NR 507 Week 7 Discussion

Chamberlain University NR 507 Week 7 Discussion– Step-By-Step Guide

This guide will demonstrate how to complete the Chamberlain University NR 507 Week 7 Discussion   assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.

How to Research and Prepare for NR 507 Week 7 Discussion              

Whether one passes or fails an academic assignment such as the Chamberlain University NR 507 Week 7 Discussion  depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.

After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.

How to Write the Introduction for NR 507 Week 7 Discussion              

The introduction for the Chamberlain University NR 507 Week 7 Discussion  is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.

How to Write the Body for NR 507 Week 7 Discussion              

After the introduction, move into the main part of the NR 507 Week 7 Discussion assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.

Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.

How to Write the Conclusion for NR 507 Week 7 Discussion              

After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.

How to Format the References List for NR 507 Week 7 Discussion              

The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.

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Sample Answer for NR 507 Week 7 Discussion

Differentiating between Alzheimers disease and frontal-temporal dementia is important. The plurality of Alzheimer’s patients occur in those over the age of 75 (Maclin et al., 2019). Per this article, Alzheimers disease often progresses slowly with deficits in memory and activities of daily living. Ultimately Alzheimers disease can become fatal when patient aspirates due to dysphagia.  Conversely, temporal frontal lobe dementias are more commonly seen with patients under 65 years of age (Maclin et al., 2019). Changes in social behavior and communication difficulties are predominate with frontal temporal dementia. 

Alzheimer’s disease progresses from asymptomatic to complete dependency. From our case study, our patient is 76 year old male which fits the demographic of an Alzheimer’s patient. His wife reported that he has been engaged in wandering, trouble completing activities of daily living, and making poor judgements. His diagnostic tests are also consistent with Alzheimer’s dementia with a mini mental state examination (MMSE) score of 12 out of 30. The mini-mental state examination is an objective screening tool to help differentiate mild, moderate, and severe Alzheimers (Marin et al., 2022).  The article noted that wandering has a high concordance with objective deficits found in the MMSE.  Another screening tool is MRI evaluation of the hippocampus, amygdala, and lateral ventricular spaces (Coupe et al., 2022). With advancing Alzheimers the hippocampus and amygdala shrink while the ventricles enlarge.  In our case study there is evidence of hippocampus atrophy.  The case study patient is showing evidence of moderate Alzheimers deficit. 

The old model of beta-amyloid plaques being the cause versus a symptom of Alzheimer disease was strengthened by an influential study in 2006 published in Nature by Dr. Sylvain Lesne (Pillar, 2022). The article noted that in 2022, the NIH invested $1.6 billion into research related to this model and pharmaceuticals to address removing the buildup of these plaques to treat Alzheimers. The article is the culmination of six months of investigation into the 2006 research by Dr. Matthew Schrag which demonstrated that many of the evidential images used to connect beta-amyloid to Alzheimers were fraudulent (Pillar, 2022). In the years since that article was published, it has been cited by 2300 scholarly articles. One of the newest FDA approved pharmaceuticals, Simulfilam, was also based on this theory. Pillar noted that while the drug successfully reduced plaque deposits, Simulfilam was found to be ineffective to address the symptoms of Alzheimer’s dementia like many pharmaceuticals before it (2022). An alternative model for Alzheimers is insulin resistance which one article noted has a detrimental effect on the blood brain barrier (Sedzikowska & Szablewski, 2021). The article noted that insulin receptors are highest in the hippocampus, frontal cortex and other brain regions involved in memory and learning.  Sezikowska & Szablewski noted that similar to type II diabetes, insulin resistance in the brain prevents neurons from being responsive to insulin (2021).  This may decrease the metabolism of neurons of the brain leading to dysfunction and death of these tissues. Thus the theory was raised that Alzheimer’s disease is akin to type III Diabetes. 

