Assignment: Adaptive Response As an advanced practice nurse, you will examine patients presenting with a variety of disorders. You must, therefore, understand how the body normally functions so that you can identify when it is reacting to changes. Often, when changes occur in body systems, the body reacts with compensatory mechanisms. These compensatory mechanisms, such as adaptive responses, might be signs and symptoms of alterations or underlying disorders. In the clinical setting, you use these responses, along with other patient factors, to lead you to a diagnosis. Consider the following scenarios: Scenario 1: Jennifer is a 2-year-old female who presents with her mother. Mom is concerned because Jennifer has been “running a temperature” for the last 3 days. Mom says that Jennifer is usually healthy and has no significant medical history. She was in her usual state of good health until 3 days ago when she started to get fussy, would not eat her breakfast, and would not sit still for her favorite television cartoon. Since then she has had a fever off and on, anywhere between 101oF and today’s high of 103.2oF. Mom has been giving her ibuprofen, but when the fever went up to 103.2oF today, she felt that she should come in for evaluation. A physical examination reveals a height and weight appropriate 2-year-old female who appears acutely unwell.  Her skin is hot and dry. The tympanic membranes are slightly reddened on the periphery, but otherwise normal in appearance. The throat is erythematous with 4+ tonsils and diffuse exudates. Anterior cervical nodes are readily palpable and clearly tender to touch on the left side. The child indicates that her throat hurts “a lot” and it is painful to swallow. Vital signs reveal a temperature of 102.8oF, a pulse of 128 beats per minute, and a respiratory rate of 24 beats per minute. Scenario 2: Jack is a 27-year-old male who presents with redness and irritation of his hands. He reports that he has never had a problem like this before, but about 2 weeks ago he noticed that both his hands seemed to be really red and flaky. He denies any discomfort, stating that sometimes they feel “a little bit hot,” but otherwise they feel fine. He does not understand why they are so red. His wife told him that he might have an allergy and he should get some steroid cream. Jack has no known allergies and no significant medical history except for recurrent ear infections as a child. He denies any traumatic injury or known exposure to irritants. He is a maintenance engineer in a newspaper building and admits that he often works with abrasive solvents and chemicals. Normally he wears protective gloves, but lately they seem to be in short supply so sometimes he does not use them. He has exposed his hands to some of these cleaning fluids, but says that it never hurt and he always washed his hands when he was finished. Scenario 3: Martha is a 65-year-old woman who recently retired from her job as an administrative assistant at ...

1. Assignment: Adaptive Response
As an advanced practice nurse, you will examine patients
presenting with a variety of disorders. You must, therefore,
understand how the body normally functions so that you can
identify when it is reacting to changes. Often, when changes
occur in body systems, the body reacts with compensatory
mechanisms. These compensatory mechanisms, such as adaptive
responses, might be signs and symptoms of alterations or
underlying disorders. In the clinical setting, you use these
responses, along with other patient factors, to lead you to a
diagnosis.
Consider the following scenarios:
Scenario 1:
Jennifer is a 2-year-old female who presents with her mother.
Mom is concerned because Jennifer has been “running a
temperature” for the last 3 days. Mom says that Jennifer is
usually healthy and has no significant medical history. She was
in her usual state of good health until 3 days ago when she
started to get fussy, would not eat her breakfast, and would not
sit still for her favorite television cartoon. Since then she has
had a fever off and on, anywhere between 101oF and today’s
high of 103.2oF. Mom has been giving her ibuprofen, but when
the fever went up to 103.2oF today, she felt that she should
come in for evaluation. A physical examination reveals a height
and weight appropriate 2-year-old female who appears acutely
unwell. Her skin is hot and dry. The tympanic membranes are
slightly reddened on the periphery, but otherwise normal in
appearance. The throat is erythematous with 4+ tonsils and
diffuse exudates. Anterior cervical nodes are readily palpable
and clearly tender to touch on the left side. The child indicates
that her throat hurts “a lot” and it is painful to swallow. Vital
signs reveal a temperature of 102.8oF, a pulse of 128 beats per
minute, and a respiratory rate of 24 beats per minute.
Scenario 2:

