Respiratory System
In the United States, there are currently more than 35 million people living with a respiratory disorder; and each year, more than 400,000 people die as a result (American Lung Association, 2012). The prevalence and impact of these disorders makes it essential for advanced practice nurses to have a solid understanding of the respiratory system. In clinical settings, you must be able to appropriately diagnose, treat, and manage care for patients with common disorders such as asthma, bronchitis, and pneumonia. This poses several questions: What are symptoms of respiratory disorders? How are they diagnosed? Are some disorders more prevalent in one patient group over another?
This week you explore the pathophysiology of alterations associated with respiratory disorders. You also explore the impact of patient factors on these disorders.
Reference
American Lung Association. (2008). Lung disease data: 2008. Retrieved from http://www.lung.org/assets/documents/publications/…
Learning Objectives
Students will:
Analyze the pathophysiology of respiratory alterations
Evaluate the impact of patient factors on respiratory disorders
Analyze pathophysiological mechanisms of chronic asthma and acute asthma exacerbation
Evaluate the impact of patient factors on chronic asthma and acute asthma exacerbation
Evaluate clinical considerations of chronic asthma and acute asthma exacerbation
Understand and apply key terms, concepts, and principles related to alterations of the respiratory system
Photo Credit: Science Photo Library/Brand X Pictures/Getty Images
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
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 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).
Required Media
Laureate Education, Inc. (Executive Producer). (2012e). Mid-course review. Baltimore, MD: Author.
This media is an interactive mid-course review covering course content.
Optional Resources
American Lung Association. (2012). Retrieved from http://www.lung.org/
Asthma and Allergy Foundation of America. (2012). Retrieved from http://www.aafa.org
Cystic Fibrosis Foundation. (2012). Retrieved from http://www.cff.org/
RESPIRATORY ALTERATIONS
In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.
CONSIDER THE FOLLOWING 3 SCENARIOS:
Scenario 1:
Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.
Scenario 2:
Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.
Scenario 3:
Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.
To Prepare
Review the three scenarios, as well as Chapter 27 and Chapter 28 in the Huether and McCance text.
Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described.
Identify the pathophysiology of the alteration that you associated with the cough.
Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder.
ASSIGNMENT 1a
WRITE a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder.
ASSIGNMENT 1b: Asthma
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.
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 fromhttp://www.eadt.co.uk/news/thetford_mother_of_brad…
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/LIVEWELL01/3…
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M8A1 Optimum Quantity for Each Fast Plant Questions
/in Uncategorized /by JosephNeed Q2 and Q3 to be answered.
Fast is allocating next year’s budget among its divisions. The R&D (Research and Development) division mustdetermine which research projects, named creatively 1 through 7, to fund. Each project requires varioussoftware, hardware, and outside consulting expenses which are termed “Additional Costs.” Each project alsorequires certain Fast engineers.
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Respiratory
/in Uncategorized /by JosephRespiratory System
In the United States, there are currently more than 35 million people living with a respiratory disorder; and each year, more than 400,000 people die as a result (American Lung Association, 2012). The prevalence and impact of these disorders makes it essential for advanced practice nurses to have a solid understanding of the respiratory system. In clinical settings, you must be able to appropriately diagnose, treat, and manage care for patients with common disorders such as asthma, bronchitis, and pneumonia. This poses several questions: What are symptoms of respiratory disorders? How are they diagnosed? Are some disorders more prevalent in one patient group over another?
This week you explore the pathophysiology of alterations associated with respiratory disorders. You also explore the impact of patient factors on these disorders.
Reference American Lung Association. (2008). Lung disease data: 2008. Retrieved from http://www.lung.org/assets/documents/publications/…
Learning Objectives
Students will:
Analyze the pathophysiology of respiratory alterations
Evaluate the impact of patient factors on respiratory disorders
Analyze pathophysiological mechanisms of chronic asthma and acute asthma exacerbation
Evaluate the impact of patient factors on chronic asthma and acute asthma exacerbation
Evaluate clinical considerations of chronic asthma and acute asthma exacerbation
Understand and apply key terms, concepts, and principles related to alterations of the respiratory system
Photo Credit: Science Photo Library/Brand X Pictures/Getty Images
Learning Resources
Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.
Required Readings
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 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). Required Media
Laureate Education, Inc. (Executive Producer). (2012e). Mid-course review. Baltimore, MD: Author.
This media is an interactive mid-course review covering course content.
Optional Resources
American Lung Association. (2012). Retrieved from http://www.lung.org/
Asthma and Allergy Foundation of America. (2012). Retrieved from http://www.aafa.org
Cystic Fibrosis Foundation. (2012). Retrieved from http://www.cff.org/
RESPIRATORY ALTERATIONS
In clinical settings, patients often present with various respiratory symptoms such as congestion, coughing, and wheezing. While identifying a symptom’s underlying illness can be challenging, it is essential because even basic symptoms such as persistent coughing can be a sign of a more severe disorder. Advanced practice nurses must be able to differentiate between moderate and severe respiratory disorders, as well as properly diagnose and prescribe treatment for their patients. For this reason, you must have an understanding of the pathophysiology of respiratory disorders.
