NUR 606 Week 9 Discussion 1 Question-Based Discussion—Team A (Sensory Disorders)
NUR 606 Week 9 Discussion 1 Question-Based Discussion—Team A (Sensory Disorders)
- Infection and trauma can happen to both the cornea and the conjunctiva. Which is more serious? Using pathophysiology, explain why.
Conjunctiva eye injuries are more serious than those to the cornea. Cornea scratches can usually heal on their own. While mechanisms of injury to the conjunctiva include thermal or chemical burns and blunt or penetrating trauma. Some of the time injuries will be isolated to the conjunctiva, conjunctiva injury can be the presenting sign of underlying intraocular trauma, including open globe injury.
- Compare wide-angle and narrow-angle glaucoma, including the pathophysiology and signs of each.
Glaucoma involves damage to the structures that allow the aqueous humor to drain out. The two outlets for the draining are trabecular meshwork and uveoscleral outflow. Both of these structures are near the front of the eye, behind the cornea.
Wide-angle glaucoma is the most common form of glaucoma, accounting for 90% of all glaucoma cases. This is caused by the slow clogging of drainage canals than then results in increased pressure in the eye. This was the wide-angle or open-angle between the iris and cornea. The clog is found in the trabecular meshwork. This type of glaucoma can develop slowly and will be a lifelong condition. Many times this the symptoms and damage that occur are not recognized. Sometimes no symptoms are seen before vision is damaged. This is why having regular eye exams is important.
Narrow-angle glaucoma is a less common form of glaucoma. It is a closed or narrow-angle between the iris and cornea. This is found in both the uvesoscleral and trabecular meshwork. This develops very quickly and the symptoms that appear are very noticeable. This demands immediate medical attention.
- Describe the two types of macular degeneration and current treatments.
The two types of macular degeneration are wet and dry. Dry macular degeneration is the most common, about 90% of cases. In this type, the photosensitive cells of the macular slowly break down. Yellow protein deposits called drusen, extracellular waste products from metabolism, form and accumulate under the retina between the retinal pigmented epithelium (RPE) layer and the Bruch’s membrane. Drusen are often seen in the elderly, but an increase in size and number is an indication of macular degeneration. The drusen leads to the deterioration of the macula and the death of the RPE and photoreceptor cells. This then causes blurring or spotty loss of vision but does not cause pain.
Wet macular degeneration is only seen in about 10% of patients and is considered advanced. This is when abnormal blood vessels grow behind the macula as retinal pigment epithelial cells and photoreceptor cells die. The Bruch’s membrane begins to break down and new blood vessels grow. This is called neovascularization, and are very fragile and clean leak both fluid and blood. This causes scarring of the macula and the potential for rapid, severe damage. Straight vision can become distorted or lost entirely in a short period, sometimes even days.NUR 606 Week 10 Discussion 1: Teaching Presentation—Team B (Thyroid Disorders)
- Patients who have experienced a blow to the back of the head often report “seeing stars.” Using pathophysiology, explain why this happens.
This may result from damage to the muscles and/or nerves around the eye. This can stem from what is known as convergence insufficiency, the alignment of the eye diverge when trying to focus.
- Otitis media is much more common in infants and young children. Thinking about the structure and function of the ear, explain why this is.
The Eustachian tubes in young children are shorter and more horizontal. This shape encourages fluid to gather behind the eardrum. Also, bacteria and viruses find their way to the middle ear and are stuck there because of the narrow tubes. The immune system in children is also still developing so they are more prone to illness.
- Why does Ménière’s syndrome cause both hearing loss and vertigo?
The cause of Meniere’s disease is unknown. Symptoms of Meniere’s disease appear to be the result of an abnormal amount of fluid (endolymph) in the inner ear. Factors that might contribute this to are: improper fluid drainage, abnormal immune response, viral infection, genetic predisposition. Vertigo is caused by a disturbance to the vestibular system, semicircular canals, or cranial nerve VII.
Reference:
Cao, Z., Zhu, C., Zhou, Y., Wang, Y., Chen, M., Ju, Y., & Zhao, X. (2021). Risk factors related to balance disorder for patients with dizziness/vertigo. BMC Neurology, 21(1), 186. https://doi.org/10.1186/s12883-021-02188-7
Hubert, R. J., & VanMeter, K. C. (2018). Pathophysiology Online for Gould’s Pathophysiology for the Health Professions (6th ed.). Elsevier.
