course materials

1. NURS 6501N Week 1: Cellular Processes and the Genetic Environment
NURS 6501N Week 1: Cellular Processes and the Genetic EnvironmentNURS 6501N Week 1:
Cellular Processes and the Genetic EnvironmentOne of the more common biology analogies
refers to cells as the “building blocks” of life. This rightfully places an emphasis on
understanding cells, cellular behavior, and the impact of the environment in which they
function.Such an understanding helps explain how healthy cell activity contributes to good
health. Just as importantly, it helps explain how breakdowns in cellular behavior and
alterations to cells lead to health issues.This week, you examine cellular processes that are
subject to alterations that can lead to disease. You evaluate the genetic environments within
which these processes exist as well as the impact these environments have on disease.
NURS 6501N Week 1: Cellular Processes and the Genetic EnvironmentLearning
ObjectivesStudents will:Evaluate cellular processes and alterations within cellular
processesEvaluate the impact of the genetic environment on diseaseLearning
ResourcesRequired Readings (click to expand/reduce) McCance, K. L. & Huether, S. E.
(2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St.
Louis, MO: Mosby/Elsevier.Chapter 1: Cellular Biology; Summary ReviewChapter 2: Altered
Cellular and Tissue Biology: Environmental Agents (pp. 46-61; begin again with
Manifestations of Cellular Injury pp. 83-97); Summary ReviewChapter 3: The Cellular
Environment: Fluids and Electrolytes, Acids, and BasesChapter 4: Genes and Genetic
Diseases (stop at Elements of formal genetics); Summary ReviewChapter 5: Genes,
Environment-Lifestyle, and Common Diseases (stop at Genetics of common diseases);
Summary ReviewChapter 7: Innate Immunity: Inflammation and Wound HealingChapter 8:
Adaptive Immunity (stop at Generation of clonal diversity); Summary ReviewChapter 9:
Alterations in Immunity and Inflammation (stop at Deficiencies in immunity); Summary
ReviewChapter 10: Infection (pp. 289–303; stop at Infectious parasites and protozoans);
(start at HIV); Summary ReviewChapter 11: Stress and Disease (stop at Stress, illness &
coping); Summary ReviewChapter 12: Cancer Biology (stop at Resistance to destruction);
Summary ReviewChapter 13: Cancer Epidemiology (stop at Environmental-Lifestyle
factors); Summary ReviewJustiz-Vaillant, A. A., & Zito, P. M. (2019). Immediate
hypersensitivity reactions. In StatPearls. Treasure Island, FL: StatPearls Publishing.
Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK513315/Credit Line: Immediate
Hypersensitivity Reactions – StatPearls – NCBI Bookshelf. (2019, June 18). Retrieved from
https://www.ncbi.nlm.nih.gov/books/NBK513315/. Used with permission of Stat
PearlsRequired Media (click to expand/reduce) Module 1 Overview with Dr. Tara

2. Harris Dr. Tara Harris reviews the structure of Module 1 as well as the expectations for the
module. Consider how you will manage your time as you review your media and Learning
Resources throughout the module to prepare for your Discussion and Assignment.