References: 

Coupe, P., Manjon, J., Mansencal, B., Tourdias, T., Catherine, G. & Planche, V. (2022). Hippocampal-amygdalo-ventricular atrophy score: Alzheimer disease detection using normative and pathological lifespan models. Human Brain Mapping, 43(10), 3270 – 3282. DOI: 10.1002/hbm.25850 

Maclin, J., Wang, T. & Xiao S. (2019). Biomarkers for the diagnosis of Alzheimer’s disease, dementia Lewy body, frontal-temporal dementia, and vascular dementia. General Psychiatry, 32(1), e100054.  DOI: 10.1136/gpsych-2019-100054 

Morin, P, Li, M., Wang, Y., Aguilar, B, Berlowitz, D., Monfared, A., Irizarry, M., Zhang, Q, & Xia, W. (2022). Clinical staging of Alzheimer’s disease: concordance of subjective and objective assessment in the Veteran’s Affairs Healthcare System. Neurology and Therapy,11(3), 1341 – 1352. DOI: 10.1007/s40120-022-00379-z 

Piller, C. (2022). Blots on a field? Science, 377 (6604), 358 – 363. DOI: 10.1126/science.ade0209 

Sedzikowska, A. & Szablewski, L. (2021). Insulin and insulin resistance in Alzheimer’s disease. International Journal of Molecular Sciences, 22(18),9987. DOI: 10.3390/ijms22189987 

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NR 507 Week 7 Discussion Sample Answer 2

Dr. S., 

Education is so very important once a diagnosis of dementia is provided, regardless of the type a person may be facing. In my opinion there are five valuable areas to cover as the NP. 

• Addressing potential for wandering – as patients progress, restlessness and distractibility paired with the memory loss increases the potential for wandering. For this reason, we must promote safety and preparedness. Discussing the need for ID tags, wearable alarms, and locator apps/GPS capability will help to find a loved one that is lost (Larson, 2021). Also alerting local police and EMS of a person with dementia and providing authorities with a recent photo will be vital to a safe return. 
• Fall prevention – preparing a home or area so that falls can be avoided as much as possible will prevent possible hip fractures and other injuries, as well as discussing medications that can increase the risk of falls (Larson, 2021). 
• Medication – there are many medications available that will aid with memory (although few people have measurable benefit), behavior disturbances, and sleep disturbances (Larson, 2021). Again, noting the increased risk of falls with these medications. 
• Caregiver support – education regarding supportive resources will aid those that are caring for a dementia patient is vital to prevent caregiver burnout as this is a stressful and time-consuming role to take on (Larson, 2021). 
• Advanced care planning – it is important to begin this discussion as soon as possible following a dementia diagnosis. If the person still has capacity to make decisions on how they would like to be cared for if and when the become incapacitated will ensure that the caregiver is carrying out the loved ones wishes and not being put in to a situation of making decisions in times of high stress (Gaster, 2021). The attached PDF provides the NP a gentle way of beginning these conversations regarding end-of-life care. 

References 

Gaster, G. (2021). Dementia-directive [PDF]. https://static1.squarespace.com/static/5a0128cf8fd4d22ca11a405d/t/60c51d29f5c2833ef87698d1/1623530793274/dementia-directive.pdfLinks to an external site. 

Larson, E. B. (2021). Patient education: Dementia (including alzheimer disease) (beyond the basics) (S. T. DeKosky & J. L. Wilterdink, Eds.). UpToDate. Retrieved February 24, 2023, from https://www.uptodate.com/contents/dementia-including-alzheimer-disease-beyond-the-basicsLinks to an external site. 

NR 507 Week 7 Discussion Sample Response 3

after reading your post it, especially point #5 on Advanced Care and end of life planning it took me back to earlier on in my Nursing Career. 

I remember when I first started working as a hospice nurse and was assigned to be the facility hospice nurse at a specific long term care facility most of the patients on hospice were on with a diagnosis of End Stage 

Dementia, being a new nurse to the area of hospice I asked the Medical Director why the majority of patients seemed to be enrolled with that diagnosis and why when it was time for recertification he rarely needed much documentation to prove why the patient should remain on hospice. When people think of hospice they typically think that death is eminent, however, with patients with Dementia, it’s not that simple. The explanation I was given was that Dementia is terminal in the sense that it’s progressive and usually the patient will stop eating., and unless the family chooses to insert a feeding tube, this will be the start of the decline. They don’t pass away from Dementia but essentially because of a complication due to dementia. Unfortunately we know these patients will decline over a matter of years, rather than months. According to the CDC (2020) Alzheimer’s disease is one of the top 10 leading causes of death in the United States. 

