Women’s and Men’s Health, Infections and Hematologic Disorders
Women’s and Men’s Health, Infections, and Hematologic Disorders
Women’s and Men’s Health, Infections, and Hematologic Disorders
Literature, cinema, and other cultural references have long examined differences between women and men. These observations extend well beyond obvious and even inconspicuous traits to include cultural, behavioral, and biological differences that can impact pathophysiological process and, ultimately, health.
Understanding these differences in traits and their impact on pathophysiology can better equip acute care nurses to communicate to patients of both sexes. Furthermore, APRNs who are able to communicate these differences can better guide care to patients, whatever their gender.
This week, you examine fundamental concepts of women’s and men’s health disorders. You also explore common infections and hematologic disorders, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.
Learning Objectives
Students will:
• Analyze concepts and principles of pathophysiology across the life span
• Analyze processes related to women’s and men’s health, infections, and hematologic disorders
• Identify racial/ethnic variables that may impact physiological functioning
• Evaluate the impact of patient characteristics on disorders and altered physiology
Learning Resources
Required 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 24: Structure and Function of the Reproductive Systems (stop at Tests of reproductive function); Summary Review
• Chapter 25: Alterations of the Female Reproductive System (stop at Organ prolapse); pp. 787–788 (start at Impaired fertility) (stop at Disorders of the female breast); Summary Review
• Chapter 26: Alterations of the Male Reproductive System (stop at Hormone levels); Summary Review
• Chapter 27: Sexually Transmitted Infections, including Summary Review
• Chapter 28: Structure and Function of the Hematological System (stop at Clinical evaluation of the hematological system); Summary Review
• Chapter 29: Alterations of Erythrocytes, Platelets, and Hemostatic Function, including Summary Review
• Chapter 30: Alterations of Leukocyte and Lymphoid Function, including Summary Review
Low, N. & Broutet N. J. (2017). Sexually transmitted infections – Research priorities for new challenges. PLoS Medicine, (12), e1002481
Kessler, C. M. (2019). Immune thrombocytopenic purpura [LK1] (ITP). Retrieved from https://emedicine.medscape.com/article/202158-overview
Nagalia, S. (2019). Pernicious anemia[LK1] . Retrieved from https://emedicine.medscape.com/article/204930-overview#a3
Stauder, R., Valent, P., & Theurl, I. [LK1] (2019). Anemia at older age: Etiologies, clinical implications and management. Blood Journal, 131(5). Retrieved from http://www.bloodjournal.org/content/131/5/505?sso-checked=true
Credit Line: Anemia at older age: Etiologies, clinical implications and management by Stauder, R., Valent, P., & Theurl, I., in Blood Journal, Vol. 131/Issue 5. Copyright 2019 by American Society of Hematology. Reprinted by permission of American Society of Hematology via the Copyright Clearance Center.
Note: Use this document to help you as you review for your Final Exam in Week 11.
Required Media (click to expand/reduce)
Khan Academy. (2019a). Chronic disease vs iron deficiency anemia[LK1] . Retrieved from https://www.khanacademy.org/science/health-and-medicine/hematologic-system-diseases-2/iron-deficiency-anemia-and-anemia-of-chronic-disease/v/chronic-disease-vs-iron-deficiency-anemia
Note: The approximate length of the media program is 5 minutes.
Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children
In 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 24, 26, 28, and 30 that relate to the reproductive and hematological systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/
Assignment Writing and Presentation Guidelines.
There are three major areas to be considered when preparing an assignment – content, format and referencing
- Content
When writing a formal assignment, any headings should follow the APA style guide, should not be written in point form, but should follow a series of logical steps.
The first step, when writing an assignment, is to make sure you understand the essay topic and identify the main points to be answered within the paper
- Format
An assignment should be formatted in such a way that makes it a pleasure to read and grade. Untidy presentation and inconsistency in format can reduce the ease of reading the assignment and therefore make it difficult to assess the content. This can result in a reduced grade.
- Referencing
The Faculty of Nursing use the APA style for all referencing. Your citations and reference list MUST be set out correctly in this format.
Do not rely on the inbuilt APA formatting option which is available with many word processing programs – they do not all meet the requirements spelled out.
Different types of assignments
Essays – structuring an argument with evidence from literature in relation to specific modules
Reports – written in a structured way in response to a need for information
Critiques – comparing and contrasting material using critical thinking
Reflective writing– taking practice to learning (thinking critically about your nursing practice in relation to what you have learnt in the classroom)
Developing an effective writing style using a three-pronged strategy:
Use of straightforward language
Use of short or medium length sentences
Use of other people
Plagiarism:
The APA guide for referencing clearly indicates that one cannot present another’s ideas as his own. It must be noted that whether paraphrasing, quoting an author directly, or describing an idea that influenced your work, one must credit the source.
Use the following coupon code :
NursesHomework