2. Jack is a 27-year-old male who presents with redness and
irritation of his hands. He reports that he has never had a
problem like this before, but about 2 weeks ago he noticed that
both his hands seemed to be really red and flaky. He denies any
discomfort, stating that sometimes they feel “a little bit hot,”
but otherwise they feel fine. He does not understand why they
are so red. His wife told him that he might have an allergy and
he should get some steroid cream. Jack has no known allergies
and no significant medical history except for recurrent ear
infections as a child. He denies any traumatic injury or known
exposure to irritants. He is a maintenance engineer in a
newspaper building and admits that he often works with
abrasive solvents and chemicals. Normally he wears protective
gloves, but lately they seem to be in short supply so sometimes
he does not use them. He has exposed his hands to some of
these cleaning fluids, but says that it never hurt and he always
washed his hands when he was finished.
Scenario 3:
Martha is a 65-year-old woman who recently retired from her
job as an administrative assistant at a local hospital. Her
medical history is significant for hypertension, which has been
controlled for years with hydrochlorothiazide. She reports that
lately she is having a lot of trouble sleeping, she occasionally
feels like she has a “racing heartbeat,” and she is losing her
appetite. She emphasizes that she is not hungry like she used to
be. The only significant change that has occurred lately in her
life is that her 87-year-old mother moved into her home a few
years ago. Mom had always been healthy, but she fell down a
flight of stairs and broke her hip. Her recovery was a difficult
one, as she has lost a lot of mobility and independence and
needs to rely on her daughter for assistance with activities of
daily living. Martha says it is not the retirement she dreamed
about, but she is an only child and is happy to care for her
mother. Mom wakes up early in the morning, likes to bathe
every day, and has always eaten 5 small meals daily. Martha has
to put a lot of time into caring for her mother, so it is almost a

3. “blessing” that Martha is sleeping and eating less. She is
worried about her own health though and wants to know why, at
her age, she suddenly needs less sleep.
To Prepare
· Review the three scenarios, as well as Chapter 6 in the
Huether and McCance text.
· Identify the pathophysiology of the disorders presented in
each of the three scenarios, including their associated
alterations. Consider the adaptive responses to the alterations.
· Review the examples of “Mind Maps—Dementia,
Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)”
media in this week’s Learning Resources. Then select one of the
disorders you identified from the scenarios. Use the examples in
the media as a guide to construct a mind map for the disorder
you selected. Consider the epidemiology, pathophysiology, risk
factors, clinical presentation, and diagnosis of the disorder, as
well as any adaptive responses to alterations.
· Review the Application Assignment Rubric found under
Course Information
To Complete
Write a 2- to 3-page paper excluding the title page, reference
page and Mind Map that addresses the following:
· For each of the three scenarios explain the pathophysiology,
associated alterations and the patients’ adaptive responses to the
alterations caused by the disease processes. You are required to
discuss all three scenarios within the paper component of this
assignment.
· Construct one mind map on a selected disorder presented in
one of the scenarios. Your Mind Map must include the
epidemiology, pathophysiology, risk factors, clinical
presentation, and diagnosis of the disorder, as well as any
adaptive responses to alterations.
NOTE
To Prepare
· Review the three scenarios, as well as Chapter 6 in the

4. Huether and McCance text.
· Identify the pathophysiology of the disorders presented in
each of the three scenarios, including their associated
alterations. Consider the adaptive responses to the alterations.
· Review the examples of “Mind Maps—Dementia,
Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)”
media in this week’s Learning Resources. Then select one of the
disorders you identified from the scenarios. Use the examples in
the media as a guide to construct a mind map for the disorder
you selected. Consider the epidemiology, pathophysiology, risk
factors, clinical presentation, and diagnosis of the disorder, as
well as any adaptive responses to alterations.
· Review the Application Assignment Rubric found under
Course Information
Assignment: Adaptive Response : RUBRIC
Excellent
Good
Poor
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work
reflects graduate level critical and analytic thinking.
27 (27%) - 30 (30%)
Assignment exceeds expectations. All topics are addressed with
a minimum of 75% containing exceptional breadth and depth
about each of the assignment topics.
24 (24%) - 26 (26%)
Assignment meets expectations. All topics are addressed with a
minimum of 50% containing good breadth and depth
about each of the assignment topics.
21 (21%) - 23 (23%)
Assignment meets most of the expectations. One required topic
is either not addressed or inadequately addressed.
0 (0%) - 20 (20%)