Hussain, K., Murdin, L., Schilder, A. G., & Hussain, K. (n.d.). Restriction of salt, caffeine, and alcohol intake for the treatment of Ménière’s disease or syndrome. Cochrane Database of Systematic Reviews, 12.
Week 9 Discussion 1: Question-Based Discussion—Team A (Sensory Disorders)
Value: 100 points
Due: To facilitate scholarly discourse, create your initial post by Day 3, and reply to at least two of your classmates, on two separate days, by Day 7.
Gradebook Category: Discussions
Initial Post
It is understood that thoughtful responses to your topic question(s) will take some time and thought. Please organize your thoughts before creating your initial post.
Based on your assigned team, create an initial post by answering all questions in your team’s case study, making sure to address all components of all questions.
By Day 3, post your initial response to your assigned part of the case study as a reply to the appropriate discussion thread. Please be sure to number the questions addressed and include all components of each question in your response. Each initial response must have a reference, including at least two scholarly references other than your textbook or course materials. Your post should comprehensively address the questions posed.
Team A
Sensory Disorders
- Infection and trauma can happen to both the cornea and the conjunctiva. Which is more serious? Using pathophysiology, explain why.
- Compare wide-angle and narrow-angle glaucoma, including the pathophysiology and signs of each.
- Describe the two types of macular degeneration and current treatments.
- Patients who have experienced a blow to the back of the head often report “seeing stars.” Using pathophysiology, explain why this happens.
- Otitis media is much more common in infants and young children. Thinking about the structure and function of the ear, explain why this is.
- Why does Ménière’s syndrome cause both hearing loss and vertigo?
Replies
Select posts from two peers that addressed a case study from a different team than you. For example, students from Team A reply to one post from Team B and one post from Team C. Each reply must use at least one scholarly reference other than your textbook.
Thinking about your population-specific NP track and anticipated practice area:
- Describe a patient you might encounter where you could apply the information learned in your peer’s post.
- What “signs” and “symptoms” would you expect this patient to exhibit? Identify at least four, describe the finding, and classify each as subjective or objective data.
Please refer to the for details on how this activity will be graded.
Posting to the Discussion Forum
- Select Add a new discussion topic.
- Type your topic in the subject line.
- Create your post.
- Select Post to Forum.
Discussion Question Rubric
Note: Scholarly resources are defined as evidence-based practice, peer-reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points)
| Criteria | Exemplary Exceeds Expectations |
Advanced Meets Expectations |
Intermediate Needs Improvement |
Novice Inadequate |
Total Points |
|---|---|---|---|---|---|
| Quality of Initial Post | Provides clear examples supported by course content and references.
Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points |
Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints.
Meets all requirements within the discussion instructions. Cites two references. 35 points |
Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development.
Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points |
Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial.
Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Peer Response Post | Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation.
All instruction requirements noted. 40 points |
Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post.
Response is supported by course content and a minimum of one scholarly reference per each peer post. All instruction requirements noted. 35 points |
Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight.
Missing reference from one peer post. Partially followed instructions regarding number of reply posts. Most instruction requirements are noted. 31 points |
Post is primarily a summation of peer’s post without further synthesis of course content.
Demonstrates incomplete understanding of content and/or inadequate preparation. Did not follow instructions regarding number of reply posts. Missing reference from peer posts. Missing several instruction requirements. Submits post late. 27 points |
40 |
| Frequency of Distribution | Initial post and peer post(s) made on multiple separate days.
All instruction requirements noted. 10 points |
Initial post and peer post(s) made on multiple separate days.
8 points |
Minimum of two post options (initial and/or peer) made on separate days.
7 points |
All posts made on same day.
Submission demonstrates inadequate preparation. No post submitted. 6 points |
10 |
| Organization | Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.
5 points |
Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow.
4 points |
Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
Purpose statement is noted. 3 points |
Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points |
5 |
| APA, Grammar, and Spelling | Correct APA formatting with no errors.
The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points |
Correct and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability. There are minimal to no grammar, punctuation, or word-usage errors. 4 points |
Three to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused. Multiple grammar, punctuation, or word usage errors. 3 points |
Five or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language). The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented. Grammar and punctuation are consistently incorrect. Spelling errors are numerous. Submits assignment late. 2 points |
5 |
| Total Points | 100 | ||||
Leave a Reply
Want to join the discussion?Feel free to contribute!