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Respiratory System Physiology

RCP 350: Applied Anatomy and Physiology

Case Study: Respiratory System Physiology

A 79-year-old Caucasian male who is 6 foot tall and weighs 150 pounds presents to emergency room with complaints of a reoccurring cough, chest tightness, dyspnea, coughing up a lot of thick secretions, and fatigue during and exertion and at rest. He says he thinks he has a lower respiratory tract infection because he gets those several times a year. The patient reports that he has never smoked cigarettes or used other tobacco products. The patient reports that he is regularly seen by his internal medicine physician to manage a history recurring pleural effusions.

Assessment reveals that he has a fever of 101.6 F O. His respiratory rate is 30 breaths per minute, labored and shallow. Auscultation of his chest reveals that he has coarse crackles in the inferior lobe of his left lung and both the middle and inferior lobes of his right lung.

A chest X-ray is obtained and reveals diffuse patchy infiltrates with consolidation developing bilaterally in the lower lobes. A sputum sample is collected for culture. Analysis of the sputum culture reveals the presence of Haemophilus influenzae. A complete blood count (CBC) with a white blood cell (WBC) differential was drawn and analyzed. Results revealed a normal red blood cell (RBC) count, hemoglobin and hematocrit, normal platelet count, and elevated leukocytes with elevated neutrophils.

The ER physician makes a diagnosis of pneumonia and bronchiectasis.

Instructions:

Answer the following questions, ensuring that you:

  • Type each question before each of your answers.
  • Use complete sentences and paragraphs, when appropriate
  • Cite the textbook name, textbook edition, textbook author, and page numbers for any resources that you use.
  • Cite the URL for any web-based used as a reference

Case-Study Questions:

  1. Describe how the airways would be specifically affected, as applicable to this patient’s diagnosis.
    • Consider the full scenario, describing each area, the impact, and why that would be evident.
  1. Describe the relevance of this patient’s documented respiratory rate.
    • Ensure to include the following, as applicable to:
      1. the acceptable range in breaths per minute for this patient’s age
      2. factors that may be influencing the patient’s respiratory rate
      3. potential effects on patient’s alveolar ventilation
  1. Explain the effects of the patient’s ventilation processes.
    • Ensure to include the following, as applicable:
      1. potential effects on patient’s alveolar ventilation
      2. ventilatory parameters that may be affected, as applicable to acceptable range for each parameter
      3. the clinical significance of abnormal parameters
  1. Explain the impact on the processes of respiration.
    • Ensure to include the following, as applicable to the patient’s diagnosis:
      1. Effects on gas exchange
      2. Diffusion of gases across the alveolar-capillary membrane
  1. Would this patient have more difficulty with inhaling or with exhaling? Ensure to provide the rationale for your answer.
  1. Describe how the progression of this disease may affect each of the following:
    • lung compliance, as applicable to distention and recoil of lung tissue
    • airway resistance
    • work-of-breathing
    • alveolar inflation
  1. Explain the thoracic skeletal muscles potential affected by this patient’s condition. Ensure to include specific examples.
  1. Identify the pulmonary volumes and capacities that may be affected by this patient’s condition. Ensure to include how these volumes and capacities may be affected by the diagnosis given. Ensure to include:
    • the average value for each parameter
    • the predicted values for this patient for tidal volume and vital capacity
    • How would these results impact the patient’s pulmonary reserves volumes?
  2. What would be expected impact on parameters that reflect the patient’s oxygenation status to include PaO2, SaO2, and/or SpO2, and why?
  1. Describe how this patient’s condition may manifest, applicable to his nail beds. Ensure to include why this clinical manifestation may present.

Page 2 of 2

RCP 350: Respiratory System Case Study: Revised 10/2023

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how the disease changes the physiology of the system

Over the last two study periods, we have examined the
physiology of most of our major organ systems. For this final
assessment, you are going to research and prepare a 6–8-
minute presentation on a disease of your choice that will be
viewed by your peers.
The disease you choose must impact one of the physiological
systems we have covered in either HBS202 or HBS204 and
you must be able to describe how the disease changes the
physiology of the system. This may make some diseases
harder than others so think carefully about your choice.

In your presentation, you must include the following
information:

1. An introduction – make sure you introduce yourself and explain why you have picked the
disease you will be discussing.
2. Information about the disease – this could include how many people will suffer from the
disease, causes if they are known and symptoms.
3. How the disease changes the physiology of the tissue/organ system(s) involved. You will need
to make sure that you introduce what is normal before you discuss how the disease changes it
and leads to symptoms mentioned in question 2.
4. What is one aspect of the disease that you have chosen that researchers are currently focussing
on, this is where you will need to have a look in the scientific literature, and it needs to be
“current” specifically from 2020 or 2021.
5. Potential treatment – you need to pick one intervention that is commonly used to treat the
disease and explain how this works making sure you talk about the relevant physiology.