5. Assignment superficially meets some of the expectations. Two
or more required topics are either not addressed or inadequately
addressed.
Quality of Work Submitted:
The purpose of the paper is clear.
5 (5%) - 5 (5%)
A clear and comprehensive purpose statement is provided which
delineates all required criteria.
4 (4%) - 4 (4%)
Purpose of the assignment is stated, yet is brief and not
descriptive.
3.5 (3.5%) - 3.5 (3.5%)
Purpose of the assignment is vague or off topic.
0 (0%) - 3 (3%)
No purpose statement was provided.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Understand and interpret the assignment's key concepts.
9 (9%) - 10 (10%)
Demonstrates the ability to critically appraise and intellectually
explore key concepts.
8 (8%) - 8 (8%)
Demonstrates a clear understanding of key concepts.
7 (7%) - 7 (7%)
Shows some degree of understanding of key concepts.
0 (0%) - 6 (6%)
Shows a lack of understanding of key concepts, deviates from
topics.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Apply and integrate material in course resources (i.e. video,
required readings, and textbook) and credible outside resources.
18 (18%) - 20 (20%)

6. Demonstrates and applies exceptional support of major points
and integrates 2 or more credible outside sources, in addition to
2-3 course resources to suppport point of view.
16 (16%) - 17 (17%)
Integrates specific information from 1 credible outside resource
and 2-3 course resources to support major points and point of
view.
14 (14%) - 15 (15%)
Minimally includes and integrates specific information from 2-3
resources to support major points and point of view.
0 (0%) - 13 (13%)
Includes and integrates specific information from 0 to 1
resoruce to support major points and point of view.
Assimilation and Synthesis of Ideas:
The extend to which the work reflects the student's ability to:
Synthesize (combines various components or different ideas
into a new whole) material in course resources (i.e. video,
required readings, textbook) and outside, credible resources by
comparing different points of view and highlighting similarities,
differences, and connections.
18 (18%) - 20 (20%)
Synthesizes and justifies (defends, explains, validates,
confirms) information gleaned from sources to support major
points presented. Applies meaning to the field of advanced
nursing practice.
16 (16%) - 17 (17%)
Summarizes information gleaned from sources to support major
points, but does not synthesize.
14 (14%) - 15 (15%)
Identifies but does not interpret or apply concepts, and/or
strategies correctly; ideas unclear and/or underdeveloped.
0 (0%) - 13 (13%)
Rarely or does not interpret, apply, and synthesize concepts,
and/or strategies.
Written Expression and Formatting

7. Paragraph and Sentence Structure: Paragraphs make clear points
that support well developed ideas, flow logically, and
demonstrate continuity of ideas. Sentences are clearly
structured and carefully focused--neither long and rambling nor
short and lacking substance.
5 (5%) - 5 (5%)
Paragraphs and sentences follow writing standards for structure,
flow, continuity and clarity
4 (4%) - 4 (4%)
Paragraphs and sentences follow writing standards for structure,
flow, continuity and clarity 80% of the time.
3.5 (3.5%) - 3.5 (3.5%)
Paragraphs and sentences follow writing standards for structure,
flow, continuity and clarity 60%- 79% of the time.
0 (0%) - 3 (3%)
Paragraphs and sentences follow writing standards for structure,
flow, continuity and clarity < 60% of the time.
Written Expression and Formatting
English writing standards: Correct grammar, mechanics, and
proper punctuation
5 (5%) - 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors.
4 (4%) - 4 (4%)
Contains a few (1-2) grammar, spelling, and punctuation errors.
3.5 (3.5%) - 3.5 (3.5%)
Contains several (3-4) grammar, spelling, and punctuation
errors.
0 (0%) - 3 (3%)
Contains many (≥ 5) grammar, spelling, and punctuation errors
that interfere with the reader’s understanding.
Written Expression and Formatting
The paper follows correct APA format for title page, headings,
font, spacing, margins, indentations, page numbers, running