But taking a step back as a NP it will be an important part of our role to enable that families know about all of their options which also includes palliative care but even more importantly understanding that if they choose hospice it does not mean immediate death or that they are giving up on their loved one. 

Centers for Disease Control and Prevention. (2020). Alzheimer’s Disease and Related Dementias.  Retrieved from https://www.cdc.gov/aging/aginginfo/alzheimers.htm#SupportLinks to an external site. 

  NR 507 Week 7 Discussion Sample Response 4

Talking about insulin resistance related to degenerative brain disorders makes me think about other common risk factors for cardiovascular disease and obesity could all be the reasons to develop Alzheimer’s disease. A study has shown that cerebral hypoperfusion and blood‐brain barrier (BBB) leakiness contribute to brain damage, especially in vascular dementia and Alzheimer’s disease. Slow blood supply or ischemia in the brain will cause dysregulated process and impaired clearance of amyloid-beta protein and consequently cause amyloid-beta protein accumulation. Protein plaque formation and tangles are known to be the neuropathological cause of Alzheimer’s disease. So, the microvascular environment in the brain is extremely important to prevent the development of Alzheimer’s disease. In this way, the common prevention strategies to prevent cardiovascular disease should also apply to prevent Alzheimer’s disease (Tayler et al., 2021).

Reference

Tayler, H., Miners, J. S., Güzel, Ö., MacLachlan, R., & Love, S. (2021). Mediators of cerebral hypoperfusion and blood‐brain barrier leakiness in Alzheimer’s disease, vascular dementia and mixed dementia. Brain Pathology (Zurich, Switzerland), 31(4), e12935–n/a. https://doi.org/10.1111/bpa.12935

  NR 507 Week 7 Discussion Sample Response 5

I agree that Alzheimer’s is a neurodegenerative disease, the most common type of dementia. The disease mostly affects the brain, and its progress can be slow and hard to notice initially. Patients will start from mild memory loss while progressing to a more severe stage, like difficulty in communication. In most cases, it occurs among older people. It is believed that it’s due to multiple risk factors like genetics, diet, lifestyle, environment, etc. (CDC, 2020). It is found that the disease is caused by plaque formation of extracellular amyloid beta proteins and neurofibrillary tangles of accumulated hyper phosphorylated tau proteins (Yarns et al., 2022).

I agree that there are some key differences between Alzheimer’s disease and frontotemporal dementia. Alzheimer’s disease mostly happens in older age, while frontotemporal dementia is most common in people between 40-60 years old. Memory loss, hallucination, and spatial disorientation are more common in Alzheimer’s, while behavior changes are more common in frontotemporal dementia. Patients with frontotemporal dementia will struggle to understand or formulate words in spoken language. In contrast, patients with Alzheimer’s disease will have more difficulty finding the correct words or remembering names. Sometimes the symptoms of the two disorders can be cross-matched, so individualized testing should be performed and evaluated (Alzheimer’s Association, 2023).

​Lastly, I agree that the findings from the case indicate that the patient has moderate dementia according to his symptoms. Vitamin E deficiency is a leading cause of Alzheimer’s disease. Despite the strong association between vitamin E and the development of Alzheimer’s disease, more clinical evidence will be needed to be conclusive (Declan et al., 2019). The patient, in this case, is likely to be in the moderate stage because he displays symptoms like forgetting his personal history, mood withdrawing, needing help dressing, and an increased tendency to wander. 

References

Alzheimer’s Association. (2023). Frontotemporal Dementia. Frontotemporal Dementia (FTD) | Symptoms & Treatments | alz.orgLinks to an external site.Links to an external site.

Alzheimer’s Association. (2023). Stages of Alzheimer’s. Alzheimer’s Stages – Early, Middle, Late Dementia Symptoms | alz.orgLinks to an external site.Links to an external site.

