NRS 410 Topic 1 Discussion Question One
NRS 410 Topic 1 Discussion Question One
Identify a cardiac or respiratory issue and outline the key steps necessary to include for prevention and health promotion.
Re: Topic 1 DQ 1
Being an African-American male with a family health history of cardiac issues I take my cardiovascular health rather seriously due to me being genetically predisposed to these types of disorders. Multiple members of my family as well as the African-American community live and deal with hypertension or high blood pressure. Luckily, many of the key steps needed for the prevention of hypertension also work for the health promotion of a healthy blood pressure working as a double-edged sword to combat hypertension (HTN).
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First, eating a healthy diet will help prevent along with the promotion of a healthy blood pressure. The Centers for Disease Control (CDC) recommends the implementation of the DASH diet for lowering blood pressure which, according to the National Institute of Health, includes eating a diet that is low in salt and saturated fats as well as eating vegetables, fruit, and whole grains along with fish, beans, and poultry for proteins. Secondly, being physically active and maintaining a healthy weight is also a key step in fighting HTN. Obesity and being overweight increases the risk of HTN. Thirdly, do not smoke. “Smoking raises your blood pressure and puts you at higher risk for heart attack and stroke.” (CDC, 2020, para. 10) Lastly, getting enough sleep and limiting the amount of alcohol ingested can also prevent HTN while promoting a healthy blood pressure.
References:
National Institute of Health. (2019, April 30). DASH Eating Plan. Retrieved May 4, 2020, from https://www.nhlbi.nih.gov/health-topics/dash-eating-plan
Centers for Disease Control. (2020, February 24). Prevent High Blood Pressure. Retrieved May 4, 2020, from https://www.cdc.gov/bloodpressure/prevent.htm
Myocardial infarction (MI) also known as heart attack, is a condition caused by the partial or complete blockage of one or more coronary arteries which decrease oxygen supply to certain areas of the heart. Blockages can be due to plaque build-up or inflammatory responses due to the rupture of these plaques. MI presents with pain or discomfort in the chest that radiates to the jaw, shoulder and arms. Other symptoms include shortness of breath, nausea or lightheadedness. (Grand Canyon University, 2018). Patho-physiologically, MIs can be diagnosed by the presence of biomarkers in the blood indicating myocyte damage and abnormal electrocardiogram (ECG) indicating ST elevation or ischemic symptoms. Some of the biomarkers tested include cardiac troponins and creatine kinase myocardial band (CK-MB) levels. Standard interventions for MI include reperfusion of the affected area via removing the blockage through balloon angioplasty, stenting, and coronary artery bypass grafting procedures. (Reed, Rossi, et al., 2017). The primary prevention for MI is maintaining a healthy and active lifestyle through regular exercise, avoiding cigarette and alcohol use. (Caldwell, Martinez, et al., 2018). Secondary prevention methods include antithrombotic therapies, strict control over low-density lipoprotein (LDL), and implantable cardioverter-defibrillator as well as maintenance of a healthy lifestyle. (Reed, Rossi, et al., 2017). NRS 410 Topic 1 Discussion Question One
References:Caldwell, M., Martinez, L., Foster, J. G., Sherling, D., & Hennekens, C. H. (2019). Prospects for the Primary Prevention of Myocardial Infarction and Stroke. Retrieved from: https://www.ncbi.nlm.nih.gov/pubmed/30563358Grand Canyon University (Ed). (2018). Pathophysiology: Clinical applications for client health. Retrieved from: https://lc.gcumedia.com/nrs410v/pathophysiology-clinical-applications-for-client-health/v1.1/#/chapter/1
Reed, G. W., Rossi, J. E., & Cannon, C. P. (2017). Acute myocardial infarction. The lancet, 389(100065), 197-210. https://doi.org/10.1016/S0140-6736(16)30677-8 NRS 410 Topic 1 Discussion Question One
Grading Rubric Guidelines
Performance Category 10 9 8 4 0
Scholarliness
Demonstrates achievement of scholarly inquiry for professional and academic decisions. • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
• Evaluates literature resources to develop a comprehensive analysis or synthesis.
• Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
• Evaluates information from source(s) to develop a coherent analysis or synthesis.
• Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion. • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
• Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
• Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
• Demonstrates little or no understanding of the topic. • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
• Information is taken from source(s) without any interpretation/evaluation.
• The posting uses information that is not valid, relevant, or reliable • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
• Information is not valid, relevant, or reliable
Performance Category 10 9 8 4 0
Application of Course Knowledge –
Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
• Applies concepts to personal experience in the professional setting and or relevant application to real life. • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
• Applies concepts to personal experience in their professional setting and or relevant application to real life
• Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
• Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
• Does not demonstrate a solid understanding of the principles and concepts presented in the lesson • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
• Posts are superficial and do not reflect an understanding of the lesson content
• Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
• No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category 5 4 3 2 0
Interactive Dialogue
Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.
(5 points possible per graded thread) • Exceeds minimum post requirements
• Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
• Replies to a post posed by faculty and to a peer
• Summarizes what was learned from the lesson, readings, and other student posts for the week. • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
• Replies to a question posed by a peer
Summarizes what was learned from the lesson, readings, and other student posts for the week. • Meets expectations of 2 posts on 2 different days.
• The main post is not made by the Wednesday deadline
• Does not reply to a question posed by a peer or faculty • Has only one post for the week
• Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments • Does not post to the thread
• No connections are made to the topic
Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA
Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.
Points deducted for improper grammar, syntax and APA style of writing.
The source of information is the APA Manual 6th Edition • 2-3 errors in APA format.
• Written responses have 2-3 grammatical, spelling, and punctuation errors.
• Writing style is generally clear, focused, and facilitates communication. • 4-5 errors in APA format.
• Writing responses have 4-5 grammatical, spelling and punctuation errors.
• Writing style is somewhat focused. • 6-7 errors in APA format.
• Writing responses have 6-7 grammatical, spelling and punctuation errors.
• Writing style is slightly focused making discussion difficult to understand. • 8-10 errors in APA format.
• Writing responses have 8-10 grammatical, spelling and punctuation errors.
• Writing style is not focused, making discussion difficult to understand. • Post contains greater than 10 errors in APA format.
• Written responses have more than 10 grammatical, spelling and punctuation errors.
• Writing style does not facilitate communication.
• The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost
-5 points lost
Total Participation Requirements
per discussion thread The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement
per discussion thread The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.
