between quality of care delivered and APNs (One paragraph)
3. How to measure and monitor the quality of care delivered (Two paragraphs)
4. How to measure and monitor the outcomes achieved by an Advanced Practice Nurse. (Two paragraphs)
Parts 4 and 5 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
The number of words in each paragraph should be similar
Part 4: Biology (Four paragraphs per page)
Topic: Invertebrates
1. What is photosynthesis
a. Describe the ways animals can acquire energy.
2. Do all animals acquire energy by consuming other organisms? Explain
3. Read the two articles provided below
– https://www.livescience.com/6030-surprising-sea-slug-plant-animal.html
– See file attached
a. Discuss if the invertebrates in question can, in fact, perform photosynthesis.
4. Are there other examples of kleptoplasty in the animal kingdom?
Part 5: Biology (Four paragraphs per page)
Topic: Invertebrates
1. What is photosynthesis
a. Describe the ways animals can acquire energy.
2. Do all animals acquire energy by consuming other organisms? Explain
3. Read the two articles provided below
– https://www.livescience.com/6030-surprising-sea-slug-plant-animal.html
– See file attached (File 1)
a. Discuss if the invertebrates in question can, in fact, perform photosynthesis.
4. Are there other examples of kleptoplasty in the animal kingdom?
Parts 6 and 7 have the same questions. However, you must answer with references and different writing, always addressing them objectively, as if you were different students. Similar responses in wording or references will not be accepted.
The number of words in each paragraph should be similar
Part 6: Facilitative Communication and Helping Skills (Five paragraphs per page)
Topic: Topic: Beginning and Ending a Counseling Session
You have learned the importance of preparing for and appropriately beginning meetings with clients because effective engagement with clients starts in the first few minutes. Part of that initial process will be explaining that you see the clients as the experts on their life. You as practitioner will learn from them. Another essential part of beginning a first meeting is explaining elements of confidentiality. How to appropriately close a meeting was also covered.
1. Give an example of how you might open an initial meeting with an individual and with
a. A group.
2. Name in a paragraph the important elements to include when you open a meeting with a new group or client.
3. Summarize the important elements of confidentiality in working with clients.
4. What is the most important thing to cover when it comes to discussing confidentiality with minors?
5. Give an example of how you might close a meeting.
Part 7: Facilitative Communication and Helping Skills (Five paragraphs per page)
Topic: Topic: Beginning and Ending a Counseling Session
You have learned the importance of preparing for and appropriately beginning meetings with clients because effective engagement with clients starts in the first few minutes. Part of that initial process will be explaining that you see the clients as the experts on their life. You as practitioner will learn from them. Another essential part of beginning a first meeting is explaining elements of confidentiality. How to appropriately close a meeting was also covered.
1. Give an example of how you might open an initial meeting with an individual and with
a. A group.
2. Name in a paragraph the important elements to include when you open a meeting with a new group or client.
3. Summarize the important elements of confidentiality in working with clients.
4. What is the most important thing to cover when it comes to discussing confidentiality with minors?
5. Give an example of how you might close a meeting.
NATURE | NEWS
Photosynthesis-like process found in insects Aphids may have a rudimentary sunlight-harvesting system.
17 August 2012 Corrected: 20 August 2012, 22 August 2012
The biology of aphids is bizarre: they can be born pregnant and males sometimes lack mouths, causing them to die not long after mating. In an addition to their list of anomalies, work published this week indicates that they may also capture sunlight and use the energy for metabolic purposes.
Aphids are unique among insects in their ability to synthesize pigments called carotenoids. Many creatures rely on these pigments for a variety of functions, such as maintaining a healthy immune system and making certain vitamins, but all other animals must obtain them through their diet. Entomologist Alain Robichon at the Sophia Agrobiotech Institute in Sophia Antipolis, France, and his colleagues suggest that, in aphids, these pigments can absorb energy from the Sun and transfer it to the cellular machinery involved in energy production1.
Although unprecedented in animals, this capability is common in other kingdoms. Plants and algae, as well as certain fungi and bacteria, also synthesize carotenoids, and in all of these organisms the pigments form part of the photosynthetic machinery.
Home-made harvesters Taking their cue from the 2010 finding2 that the high levels of carotenoids found in aphids are homegrown, Robichon and his team set out to investigate why the insects make such metabolically expensive chemicals.
Carotenoids are responsible for aphid pigmentation, and an aphid's colour determines the kind of predators that can see it. The body colour of Robichon's lab aphids is affected by environmental conditions, with the cold favouring green aphids, optimal conditions resulting in orange ones and white ones appearing when the population is large and faced with limited resources.
When the researchers measured the aphids’ levels of ATP — the ‘currency’ of energy transfer in all living things — the results were striking. Green aphids, which contain high levels of carotenoids, make significantly more ATP than do white ones, which are almost devoid of these pigments. Moreover, ATP production rose when the orange insects — which contain an intermediate amount of carotenoids — were placed in the light, and fell when they were moved into the dark.
The researchers went on to crush the orange aphids and purify their carotenoids, demonstrating that it was these extracts that could absorb light and pass this energy on.
One of the authors, Maria Capovilla, another entomologist at the Sophia Institute, insists that much more work is needed before scientists can be sure that aphids truly photosynthesize, but the findings certainly throw up that possibility.
The way that carotene molecules are arranged in the animals adds weight to that hypothesis. The pigments form a layer between 0–40 micrometres deep under the insect's cuticle, putting them in the perfect position to capture the Sun's light.
Nancy Moran, an insect geneticist at Yale University in West Haven, Connecticut, who was responsible for the original discovery that aphids have the genes for carotenoid production, points out that there are many unanswered questions. “Energy production seems to be the least of an aphid's problems — their diet is loaded with excessive sugar, most of which they cannot use,” she says.
And that begs the question of why aphids would need to photosynthesize. But Capovilla speculates that a battery-like back-up might
Kathryn Lougheed
SIMON FRASER/SCIENCE PHOTO LIBRARY
Pigments that can harvest the Sun's energy have a role in the metabolism of pea aphids.
1
Corrected:
Corrected:
help them in times of environmental stress, such as when they are migrating to a new host plant.
Nature doi:10.1038/nature.2012.11214
Corrections
The original headline of the piece incorrectly implied that the researchers had discovered evidence of photosynthesis in aphids. In fact, photosynthesis requires carbon dioxide to be 'fixed' and turned into organic compounds.
An earlier version of this story stated that “Aphids are unique among animals in their ability to synthesize pigments called carotenoids”. It has been brought to our attention that the two-spotted spider mite Tetranychus urticae may also have this ability, according to research published in April (Altincicek B, Kovacs JL, Gerardo NM. Biol Lett. 2012 Apr 23;8(2):253-7).
References
1. Valmalette, J. C. et al. Sci. Rep. http://dx.doi.org/10.1038/srep00579 (2012).
2. Moran, N. A. & Jarvik, T. Science, 328, 624–627 (2010)
2
- Photosynthesis-like process found in insects
- Home-made harvesters
- Corrections
- References
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