Module 2: Inflammation, Infection, and Immunity Upon completion of this module, the learner will be able to: 1. Compare and contrast acute and chronic inflammation. 2. Explore the pathophysiologic reasons for clinical manifestations and management of health alterations related to inflammation. 3. Explore the pathophysiologic reasons for clinical manifestations and management of selected infectious processes. 4. Relate the development of infection to breaks in lines of defense. 5. Explore the pathophysiologic reasons for clinical manifestations and management of health alterations related to altered immune function. : Sorenson, M., Quinn, L., & Klein, D. (2019). Pathophysiology: Concepts of human disease. Pearson Education. Read chapters 11, 13, 14, 15, & 16 Go to the CDC website (cdc.gov) and enter ‘antibiotic resistance’ in the search bar. There are multiple short and interesting videos (you do not need to watch them all, rather peruse) The Agency for Healthcare Research and Quality (AHRQ) has developed the Comprehensive Unit Based Safety Program (CUSP) to address safety concerns (with a significant emphasis on infection control) in the health care system. Here is the link to the AHRQ site that addresses the Science of Safety. Below are links to some shorter videos that will introduce you to CUSP. Introductory video CUSP from a nursing perspective. CUSP Understand the Science of Safety. – CUSP Project Summary health care acquired infections Peruse the websites linked into the module. David Woodruff, MSN, RN-BC, CNS, CNE has published a number of excellent presentations on youtube. I am no longer linking them into specific modules as they are nearly or more than ten years old, and most are lengthy. However, if you want more detail on a specific concept, go to youtube and enter David Woodruff in the search bar. s videos are excellent in explaining pathophysiology Alilia Medical Media is a valuable Youtube channel with lots and lots of excellent and short videos. I have not watched all of them, but what I have watched are excellent. Here is the link Osmosis is another Youtube channel I have found valuable. Again, I have not watched all of them, but what I have seen has been good. As an example, I was challenged trying to understand the cytokine storm we heard much about during COVID. Osmosis has a video (just over 10 minutes long) that helped me. Here is the link to Osmosis The Khan Academy has a lot of engaging videos. Those I have viewed are high quality and accurate. I find this site a little more challenging to navigate than Alilamedicalmedia or Osmosis. You can start your investigation at ‘Crash Course’ videos on Youtube can provide a nice overview before you get started reviewing professional evidence based resources. Go to youtube and then in the search bar, enter ‘crash course pathophysiology’. Health Alteration Analysis One-Chronic Lymphocytic Leukemia Substantive Additions to the Health Alteration Analysis to two peers Please see the course calendar for due dates . (the grading rubric is copied below for your convenience) Students will develop two health alteration analyses over the semester. Choose one of the topics included in the appropriate discussion forum. If you have a health alteration you wish to address that fits with the concepts being studied and is not listed, please email Ruth. I am looking for succinct responses that demonstrate understanding. You may not be able to find the specific ‘why’ in a textbook – this will require you to understand essential information and . Students will make a substantive addition to two different alterations other than the one addressed in their initial post. Will address a minimum of three health alterations (one primary post, two substantive additions) – 30 points possible Criteria -primary post Excellent Developing Not Satisfactory Criterion 1: Succinct description of the health alteration. Summarizes information essential for nursing understanding clearly, including contributing factors. Three to six
sentences. Well structured, logical. (2 points) Essential information is not complete. More than six sentences. Organization is sporadic. (1 point) Inaccurate. Lacks clarity. (0 points) 2. Expected assessment findings Accurate. Includes crucial, expected assessment findings (2 points) Some, but not all crucial assessments included (1 point) Inaccurate. Incomplete. (0 points) 3. Physiologic causes of assessment findings Accurate. Explains physiologic causes (the why) of signs / symptoms. Makes meaningful connections. (3 points) Physiologic ‘why’ is incomplete. Some, but not all connections made. (1.5 points) Inaccurate. Meaningful connections lacking. (0 points) 4: Relevant lab tests/diagnostics Accurate. Includes crucial labs and diagnostics. (1 point) Accurate. Some crucial labs/diagnostics not included. (0.5 points) Inaccurate, incomplete. (0 points) 5. Physiologic cause of alterations in labs/diagnostics Accurate. Explains physiologic cause (they ‘why’) of alterations. Makes meaningful connections. (1 point) Physiologic ‘why’ incomplete( 0.5 points) Inaccurate. Incomplete. (0 points) 6. Expected essential nursing interventions (include dependent and independent) Accurate. Includes all crucial, expected interventions. (2 points) Most, but not all crucial interventions included (1 point) Inaccurate. Incomplete. (0 points) 7. Rationale for interventions from physiologic perspective Accurate. Explains the physiologic ‘why’ for interventions. Makes meaningful connections. (3 points) Accurate. Physiologic ‘why’ is incomplete. Some, but not all connections made. (1.5 points) Inaccurate. Incomplete. Meaningful connections lacking. (0 points) 8: Prevention (incorporate lifestyle and social determinants as appropriate) Addresses prevention strategies. Consider potential social determinants and potential lifestyle considerations. Makes meaningful connections (2 points) Prevention considered social determinants considered. (1 point) Inaccurate. Incomplete. (0 points) 9. Priorities for Safety / Potential Complications Addresses priorities for safety. Addresses potential complications. (2 points) Priorities to safety potential complications addressed (but not both) (1 point) Inaccurate. Incomplete. (0 points) 10: Evidence based/ writing quality Accesses and integrates at least two Multiple or lengthy direct quotations. References More than 10 writing mechanics /APA (see criteria p. 6 of syllabus) per APA style. Sources developed for the lay person will count as professional evidence. Minimal direct quotations. Fewer than five writing mechanics / APA style errors. Flows clearly and logically. (2 points) included, but do not meet criteria for professional evidence based sources. Five – ten writing mechanics / APA errors. (1 points) errors. No evidence to support post. (0 points) Second substantive addition: content Adds important information not included in initial post. Relevant to nursing practice – for example how will this knowledge impact prioritization, safety and/or outcomes? Demonstrates critical analysis. Posts to topic other than one in initial analysis or first addition. (4 points) Addition adds minimally to dialog. Value/relevance to nursing practice limited. (2 points) Inaccurate or incomplete. Lacks substance or value to nursing practice (0 points) Second substantive addition: Writing mechanics /APA Style / Strength of Evidence Based in professional evidence (see criteria p. 6 of syllabus – sources developed for the lay person will not count as professional evidence). Fewer than four writing mechanics errors. Flows clearly and logically. (1 point) Flows clearly and logically. Four to eight writing mechanics/ APA errors. Strength of evidence questionable. (0.5 point) Not supported by professional evidence. More than 8 writing mechanics /APA errors.