(4m)Immunity and InflammationKhan Academy (2010, February 24). Inflammatory
response | Human anatomy and physiology | Health & medicine [Video file]. Retrieved from
https://www.youtube.com/watch?v=FXSuEIMrPQk Note: The approximate length of the
media program is 14 minutes.Soo, P. (2018, July 28). Pathophysiology Ch 10 alterations in
immune function [Video file]. Retrieved from https://www.youtube.com/watch?v=Jz0wx1-
jTds Note: The approximate length of the media program is 37 minutes.Acid-Base Balance
#1MedCram. (2012, April 28). Medical acid base balance, disorders & ABGs explained
clearly [Video file]. Retrieved from
https://www.youtube.com/watch?v=4wMEMhvrQxE Note: The approximate length of the
media program is 13 minutes.Acid-Base Balance #2MedCram. (2012, April 29). Medical acid
base balance, disorders & ABGs explained clearly | 2 of 8 [Video file]. Retrieved from
https://www.youtube.com/watch?v=GmEeKVTpOKI Note: The approximate length of the
media program is 15 minutes.HyponatremiaMedCram. (2017, December 23). Hyponatremia
explained clearly (remastered) – Electrolyte imbalances [Video file]. Retrieved from
https://www.youtube.com/watch?v=bLajK5Vy55M Note: The approximate length of the
media program is 15 minutes.Online Media from?Pathophysiology: The Biologic Basis for
Disease in Adults and ChildrenIn addition to this week’s media, it is highly recommended
that you access and view the resources included with the course text, Pathophysiology: The
Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in
Chapters 3, 7, and 8 that relate to alterations in immunity, hyponatremia, and acid/base
balance.Note: To access the online resources included with the text, you need to complete
the FREE online registration that is located
at https://evolve.elsevier.com/cs/store?role=studentTo Register to View the ContentGo
to https://evolve.elsevier.com/cs/store?role=studentEnter the name of the textbook,
Pathophysiology: The Biologic Basis for Disease in Adults and Children, or ISBN
9780323654395 (name of text without the edition number) in the Search textbox.Complete
the registration process.To View the Content for This TextGo
to https://evolve.elsevier.com/Click on Student Site.Type in your username and
password.Click on the Login button.Click on the plus sign icon for Resources on the left side
of the screen.Click on the name of the textbook for this course.Expand the menu on the left
to locate all the chapters.Navigate to the desired content (checklists, videos, animations,
etc.).Note: Clicking on the URLs in the APA citations for the Resources from the textbook
will not link directly to the desired online content. Use the online menu to navigate to the
desired content.Discussion: Alterations in Cellular ProcessesPhoto Credit: Getty ImagesAt
its core, pathology is the study of disease. Diseases occur for many reasons. But some, such
as cystic fibrosis and Parkinson’s Disease, occur because of alterations that prevent cells
from functioning normally.Understanding of signals and symptoms of alterations in cellular
processes is a critical step in diagnosis and treatment of many diseases. For the Advanced
Practice Registered Nurse (APRN), this understanding can also help educate patients and
guide them through their treatment plans. NURS 6501N Week 1: Cellular Processes and the

3. Genetic EnvironmentFor this Discussion, you examine a case study and explain the disease
that is suggested. You examine the symptoms reported and explain the cells that are
involved and potential alterations and impacts.To prepare:By Day 1 of this week, you will be
assigned to a specific scenario for this Discussion. Please see the “Course Announcements”
section of the classroom for your assignment from your Instructor.By Day 3 of Week 1Post
an explanation of the disease highlighted in the scenario you were provided. Include the
following in your explanation:The role genetics plays in the disease.Why the patient is
presenting with the specific symptoms described.The physiologic response to the stimulus
presented in the scenario and why you think this response occurred.The cells that are
involved in this process.How another characteristic (e.g., gender, genetics) would change
your response.Read a selection of your colleagues’ responses.By Day 6 of Week
1Respond to at least two of your colleagues on 2 different days and respectfully agree or
disagree with your colleague’s assessment and explain your reasoning. In your explanation,
include why their explanations make physiological sense or why they do notNote: For this
Discussion, you are required to complete your initial post before you will be able to view
and respond to your colleagues’ postings. Begin by clicking on the “Post to Discussion
Question” link and then select “Create Thread” to complete your initial post. Remember,