8. head, parenthetical/in-text citations, and reference list.
5 (5%) - 5 (5%)
Uses correct APA format with no errors.
4 (4%) - 4 (4%)
Contains a few (1-2) APA format errors.
3.5 (3.5%) - 3.5 (3.5%)
Contains several (3-4) APA format errors.
0 (0%) - 3 (3%)
Contains many (≥ 5) APA format errors.
Total Points: 100
LEARNING RESOURCES TO READ
Huether, S. E., & McCance, K. L. (2017). Understanding
pathophysiology (6th ed.). St. Louis, MO: Mosby.
· Chapter 6, “Innate Immunity: Inflammation and Wound
Healing”
This chapter examines how the body responds to injury and
infection by exploring the first, second, and third lines of
defense. It also covers wound healing and alterations of the
wound healing process.
· Chapter 7, “Adaptive Immunity”
This chapter examines the third line of defense, adaptive
immunity. It also covers the roles of antigens and immunogens,
the humoral immune response, cell-mediated immunity, and the
production of B and T lymphocytes in the immune response.
· Chapter 8, “Infection and Defects in Mechanism of Defense”
This chapter covers the epidemiology, clinical presentation, and
treatment of disorders resulting from infection, deficiencies in
immunity, and hypersensitivity. It also examines the

9. pathophysiology of an important immune disorder—HIV/AIDS.
· Chapter 9, “Stress and Disease”
This chapter evaluates the impact of stress on various body
systems and the immune system. It also examines coping
mechanisms and disorders related to stress.
· Chapter 10, “Biology of Cancer”
This chapter explores the developmental process of cancer and
factors that impact the onset of cancer at the cellular level. It
also describes various treatment options.
· Chapter 11, “Cancer Epidemiology”
This chapter reviews genetic, environmental, behavioral, and
diet-related risk factors for cancer. It also examines types of
cancers that result from risk factors.
· Chapter 12, “Cancer in Children and Adolescents”
This chapter focuses on the presentation and prognosis of
childhood cancers. It examines the impact of genetic and
environmental factors on these cancers.
· Chapter 38, “Structure and Function of the Musculoskeletal
System”
This chapter covers the structure and function of bones, joints,
and skeletal muscle. It also explores effects of aging on the
musculoskeletal system.
· Chapter 39, “Alterations of Musculoskeletal Function”
This chapter examines the pathophysiology, clinical
manifestations, and evaluation and treatment of bone, joints,
and skeletal muscle disorders. Additionally, it explores
musculoskeletal tumors, osteoarthritis, and rheumatoid arthritis.
· Chapter 40, “Alterations of Musculoskeletal Function in

10. Children”
This chapter includes musculoskeletal disorders that affect
children, such as congenital defects, bone infection, juvenile
idiopathic arthritis, muscular dystrophy, musculoskeletal
tumors, and nonaccidental trauma.
· Chapter 41, “Structure, Function, and Disorders of the
Integument”
This chapter begins with an overview of the structure and
function of skin. It then covers effects of aging on skin, as well
as disorders of the skin, hair, and nails.
· Chapter 42, “Alterations of Integument in Children”
This chapter covers alterations of the integument that affect
children. These include acne vulgaris, dermatitis, infections of
the skin, insect bites and parasites, vascular disorders, and other
skin disorders.
Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of
disease: An introduction to clinical medicine (8th ed.). New
York, NY: McGraw-Hill Education.
· Chapter 3, “Disorders of the Immune System”
This chapter explores the anatomy and physiology of the
immune system. It also explores the pathophysiology of various
immune disorders such as primary immunodeficiency diseases
and AIDS.
· Chapter 8, “Diseases of the Skin”
This chapter begins with an overview of the anatomy and
physiology of skin. It also explores the pathophysiology of
various types of skin lesions and inflammatory skin diseases.
· Chapter 24, “Inflammatory Rheumatic Disease”
This chapter explores the pathogenesis of inflammation and its

11. role in rheumatic diseases. It also examines the clinical
presentation, etiology, pathophysiology, and clinical
manifestations of rheumatic diseases such as gout and
rheumatoid arthritis.
https://class.waldenu.edu/bbcswebdav/institution/USW1/202030
_27/MS_NURS/NURS_6501/Readings/NURS_6501_Week02_mi
ndMaps.pdf
http://www.arthritis.org/
http://www.lupus.org/newsite/index.html
http://evolve.elsevier.com/huether