Remember – this assessment is about you communicating the physiology of your chosen disease not
just general information about the disease copied from the internet.
You will need to do some research and include information that isn’t just from textbooks and Wikipedia.
You will need to reference your presentation (further information on this will be provided on the LMS).
Instructions
The objectives of this task are:
• To investigate a novel physiological concept (i.e. something that is relevant to, but has not been
directly covered by, your lectures);
• To develop research skills: to select appropriate sources of reliable and relevant information;
• To develop scientific writing skills: to use vocabulary appropriate for a general scientific
audience when preparing your talk, and to develop a concise story that conveys the major
features of the technique in a logical sequence;
• To develop audio-visual presentation skills: to use information gathered by your research to
construct a short verbal description of physiological concepts using diagrams to assist you with
your explanations;
• To develop correct referencing and other acknowledgement skills.


Resources
Textbooks
You can find some general information in your prescribed Physiology textbook, however it will not be
able to help you answer all of the parts of this assignment:
Silverthorn, D.U. (2019) Human Physiology: An Integrated Approach 8th Edition
(Global Edition), Pearson
Any Anatomy and Physiology textbook will be able to provide you with useful basic
information

Websites
The web is an immense resource, but be careful – apart from some sites such as those run by the
publishers of scientific journals, very few web sites are peer-reviewed or checked for accuracy. For
further information on assessing the integrity and validity of information sources, visit the La Trobe
University library web site (http://www.latrobe.edu.au/library/help-and-training/videos). Also
remember that any information sourced from the web has to be acknowledged in a citation, just as a
print-based reference would be. Wikipedia is not an acceptable reference for this assignment.
You need to make sure that you include in text citations where relevant. You do not need to use APA7
as this takes up a lot of space on your slides. Instead consider using author date or numbering of the
references on your slides (have a look at the video on the LMS for more information). You need to
include a full reference list at the end of your presentation.
For this assignment you may find that some of your references are from the early 2000’s,
particularly those about your chosen disease – that is perfectly OK. Remember, you do need
to use a resource that is from 2020 or 2021 for one aspect of the presentation


Create your presentation
After you have gathered all your research together and decided what should be included (and just
as importantly, what should be left out!), the next step is to record the presentation with voice over
to demonstrate your knowledge in this area. There are a number of tools that can be used to record
your presentation. PowerPoint slides with audio voiceover is perfectly acceptable (information on
how to do this can be found on this website https://www.lifewire.com/how-to-record-voiceover-
powerpoint-4173784). A follow on article explains how to convert your presentation to a video
https://www.lifewire.com/convert-powerpoint-to-video-4165363. An alternative approach is to
record yourself in Zoom. If you are feeling adventurous, you can try one of these other software options:
• ‘Explain Everything’ (collaborative & interactive whiteboard; http://explaineverything.com)
• ‘CamStudio’ (screen and audio capture; http://camstudio.org)
• ‘Camtasia Studio’ (TechSmith Corporation, free trial version) This is what we use in
the department to create the recordings that you see on the LMS
• Quickcast (Mac; free)
• Screencast-O-Matic (Windows; free; https://screencast-o-matic.com/home)

If you would like to appear in your presentation, that is great but there is no expectation that you

do. You must make sure that you include slides of some kind in your presentation to be eligible
for full marks.

Submit your presentation for assessment
Once you have recorded the presentation, you will need to save it as an .mp4 file and upload it to
the dropbox on the LMS. This is not a drag and drop submission, you need to read the
instructions that are on the LMS about how to do this. Please note that it does take some time to
upload the file, don’t panic that it isn’t there but you do need to make sure you allow a bit more
time to process the file.

You must also submit your slides and script to a separate Turnitin drop box to ensure that you
have written the information in your own words. This is not marked but you must submit
your script.

Deadline
Your presentation is to be submitted to the LMS drop box no later than 23:59 on Sunday
14th November.


Assessment
This task will be assessed based on the detailed marking rubric provided on the last couple of
pages of this document. The marks for your audio-visual presentation will be weighted as
follows:

• 60% on scientific content; and
• 30% on the quality of the presentation and
• 10% on the correct use of references


Within three weeks of submission, a member of the physiology teaching staff will mark your
presentation using the rubric below and provide written feedback. You will receive a mark out of
100 for your presentation but remember this will be scaled down to a mark out of 30 for your
final grade.

Late submission You will be able to submit your assessment for 5 days after the due date
(until 23:59 Friday 19th November), however your final mark will be subject to a penalty of 5% per
day that your submission is late up to a maximum of 25%. After 5 days you will be given a mark
of ‘zero’

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apply clinical reasoning to your knowledge of anatomy, physiology, pathophysiology, therapeutic interventions, and pharmacotherapy