CONSIDER THE FOLLOWING 3 SCENARIOS:
Scenario 1:
Ms. Teel brings in her 7-month-old infant for evaluation. She is afraid that the baby might have respiratory syncytial virus (RSV) because she seems to be coughing a lot, and Ms. Teel heard that RSV is a common condition for infants. A detailed patient history reveals that the infant has been coughing consistently for several months. It’s never seemed all that bad. Ms. Teel thought it was just a normal thing, but then she read about RSV. Closer evaluation indicates that the infant coughs mostly at night; and, in fact, most nights the baby coughs to some extent. Additionally, Ms. Teel confirms that the infant seems to cough more when she cries. Physical examination reveals an apparently healthy age- and weight-appropriate, 7-month-old infant with breath sounds that are clear to auscultation. The infant’s medical history is significant only for eczema that was actually quite bad a few months back. Otherwise, the only remarkable history is an allergic reaction to amoxicillin that she experienced 3 months ago when she had an ear infection.
Scenario 2:
Kevin is a 6-year-old boy who is brought in for evaluation by his parents. The parents are concerned that he has a really deep cough that he just can’t seem to get over. The history reveals that he was in his usual state of good health until approximately 1 week ago when he developed a profound cough. His parents say that it is deep and sounds like he is barking. He coughs so hard that sometimes he actually vomits. The cough is productive for mucus, but there is no blood in it. Kevin has had a low-grade temperature but nothing really high. His parents do not have a thermometer and don’t know for sure how high it got. His past medical history is negative. He has never had childhood asthma or RSV. His mother says that they moved around a lot in his first 2 years and she is not sure that his immunizations are up to date. She does not have a current vaccination record.
Scenario 3:
Maria is a 36-year-old who presents for evaluation of a cough. She is normally a healthy young lady with no significant medical history. She takes no medications and does not smoke. She reports that she was in her usual state of good health until approximately 3 weeks ago when she developed a “really bad cold.” The cold is characterized by a profound, deep, mucus-producing cough. She denies any rhinorrhea or rhinitis—the primary problem is the cough. She develops these coughing fits that are prolonged, very deep, and productive of a lot of green sputum. She hasn’t had any fever but does have a scratchy throat. Maria has tried over-the-counter cough medicines but has not had much relief. The cough keeps her awake at night and sometimes gets so bad that she gags and dry heaves.
To Prepare
Review the three scenarios, as well as Chapter 27 and Chapter 28 in the Huether and McCance text.
Select one of the scenarios and consider the respiratory disorder and underlying alteration associated with the type of cough described.
Identify the pathophysiology of the alteration that you associated with the cough.
Select two of the following factors: genetics, gender, ethnicity, age, or behavior. Reflect on how the factors you selected might impact the disorder.
ASSIGNMENT 1a
WRITE a description of the disorder and underlying respiratory alteration associated with the type of cough in your selected scenario. Then, explain the pathophysiology of the respiratory alteration. Finally, explain how the factors you selected might impact the disorder.
ASSIGNMENT 1b: Asthma
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.
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 fromhttp://www.eadt.co.uk/news/thetford_mother_of_brad… 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/LIVEWELL01/3…
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some questions about geology in one hour
/in Uncategorized /by JosephThis work about “Planet Earth: Atlantic Can Per”.
I will upload the questions later, you have to finish those on time.
The questions will not be too much, but you have to Ensure that the correct rate is above 80.
And you have to upload some questions you already finish after 30 mins, then finish the other questions.
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Week 3 Influence of Internal and External Stakeholders
/in Uncategorized /by JosephDiscussion about a “national policy agenda” raises issues about the interests, goals, and fears of many different communities, constituencies, and interest groups. The policy agenda is formulated by the input of many different groups. All of the groups think or believe that a particular issue, concern, or problem is deserving of immediate attention. Oftentimes the issue, concern, or problem requires a significant investment of taxpayer dollars to address the situation. Many public policy problems compete for attention from busy, multitasking, and constantly campaigning elected decision-makers. Those constituencies with the best tactics, goals, and strategies are often successful in garnering more attention for their causes than those that lack such cohesion.
In many ways, the study of public policy is really a sociological endeavor. It attempts to identify the many groups, communities, and interest groups that thrive across the United States and other nations. The study of public policy examines problems that are important to them and evaluates how motivated and organized they are in achieving their policy goals.
Consider the constellation of actors both within and outside of government who impact the public policy process. Indeed, public policy is oftentimes an amalgam of the inputs and constraints imposed by both organizations and individuals. Examine the actors who impact a policy issue that is, or should be, on the policy agenda at the local, state, national, or international level.
With these thoughts in mind:
By Day 4
Post a brief analysis of a public policy problem either in the United States or in your home country that you think warrants a place on the public policy agenda and include why. Then explain the influence of internal and external stakeholders on the formation of a policy agenda. Select two internal and two external stakeholders that you think are most relevant to getting the problem you selected on the agenda and explain why.
