NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction)
Regis University NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction)-Step-By-Step Guide
This guide will demonstrate how to complete the Regis University NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction) 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 NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction)
Whether one passes or fails an academic assignment such as the Regis University NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction) 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 NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction)
The introduction for the Regis University NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction) 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.
Need a high-quality paper urgently?
We can deliver within hours.
How to Write the Body for NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction)
After the introduction, move into the main part of the NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction) 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 NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction)
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 NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction)
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.
Stuck? Let Us Help You
Completing assignments can sometimes be overwhelming, especially with the multitude of academic and personal responsibilities you may have. If you find yourself stuck or unsure at any point in the process, don’t hesitate to reach out for professional assistance. Our assignment writing services are designed to help you achieve your academic goals with ease.
Our team of experienced writers is well-versed in academic writing and familiar with the specific requirements of the NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction) assignment. We can provide you with personalized support, ensuring your assignment is well-researched, properly formatted, and thoroughly edited. Get a feel of the quality we guarantee – ORDER NOW.
Sample Answer for NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction)
In some neurologic disorders, postsynaptic membrane permeability is increased. Does this make the neuron more easily stimulated or less excitable? Using pathophysiology, explain why.
“The postsynaptic membrane is the membrane that receives a signal (binds neurotransmitter) from the presynaptic cell and responds via depolarization or hyperpolarization” (Uniprot, n.d.). When the postsynaptic membrane permeability increases, sodium ions flow into the cell space, thus depolarizing it with a degenerating action potential (VanMeter & Hubert 2018 p.334). This makes neurons more easily stimulated and excitable.
2. Cholinergic drugs are often used to help correct neurologic pathologic processes. Briefly describe where a cholinergic drug acts and how it affects the postsynaptic receptors. Give two examples of its possible effects on function.
Cholinergic medications are drugs that “act upon the neurotransmitter acetylcholine, the primary neurotransmitter within the parasympathetic nervous system (PNS)” (Pakala Brown & Preuss 2021). These kinds of medications fall into two different categories direct acting in indirect-acting cholinergic drugs. Direct-acting cholinergic drugs work by binding to and activating the muscarinic receptors (Pakala Brown & Preuss 2021). At the same time, indirect cholinergic drugs increase the availability of acetylcholine at the cholinergic receptors (Pakala Brown & Preuss 2021). One example of the cholinergic drug effect is in ophthalmology, where Carbachol induces miosis to reduce intraocular pressure in the treatment of glaucoma (National Center for Biotechnology Information, 2021). Carbachol mimics the effect of acetylcholine on both the muscarinic and nicotinic receptors (National Center for Biotechnology Information, 2021). Another example of a cholinergic drug is Bethanechol, which is used in urology cases. Bethanechol is used to treat non-obstructive urinary retention (National Center for Biotechnology Information, 2021). The drug is a muscarinic agonist with no nicotinic effects (National Center for Biotechnology Information, 2021).
3. Describe two possible areas of CNS damage that might cause flaccid paralysis. What signs and symptoms would a patient with this condition exhibit?
There are many possible areas of the central nervous system when damage can cause flaccid paralysis. “Damage to the upper motor neurons in the posterior zone of the frontal lobe of the cerebral cortex or the corticospinal tracts in the brain inferences with voluntary movement, which can cause paralysis on the opposite side of the body” (VanMeter & Hubert 2018 p.339). Another area that can cause flaccid paralysis is anterior spinal artery syndrome, in which the anterior spinal artery is blocked (BrainandSpinalCord.org, 2021). Some signs and symptoms of flaccid paralysis are a progression of paralysis, onset of fever, diminished muscle tone, sensory loss, cramps, or tingling of palms and soles of the feet, bladder dysfunction, and respiratory insufficiency (BrainandSpinalCord.org, 2021).
4. Many different conditions can cause increased intracranial pressure (ICP); identify two. What are the early signs and symptoms of increased ICP? What will you look for in a patient to help determine if they have increased ICP?