In this assessment task you will be provided with a scenario and relevant patient information.
You will apply clinical reasoning to your knowledge of anatomy, physiology, pathophysiology, therapeutic interventions, and pharmacotherapy to answer a variety of questions.
You’ll be required to complete an online QUIZ and short answer questions (SAQs) which will need to be submitted via Turnitin. Ensure that all of the answer is your own words. Ensure that you review your Turnitin score before submitting your work.
Any part of your answer that is completely or partially text-matched to another source by Turnitin may not be considered as part of your answer, as these are not your words.
The questions will require you to:
consider the patient situation and identify cues (signs and symptoms, as well as other cues) from the case description and clinical information provided.
process this information by analysing the cues, and explaining the relevant physiology and pathophysiology underpinning the patient presentation and progression.
apply knowledge of physiology to explain the rationale of suggested therapeutic approaches for that patient.
It is expected that you will engage with scholarly literature to substantiate your clinical reasoning in the long answer question.
How to research for this task
Read BEFORE you write. Read to understand, and learn. Do not write your assignment based on what you already believe you know, and then go looking for references to support what you have said.
Use the following textbooks, which you can access as eBooks and/or as hard copies in the UTas library. Textbooks should be no more than 10 years old.
Amerman, E. 2019. Human Anatomy & Physiology. 2nd Global ed. Pearson: UK.Bullock, S. & Hales, M. 2019. Principles of Pathophysiology. 2nd Ed. Pearson: Melb
Bullock, S. & Manias, E. 2017. Fundamentals of Pharmacology. 8th Ed. Pearson: Melb
Burston, A. & Corfee, F. 2020. Nursing care of people with cardiac disorders. In G. Bauldoff et al. Lemone & Burke’s Medical-Surgical Nursing. Pearson: Melb. p1040 – 1084
Norris, T. 2020. Porth’s Essentials of Pathophysiology. 5th Ed. Wolters Kluwer: Phil (not an eBook)
Websites – ensure that you are ONLY using information for health professionals. Do NOT use consumer information. Wherever possible, identify an author, and that the work has been peer reviewed. Acceptable sources will have a date of authorship. Is the website a recognised source of information eg the Australian Medicines Handbook ? If in doubt, you can always ask the Unit Coordinator.
Journal articles – use these judiciously. Ensure that the article is relevant and that the author is actually supporting what you have written. Have you actually read, and understood the article? Is the article discussing HUMAN physiology? Journal articles should be no more that 5 years old.
QUESTIONS
1.)Describe the pathophysiological mechanisms for Rupinder’s presentation of -pink-tinged frothy sputum-. Identify any other data which supports your explanation.
Word limit: 200 words excluding in-text references. Use the School of Nursing guidelines for UTas Harvard referencing. These can be found in the -Assessment help and resources- section on MyLO.
2.)Rupinder experienced two AMIs which led to congestive cardiac failure. As part of his treatment, he was prescribed diuretics. Briefly describe the general mechanism of action for diuretics, and explain in detail how medication that acts on the kidneys improves his cardiac function.
Word limit: 200 words excluding in-text references. Use the School of Nursing guidelines for UTas Harvard referencing. These can be found in the -Assessment help and resources- section on MyLO.
TASK FORMAT
You should preferably write in complete sentences and structured paragraphs. Do not use bullet-point lists or tables to present your response. Flow charts are acceptable (e.g. activation of PSNS – decrease in HR) as long as the relationship between one item and the next is unequivocally clear to the reader.
Ensure that you effectively paraphrase by writing in YOUR OWN WORDS. Direct quotes are not accepted for this assignment of short answers.
Generally, submissions are expected to be in Microsoft Word or in pdf format (not text scanned into pdf), though Microsoft PowerPoint and Microsoft Excel are also acceptable formats when relevant to the assignment requirements. To see a full list of the file types accepted by Turnitin, view this link: https://help.turnitin.com/feedback-studio/turnitin-website/student/submitting-a-paper/file-requirements.htm
UNIT LEARNING OUTCOMES ASSESSED
This task evidences progression towards the achievement of the following Unit learning outcomes:
ILO1: Apply knowledge of the alterations to anatomy and physiology of the integumentary, cardiovascular, respiratory, immune and renal systems of the body across the lifespan to explain pathophysiological processes.
ILO2: Apply clinical reasoning to identify the acute and chronic health needs of a patient and inform the delivery of evidence-informed nursing care in relation to alterations to anatomy and physiology of the integumentary, cardiovascular, respiratory, immune and renal systems.
ILO3: Analyse and integrate biological information to explain reasons for: normal and abnormal health states; common diagnostic procedures; and therapeutic interventions, including pharmacotherapy in relation to the integumentary, cardiovascular, respiratory, immune and renal systems.
ILO4: Interpret and explain scientific and clinical terminology to facilitate communication of pathophysiological and therapeutic information in relation to alterations to anatomy and physiology of the integumentary, cardiovascular, respiratory, immune and renal systems, appropriate to a health care setting

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Physiology and Treatment of Depression Anxiety

Topic: Physiology and Treatment of Depression Anxiety

According to the Anxiety and Depression Association of America, over 20% of Americans are diagnosed with anxiety and/or depression (2018). As you earn about the nervous system use these two common disorders to help gain an understanding of basic nerve function.

For your assignment choose either depression  or  anxiety and answer the following questions. Remember to use your own words when explaining these concepts.

· How does depression/anxiety affect neurotransmitters?

· How does depression/anxiety affect synapses?

· How does depression/anxiety affect neuron function?

WRITE FROM NURSING PERSPECTIVE

TWO REFERENCES

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IN TEXT CITATION

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    Physiology and Treatment of Depression Anxiety

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