once you click on Submit, you cannot delete or edit your own posts, and you cannot post
anonymously. Please check your post carefully before clicking on Submit!Sample Discussion
ApproachA 16-year-old child presents to the clinic with a three-day sore throat as his main
complaint. denies having a fever or chills. PMH negative for pneumonia, ear infections,
influenza, or recurring colds. Food allergy or NKDA. A physical assessment reveals a
temperature of 99.6 degrees Fahrenheit, a steady pulse of 78, and breathing of 18. HEENT
normal, with the exception of a reddish posterior pharynx and swollen tonsils that measure
3+ in size. cervical adenopathy with anterior and posterior positivity. The in-office quick
strep test resulted in a positive result. His healthcare provider (HCP) prescribed amoxicillin
500 mg PO every 12 hours for ten days, to be taken as #20. He took the first capsule when
he got home and immediately complained of swelling of his tongue and lips, difficulty
breathing with audible wheezing. 911 was called and he was taken to the hospital, where he
received emergency treatment for his allergic reaction.Strep throat is caused by a bacterial
infection called group A Streptococcus. The CDC found that people with chronic strep throat
infections have tonsils that have a genetically poor immune response to group A strep
bacteria (Citroner, 2019). Strep throat is an infection in the throat and tonsils. Common
symptoms include a sore throat, pain when swallowing, fever, red and swollen tonsils,
sometimes white patches or pus on the tonsils, tiny red spots on the roof of the mouth, and
swollen lymph nodes in the front of the neck (CDC, 2018). The patient presented with a sore
throat, low-grade fever, reddened and enlarged posterior pharynx with white exudate on
the tonsils, and swollen lymph nodes. The patient took the antibiotic that was prescribed
which resulted in an allergic reaction. The patient has no known drug allergies or food
allergies. The patient had immediate swelling of his tongue and lips, difficulty breathing,
and audible wheezes. Amoxicillin is a commonly prescribed medication for treating
bacterial infections. Allergic reactions to amoxicillin are differentiated between immediate
and non-immediate reactions (Weisser & Ben-Shoshan, 2016). An allergy contains the

4. components of immunity and hypersensitivity. An allergy is usually associated more with
the harmful effects of hypersensitivity to environmental factors (McCance & Huether, 2019,
p. 255). The patient took an amoxicillin tablet and immediately had an allergic reaction to
the medication. This type of allergic reaction is considered a type II or type III. They are
relatively rare and may include antibiotics (McCance & Huether, 2019, p. 263). Type II
allergic sensitivities are against allergic small molecules that bind to the surface of the cell
and elicit a response (McCance & Huether, 2019, p. 266). The immune system will attack the
allergen on the cell membrane which destroys the cell. The cells that are involved in an
allergic response are dependent upon the activation of three different types of the effector T
helper cells. These cells include Th1, Th2, and Th17 (Warrington, 2012). NURS 6501N Week
1: Cellular Processes and the Genetic EnvironmentAnother characteristic such as a different
gender would not necessarily change the response. A person’s genetic makeup is what
causes these reactions. Allergic responses do not discriminate against age or gender. CDC.
(2018). Strep Throat: All you need to know. Retrieved
from https://www.cdc.gov/groupastrep/diseases-public/strep-throat.htmlCitroner, G.
(2019). Here’s Why Certain Kids Repeatedly Get Strep Throat. Healthline. Retrieved
from https://www.healthline.com/health-news/why-your-kid-keeps-getting-strep-
throatMcCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease
in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.Warrington R. (2012). Drug
allergy: causes and desensitization. Human vaccines & immunotherapeutics, 8(10), 1513–
1524. https://doi.org/10.4161/hv.21889Weisser, C., & Ben-Shoshan, M. (2016). Immediate
and non-immediate allergic reactions to amoxicillin present a diagnostic dilemma: a case
series. Journal of medical case reports, 10, 10. https://doi.org/10.1186/s13256-016-0801-
2Submission and Grading InformationGrading CriteriaTo access your rubric:Week 1
Discussion RubricPost by Day 3 of Week 1 and Respond by Day 6 of Week 1To Participate in
this Discussion:Week 1 DiscussionRubric Detail – NURS 6501N Week 1: Cellular Processes
and the Genetic EnvironmentExcellentGoodFairPoorMain Posting45 (45%) –
50 (50%)Answers all parts of the Discussion question(s) with reflective critical analysis and
synthesis of knowledge gained from the course readings for the module and current
