Complications of asthma can be sudden. Consider the case of Bradley Wilson, a young boy who had several medical conditions. He appeared in good health when he went to school, returned home, and ate dinner. However, when he later went outside to play, he came back inside wheezing. An ambulance took him to the hospital where he was pronounced dead (Briscoe, 2012). In another case, 10-year-old Dynasty Reese, who had mild asthma, woke up in the middle of the night and ran to her grandfather’s bedroom to tell him she couldn’t breathe. By the time paramedics arrived, she had passed out and was pronounced dead at the hospital (Glissman, 2012). These situations continue to outline the importance of recognizing symptoms of asthma and providing immediate treatment, as well as distinguishing minor symptoms from serious, life-threatening symptoms. Since these symptoms and attacks are often induced by a trigger, as an advanced practice nurse, you must be able to help patients identify their triggers and recommend appropriate treatment options. For this reason, you need to understand the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. To Prepare Review “Asthma” in Chapter 27 of the Huether and McCance text. Identify the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Consider how these disorders are similar and different. Select a patient factor different from the one you selected in this week’s Discussion: genetics, gender, ethnicity, age, or behavior. Think about how the factor you selected might impact the pathophysiology of both disorders. Reflect on how you would diagnose and prescribe treatment of these disorders for a patient based on the factor you selected. Review the “Mind maps—Dementia, Endocarditis, and Gastro-oesophageal Reflux Disease (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a guide to construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Consider the epidemiology and clinical presentation of both chronic asthma and acute asthma exacerbation. To Complete Write a 2- to 3-page paper that addresses the following: Describe the pathophysiological mechanisms of chronic asthma and acute asthma exacerbation. Be sure to explain the changes in the arterial blood gas patterns during an exacerbation. Explain how the factor you selected might impact the pathophysiology of both disorders. Describe how you would diagnose and prescribe treatment for a patient based on the factor you selected. Construct two mind maps—one for chronic asthma and one for acute asthma exacerbation. Include the epidemiology, pathophysiology, and clinical presentation, as well as the diagnosis and treatment you explained in your paper. References: Reference Briscoe, K. (2012, May 12). Thetford: mother of Bradley Wilson, who died of asthma attack, told there was nothing she could have done. East Anglian Daily Times. Retrieved from h.

1. Complications of asthma can be sudden. Consider the case of
Bradley Wilson, a young boy who had several medical
conditions. He appeared in good health when he went to school,
returned home, and ate dinner. However, when he later went
outside to play, he came back inside wheezing. An ambulance
took him to the hospital where he was pronounced dead
(Briscoe, 2012). In another case, 10-year-old Dynasty Reese,
who had mild asthma, woke up in the middle of the night and
ran to her grandfather’s bedroom to tell him she couldn’t
breathe. By the time paramedics arrived, she had passed out and
was pronounced dead at the hospital (Glissman, 2012). These
situations continue to outline the importance of recognizing
symptoms of asthma and providing immediate treatment, as well
as distinguishing minor symptoms from serious, life-threatening
symptoms. Since these symptoms and attacks are often induced
by a trigger, as an advanced practice nurse, you must be able to
help patients identify their triggers and recommend appropriate
treatment options. For this reason, you need to understand the
pathophysiological mechanisms of chronic asthma and acute
asthma exacerbation.
To Prepare
Review “Asthma” in Chapter 27 of the Huether and McCance
text. Identify the pathophysiological mechanisms of chronic
asthma and acute asthma exacerbation. Consider how these
disorders are similar and different.
Select a patient factor different from the one you selected in
this week’s Discussion: genetics, gender, ethnicity, age, or
behavior. Think about how the factor you selected might impact
the pathophysiology of both disorders. Reflect on how you
would diagnose and prescribe treatment of these disorders for a
patient based on the factor you selected.

2. Review the “Mind maps—Dementia, Endocarditis, and Gastro-
oesophageal Reflux Disease (GERD)” media in the Week 2
Learning Resources. Use the examples in the media as a guide
to construct two mind maps—one for chronic asthma and one
for acute asthma exacerbation. Consider the epidemiology and
clinical presentation of both chronic asthma and acute asthma
exacerbation.
To Complete
Write a 2- to 3-page paper that addresses the following:
Describe the pathophysiological mechanisms of chronic asthma
and acute asthma exacerbation. Be sure to explain the changes
in the arterial blood gas patterns during an exacerbation.
Explain how the factor you selected might impact the
pathophysiology of both disorders. Describe how you would
diagnose and prescribe treatment for a patient based on the
factor you selected.
Construct two mind maps—one for chronic asthma and one for
acute asthma exacerbation. Include the epidemiology,
pathophysiology, and clinical presentation, as well as the
diagnosis and treatment you explained in your paper.
References:
Reference
Briscoe, K. (2012, May 12). Thetford: mother of Bradley

3. Wilson, who died of asthma attack, told there was nothing she
could have done. East Anglian Daily Times. Retrieved from
http://www.eadt.co.uk/news/thetford_mother_of_bradley_wilson
_who_died_of_asthma_attack_told_there_was_nothing_she_coul
d_have_done_1_1375128
Glissman, B. (2012, May 21). Girl's death puts focus on
asthma's broader grip. Omaha World-Herald. Retrieved from
http://www.omaha.com/article/20120521/LIVEWELL01/305219
975
Huether, S. E., & McCance, K. L. (2017).
Understanding pathophysiology
(6th ed.). St. Louis, MO: Mosby.
Chapter 26, “Structure and Function of the Pulmonary System”
This chapter provides information relating to the structure and
function of the pulmonary system to illustrate normal
pulmonary function. It focuses on gas transport to build the
foundation for examining alterations of pulmonary function.
Chapter 27, “Alterations of Pulmonary Function”
This chapter examines clinical manifestations of pulmonary
alterations and disorders of the chest wall and pleura. It covers
the pathophysiology, clinical manifestations, evaluation, and
treatment of obstructive lung diseases such as asthma, chronic
obstructive pulmonary disease (COPD), chronic bronchitis, and

4. emphysema.
Chapter 28, “Alterations of Pulmonary Function in Children”
This chapter focuses on alterations of pulmonary function that
affect children. These alterations include disorders of the upper
and lower airways.
Hammer, G. D., & McPhee, S. J. (2019).
Pathophysiology of disease: An introduction to clinical
medicine
(8th ed.). New York, NY: McGraw-Hill Education.
Chapter 9, “Pulmonary Disease”
This chapter begins with an overview of normal structure and
function of the lungs to provide a foundation for examining
various lung diseases such as asthma and chronic obstructive
pulmonary disease (COPD).
Rubric:
Quality of Work Submitted:
The extent of which work meets the assigned criteria and work
reflects graduate level critical and analytic thinking.
Quality of Work Submitted:

5. The purpose of the paper is clear.
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.
ssimilation 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.
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.
Written Expression and Formatting

6. 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.
Written Expression and Formatting
The paper follows correct APA format for title page, headings,
font, spacing, margins, indentations, page numbers, running
head, parenthetical/in-text citations, and reference list.