Browne, D., McGuinness, B., Woodside, J. V., & McKay, G. J. (2019). Vitamin E and Alzheimer’s disease: what do we know so far? Clinical Interventions in Aging, 14, 1303–1317. https://doi.org/10.2147/CIA.S186760

Centers for Disease Control and Prevention. (2020). Alzheimer’s Disease and Related Dementias. What is Alzheimer’s Disease? | CDCLinks to an external site.Links to an external site.

Yarns, B. C., Holiday, K. A., Carlson. D. M., Cosgrove, C. K., & Melrose, R. J. (2022). Pathophysiology of Alzheimer’s Disease. Psychiatric Clinics of North America, 45(4), 663-676. Pathophysiology of Alzheimer’s Disease – ScienceDirectLinksLinks to an external site.

Week 7: Reflection 

Hello, Dr. Arredondo and Class 

I would like to start by saying this course has been very demanding yet, an enhancing course. The course needed prudent time management so as to complete assignments, readings, quizzes and exams. The advanced pathophysiology course has prepared me to function in an advanced practice role by offering a detailed understanding of the pathophysiological processes, allowing me to predict clinical symptoms, choose evaluative studies, begin appropriate treatments, and plan for possible complications (CCN, 2018).  Insights into the underlying disease process will enable the nurse practitioner for incorporation of current and groundbreaking interventions. Relevant screening and diagnostic testing approaches will also be incorporated. 

 Program outcome 

The MSN course program outcomes included delivering high standard, safe patient centered- care by forging a caring atmosphere and taking part in long lasting personal and professional development and advocating for positive health outcomes in virtue of evidenced-based synergetic advanced nursing practice (CCN, 2018). Course outcomes require exploring pathophysiology processes, investigating the approach in which homeostatic, adaptive and compensative physiologic processes may be sustained or altered through specific interventions, risk factors, and approaches of diagnosis and therapy of health problems in chosen populations and analogous research conclusions to management of patients with multifaceted pathophysiologic dysfunction (CCN, 2018). The course outcomes allow the advance practice nurse to utilize pathophysiology to support clinical decision making concerning diagnosis and therapy of acute and chronic presentations frequently managed by nurse practitioners (CCN, 2018). 

MSN Essential 

Essential IV: Interpreting and incorporating scholarship into practice (AACN, 2011). The master’s prepared nurse should apply research findings within the practice environment, solve issues, work as a change advocate and promulgates results (AACN, 2011). The case study assignments we did in this class allowed me to employ evidence, clinical discernment and interpreting methods to enhance related outcomes for patient groups (AACN, 2011). The advanced practice nurse must be able to articulate to a diversity of audiences, the evidence-base for practice determinations, in addition to the reliability of sources of evidence and the pertinence to the practice problem encountered (AACN, 2011). 

Nurse Practitioner Competencies 

Nurse practitioners have an extensive range of knowledge and expertise, which they bring into play in their appraisals and decision making to begin application of interventions to patients (Stanford, 2016). Their work is all evidence-based (Stanford, 2016). Competencies may be seen as a mixture of practical and academic knowledge that enhances performance or the capability to carry out a specific role (Stanford, 2016).  The word advance practice is suggestive and oftentimes conferred in the context of a degree of practice with autonomy supported through skillful knowledge basis and clinical expertise through expanded and extended roles (Stanford, 2016). As advanced practice nurses we should utilize information in this course and use this information to evaluate patients, make diagnosis, order and translate diagnostic exams and conduct treatment plans in addition to prescribing medications as learnt from this course. 

Mwiche- 

References 

American Association of Colleges of Nursing. (2011).The essentials of master’s education in nursing. Retrieved from. www.aacnnursing.org/Portals/42/Publications/MastersEssentials11.pdf (Links to an external site.) 

Chamberlain College of Nursing. (2018). NR-507-62413.  Program outcomes [Online lesson] Downers Grove, IL: DeVry Education Group. 

Stanford, P. E. (2016). How can a competency framework for advanced practice support care? .British Journal Of Nursing, 25(20), 1117-1122.