credible sources. NURS 6501N Week 1: Cellular Processes and the Genetic
EnvironmentSupported by at least three current, credible sources.Written clearly and
concisely with no grammatical or spelling errors and fully adheres to current APA manual
writing rules and style.40 (40%) – 44 (44%)Responds to the Discussion question(s) and is
reflective with critical analysis and synthesis of knowledge gained from the course readings
for the module.At least 75% of post has exceptional depth and breadth.Supported by at least
three credible sources.Written clearly and concisely with one or no grammatical or spelling
errors and fully adheres to current APA manual writing rules and style.35 (35%) –
39 (39%)Responds to some of the Discussion question(s).One or two criteria are not
addressed or are superficially addressed.Is somewhat lacking reflection and critical analysis
and synthesis.Somewhat represents knowledge gained from the course readings for the
module.Post is cited with two credible sources.Written somewhat concisely; may contain
more than two spelling or grammatical errors.Contains some APA formatting
errors.0 (0%) – 34 (34%)Does not respond to the Discussion question(s) adequately.Lacks

5. depth or superficially addresses criteria.Lacks reflection and critical analysis and
synthesis.Does not represent knowledge gained from the course readings for the
module.Contains only one or no credible sources.Not written clearly or concisely.Contains
more than two spelling or grammatical errors.Does not adhere to current APA manual
writing rules and style.Main Post: Timeliness10 (10%) – 10 (10%)Posts main post by Day
3.0 (0%) – 0 (0%)N/A0 (0%) – 0 (0%)N/A0 (0%) – 0 (0%)Does not post main post by Day
3.First Response17 (17%) – 18 (18%)Response exhibits synthesis, critical thinking, and
application to practice settings.Provides clear, concise opinions and ideas that are
supported by at least two scholarly sources.Demonstrates synthesis and understanding of
Learning Objectives.Communication is professional and respectful to colleagues.Responses
to faculty questions are fully answered, if posed.Response is effectively written in standard,
edited English.15 (15%) – 16 (16%)Response exhibits critical thinking and application to
practice settings.Communication is professional and respectful to colleagues.Responses to
faculty questions are answered, if posed.Provides clear, concise opinions and ideas that are
supported by two or more credible sources.Response is effectively written in standard,
edited English.13 (13%) – 14 (14%)Response is on topic and may have some
depth.Responses posted in the Discussion may lack effective professional
communication.Responses to faculty questions are somewhat answered, if posed.Response
may lack clear, concise opinions and ideas, and a few or no credible sources are
cited.0 (0%) – 12 (12%)Response may not be on topic and lacks depth.Responses posted in
the Discussion lack effective professional communication.Responses to faculty questions
are missing.No credible sources are cited.Second Response16 (16%) – 17 (17%)Response
exhibits synthesis, critical thinking, and application to practice settings.Provides clear,
concise opinions and ideas that are supported by at least two scholarly
sources.Demonstrates synthesis and understanding of Learning Objectives.Communication
is professional and respectful to colleagues.Responses to faculty questions are fully
answered, if posed.Response is effectively written in standard, edited English.14 (14%) –
15 (15%)Response exhibits critical thinking and application to practice
settings.Communication is professional and respectful to colleagues.Responses to faculty
questions are answered, if posed.Provides clear, concise opinions and ideas that are
supported by two or more credible sources.Response is effectively written in standard,
edited English.12 (12%) – 13 (13%)Response is on topic and may have some
depth.Responses posted in the Discussion may lack effective professional
communication.Responses to faculty questions are somewhat answered, if posed.Response
may lack clear, concise opinions and ideas, and a few or no credible sources are cited. NURS
6501N Week 1: Cellular Processes and the Genetic Environment0 (0%) –
11 (11%)Response may not be on topic and lacks depth.Responses posted in the Discussion
lack effective professional communication.Responses to faculty questions are missing.No
credible sources are cited.Participation5 (5%) – 5 (5%)Meets requirements for
participation by posting on 3 different days.0 (0%) – 0 (0%)N/A0 (0%) –
0 (0%)N/A0 (0%) – 0 (0%)Does not meet requirements for participation by posting on 3
different days.Total Points: 100Name: NURS_6501_Discussion_Rubric. NURS 6501N Week 1:
Cellular Processes and the Genetic Environment