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Predicting College GPA from High School Scores Case Study Paper
/in Uncategorized /by JosephMasters Level Writing
Post should be at least 400 words.
APA Format
Visit the following website, select a Case Study that no one else has selected (first come, first served) and then share your 1) research question and 2) the statistical test you would use to answer it, 3) your results and conclusion.
https://stats.libretexts.org/Textbook_Maps/Map%3A_…
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Stereotypes of Sexual Violence
/in Uncategorized /by JosephOnly 75-150 Words Needed!
What are the root causes of sexual violence? Can they be considered purely sexual in nature if a man, who identifies himself as heterosexual, rapes another man while incarcerated? Is a female working in a male dominated field such as the military or police force, expected to accept a certain amount of sexual harassment?, etc.)
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Response to Kaito Stanley DQ2
/in Uncategorized /by Joseph****** please respond to the discussion question below add citations and references 🙂 ******
“Levels of evidence (sometimes called hierarchy of evidence) are assigned to studies based on the methodological quality of their design, validity, and applicability to patient care. These decisions gives the “grade (or strength) of recommendation”. (Research guides 2019)
Background information: Can be dated but can be used to set up a general ideal setting for each disease and disorder.
Case-control study: can be used to change internal processes on how to treat specific cases
Cohort study: This can help is studies of treatments or drug trials
RCT’s: Also can be used in drug trials with double blind studies
critically appraised article: can effect the hospitals ways of treatment of diagnosis
Critical appraised topic/systemic review: compilation of numerous data sets will allow internal process changes and ability to fight specific disease in a focused way
Research Guides: Evidence-Based Practice for Health Professionals: Levels of Evidence. (n.d.). Retrieved June 14, 2019, from https://libguides.nvcc.edu/c.php?g=361218&p=243938…
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ISSC325 Central Texas College Crime Scene Print Paper
/in Uncategorized /by JosephThis week’s assignment we are going to be doing a hands-on type of assignment. Follow the steps below to successfully complete the assignment.
Step 1: Locate the fingerprint from last week, make sure it is a JPG file. Convert if needed.
Step 2: Download the fpmv_beta_3_0.zip file, unzip the file, then go into the FpMV folder, then into the bin folder, then launch FpMV.exe
Step 3: In FpMV, you will want to load in your famous fingerprint scan JPG, and then use the following settings:
Quality = 0.1, FP Opacity = 75, Min Opacity = 100, FP Brightness and Contrast will vary but try and get the background white and the print black.
Step 4: Copy and paste into the lab document the Minutiae/Points/Markers of the fingerprint. It will vary on the number but I would say 25-60 should be given depending on the quality of the print.
Step 5: Now we get to the fun part. You have been given a fingerprint, Crime-Scene-Print.jpg, that was found at the scene of a triple murder, there are no leads in the case, and the detectives are hoping you can give them the name of the person belonging to the fingerprint. Open that print in FpMV and use roughly the same settings from above.
Step 6: Open another instance of FpMV, and start matching the fingerprints from the Fingerprints folder which is found in the Fingerprints.zip file, which you will need to unzip. Some of the fingerprints can be gotten rid of immediately from visual inspection, then the art of fingerprint analysis begins with the matching of the markers.
Step 7: Import into the Word file the source fingerprint as well as the suspect’s matching fingerprint and make sure you notate the name of the Suspect, which is how the prints are named.
Step 8: Include a few sentences on the assignment, your thoughts on it, etc. And answer the question, Are fingerprints a valid choice of identifying an individual or is there too much ambiguity in fingerprint matching?
ASSIGNMENT GRADING RUBRIC (8 points)
Supporting Materials
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HLT362V Importance of Statistics to Health Sciences Paper
/in Uncategorized /by JosephIdentify a quality improvement opportunity in your organization or practice. In a 1,250-1,500 word paper, describe the problem or issue and propose a quality improvement initiative based on evidence-based practice. Apply “The Road to Evidence-Based Practice” process, illustrated in Chapter 4 of your textbook, to create your proposal.
Include the following:
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400 word discussion board strict apa format needed asap
/in Uncategorized /by JosephStudents will be expected to post their first initial discussion board posting by Friday of each week. Discussion posts will be graded and late submissions will be assigned a late penalty in accordance with the late penalty policy found in the syllabus. NOTE: All submission posting times are based on midnight Central Time.
Students are expected to post their responses to peers by Tuesday. NOTE: All submission posting times are based on midnight Central Time.
Primary Task Response: Within the Discussion Board area, write 400 words that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.
Personalized medicine or individualized medicine is a growing trend in the delivery of healthcare that is specific to the individual patient. For this discussion, your response should include:
Include 2 reference sources, besides the textbook, and be sure to document your references using APA format.
Respond to Another Student: Respond to at least 2 of your fellow classmates with at least a 100-word reply about their Primary Task Response regarding items you found to be compelling and enlightening. To help you with your discussion, please consider the following questions:
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