Two causes of increased intracranial pressure (ICP) could be a brain hemorrhage and cerebral edema. Some early signs and symptoms include severe headache, vomiting, papilledema. By assessing their pupils and vital signs, you can determine if somebody has increased intracranial pressure with the additional symptoms of a severe headache and vomiting. When looking through the eye’s pupil at the retina with the optical nerve, there is swelling of the part of the optic nerve inside the eye (optic disc) (NIH, 2016).
5. Describe how vital signs change from early increased ICP to later stages.
Systematic blood pressure rises and slows heart rate during the early stages of increased intracranial pressure (ICP) (VanMeter & Hubert 2018 p.342). Some later vital sign changes of ICP are a decrease in blood pressure, decrease in heart rate, decrease in respiratory rate (VanMeter & Hubert 2018 p.343). Moreover, ICP continues severe ischemia in neurological death prevent circulation control which results in the decrease in blood pressure and decreasing heart rate (VanMeter & Hubert 2018 p.343).
6. Which is more critical: a lesion in the brainstem or the cerebral hemisphere? Using pathophysiology, explain why.
A lesion on the brainstem is more critical as it may affect motor and sensory fibers resulting in widespread impairment (VanMeter & Hubert 2018 p.338). This is called an infratentorial lesion. The brainstem is a bundle of nerves, and this can affect “respiratory and circulatory function in the level of consciousness may be impaired by a small lesion in this area” (VanMeter & Hubert 2018 p.338).
References
BrainandSpinalCord.org. (2021). Flaccid Paralysis. Retrieved October 25, 2021, from https://www.brainandspinalcord.org/flaccid-paralysis/
National Center for Biotechnology Information (2021). PubChem Compound Summary for CID
5831, Carbachol. Retrieved October 25, 2021, from https://pubchem.ncbi.nlm.nih.gov/compound/Carbachol.
National Center for Biotechnology Information (2021). PubChem Compound Summary for CID
2370, Bethanechol. Retrieved October 25, 2021 from https://pubchem.ncbi.nlm.nih.gov/compound/Bethanechol.
NIH. (2016). Papilledema | Genetic and Rare Diseases Information Center (GARD) – an NCATS Program. Nih.Gov. Retrieved October 25, 2021, from https://rarediseases.info.nih.gov/diseases/7318/papilledema
Pakala RS, Brown KN, Preuss CV. Cholinergic Medications. [Updated 2021 Aug 31]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2021 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK538163/
Uniprot. (n.d.). Postsynaptic cell membrane. Uniprot.Org. Retrieved October 25, 2021, from https://www.uniprot.org/keywords/628
VanMeter, K. C., & Hubert, R. J. (2018). Gould’s pathophysiology for the health professions. (6th ed.). Elsevier Saunders.
Sample Answer 2 for NU 606 Week 9 Discussion 1: Question-Based Discussion—Team B (General Neurologic Dysfunction)
I enjoyed reading your discussion post regarding general neurologic dysfunction. As a future NP, a patient that I could see with CNS damage that may cause flaccid paralysis could be a patient with Guillain-Barre Syndrome. Guillain-Barre syndrome is a rare neurologic syndrome in which the myelin sheath of the nerves are damaged from the virus. Exact cause is unknown but approximately 66% of cases are preceded by a prior respiratory or GI tract infection in the 6 weeks prior to the onset of symptoms (MayoClinic.org, 2021). The patient typically presents with paresthesia’s (subjective) and weakness (objective) in the extremities. The patient could experience difficulty speaking (objective), chewing (objective) or swallowing (subjective) which places them at risk for aspiration pneumonia and malnutrition. As the disease progresses, the entire body can experience paralysis (Objective). The disease progresses in an ascending pattern and will spontaneously improve in the reverse order. Approximately 30% of patient will experience residual weakness following recovery (Hubert & VanMeter).
References:
Hubert, R.J., & VanMeter, K. C., (2018). Gould’s pathophysiology for the health
professions. (6th ed.). Elsevier Saunders.
MayoClinic.org (2021). Guillain-Barre Syndrome. Retrieved October 29, 2020 from https://www.mayoclinic.org/diseases-conditions/guillain-barre-syndrome/symptoms-causes/syc-20362793