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Discussion question
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Discussion: Diabetes
According to the American Diabetes Association (2011), 25.8 million children and adults have been diagnosed with diabetes in the United States. Approximately 2 million more are diagnosed every year, with another 79 million people considered to be in a pre-diabetes state. These millions of people are at risk of several alterations, including heart disease, stroke, kidney failure, neuropathy, and blindness. Since diabetes has a major impact on the health of millions of people around the world, it is essential for nurses to understand the pathophysiology and associated alterations of this disorder. In this Discussion, you compare two types of diabetes—diabetes mellitus and diabetes insipidus.
To Prepare
· Review Chapter 19 in the Huether and McCance text and Chapter 18 in the Hammer and McPhee text. Identify the pathophysiology of diabetes mellitus and diabetes insipidus. Consider the similarities and differences between resulting alterations of hormonal regulation.
· Select two of the following patient factors: genetics, gender, ethnicity, age, or behavior. Think about how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.
By Day 3
Post an explanation of the pathophysiology of diabetes mellitus and diabetes insipidus. Describe the differences and similarities between resulting alterations of hormonal regulation. Then explain how the factors you selected might impact the diagnosis and prescription of treatment for these two types of diabetes.
Note:
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!
Reference
American Diabetes Association. (2011). Diabetes statistics. Retrieved from
http://www.diabetes.org/diabetes-basics/diabetes-statistics/
Learning Resources to follow
Required Readings
Huether, S. E., & McCance, K. L. (2017).
Understanding pathophysiology (6th ed.). St. Louis, MO: Mosby.
· Chapter 18, “Mechanisms of Hormonal Regulation”
This chapter explores mechanisms of hormonal regulation and the structure and function of the endocrine glands. It provides a foundation for examining alterations of the endocrine system, as well as the effects of aging on the endocrine glands.
· Chapter 19, “Alterations of Hormonal Regulation”
This chapter begins with an explanation of the mechanisms of hormonal alterations. It then discusses alterations of the hypothalamic-pituitary system, thyroid function, parathyroid function, endocrine pancreas, and adrenal function. It also covers the pathophysiology, clinical manifestations, and evaluation and treatment of type 1 and type 2 diabetes.
Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education.
· Chapter 17, “Disorders of the Parathyroids & Calcium & Phosphorus Metabolism”
This chapter explores the anatomy, histology, and associated mechanisms of the parathyroid glands, bone, vitamin D, and C cells. It then examines various disorders involving altered regulation of parathyroids, calcium, and phosphorous metabolism.
· Chapter 18, “Disorders of the Endocrine Pancreas”
This chapter explores the anatomy, histology, and physiology of the endocrine pancreas. It then covers the clinical presentation, etiology, pathophysiology, and clinical manifestations of endocrine pancreas disorders such as diabetes mellitus.
· Chapter 19, “Disorders of the Hypothalamus & Pituitary Gland”
This chapter covers the structure and function of the hypothalamus and pituitary glands. It then explores disorders relating to alterations of the hypothalamus and pituitary glands.
· Chapter 20, “Thyroid Disease”
This chapter explains thyroid hormones, including how they are formed and secreted. It then examines thyroid diseases such as hyperthyroidism, hypothyroidism, and goiters.
http://evolve.elsevier.com/huether
http://www.diabetes.org/
http://www.endo-society.org/
http://www.hormone.org/
Rubric to follow for the discussion question
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Outstanding Performance
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Excellent Performance
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Proficient Performance
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Room for Improvement
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Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
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44 (44%) – 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
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40 (40%) – 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
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35 (35%) – 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
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31 (31%) – 34 (34%)
Responds to some of the discussion question(s)
one to 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 fewer than 2 credible references
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0 (0%) – 30 (30%)
Does not respond to the discussion question(s)
lacks 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 1 or no credible references
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Main Posting:
Writing
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6 (6%) – 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
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5.5 (5.5%) – 5.5 (5.5%)
Written clearly and concisely
May contain one or no grammatical or spelling error
Adheres to current APA manual writing rules and style
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5 (5%) – 5 (5%)
Written concisely
May contain one to two grammatical or spelling error
Adheres to current APA manual writing rules and style
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4.5 (4.5%) – 4.5 (4.5%)
Written somewhat concisely
May contain more than two spelling or grammatical errors
Contains some APA formatting errors
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0 (0%) – 4 (4%)
Not written clearly or concisely
Contains more than two spelling or grammatical errors
Does not adhere to current APA manual writing rules and style
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Main Posting:
Timely and full participation
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10 (10%) – 10 (10%)
Meets requirements for timely and full participation
posts main discussion by due date
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|
|
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0 (0%) – 0 (0%)
NA
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0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
NA
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0 (0%) – 0 (0%)
Does not meet requirement for full participation
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First Response:
Post to colleague’s main post that is reflective and justified with credible sources.
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9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings
responds to questions posed by faculty
the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives
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8.5 (8.5%) – 8.5 (8.5%)
Response exhibits critical thinking and application to practice settings
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7.5 (7.5%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting
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6.5 (6.5%) – 7 (7%)
Response is on topic, may have some depth
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0 (0%) – 6 (6%)
Response may not be on topic, lacks depth
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First Response:
Writing
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6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues
Response to faculty questions are fully 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
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5.5 (5.5%) – 5.5 (5.5%)
Communication is professional and respectful to colleagues
Response 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
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5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues
Response to faculty questions are mostly answered if posed
Provides opinions and ideas that are supported by few credible sources
Response is written in Standard Edited English
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4.5 (4.5%) – 4.5 (4.5%)
Responses posted in the discussion may lack effective professional communication
Response to faculty questions are somewhat answered if posed
Few or no credible sources are cited
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0 (0%) – 4 (4%)
Responses posted in the discussion lack effective
Response to faculty questions are missing
No credible sources are cited
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First Response:
Timely and full participation
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5 (5%) – 5 (5%)
Meets requirements for timely and full participation
posts by due date
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0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
Does not meet requirement for full participation
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Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
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9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings * responds to questions posed by faculty
the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives
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8.5 (8.5%) – 8.5 (8.5%)
Response exhibits critical thinking and application to practice settings
7.5 (7.5%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting
6.5 (6.5%) – 7 (7%)
Response is on topic, may have some depth
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth
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Second Response:
Writing
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6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues
Response to faculty questions are fully 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
5.5 (5.5%) – 5.5 (5.5%)
Communication is professional and respectful to colleagues
Response 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
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues
Response to faculty questions are mostly answered if posed
Provides opinions and ideas that are supported by few credible sources
Response is written in Standard Edited English
4.5 (4.5%) – 4.5 (4.5%)
Responses posted in the discussion may lack effective professional communication
Response to faculty questions are somewhat answered if posed
Few or no credible sources are cited
0 (0%) – 4 (4%)
Responses posted in the discussion lack effective
Response to faculty questions are missing
No credible sources are cited
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Second Response:
Timely and full participation
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5 (5%) – 5 (5%)
Meets requirements for timely and full participation
Posts by due date
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0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
Does not meet requirement for full participation
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Total Points: 100
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Name: NURS_6501_Week9_Discussion_Rubric
