MS FOX SICKLE CELL ANEMIA CASE STUDY
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages To Order 5-10 Pages Description/Paper Instructions
Ms. Fox
GENDER Female
AGE 20
SETTING Hospital
ETHNICITY Black American
CULTURAL CONSIDERATIONS
SPIRITUAL/RELIGIOUS
PHARMACOLOGIC
Acetaminophen (Tylenol); hydroxyurea (Droxia); morphine sulfate (MS contin); ibuprofen (Advil, Motrin); acetaminophen 300 mg/ codeine 30 mg (Tylenol with codeine No. 3); meperidine hydrochloride (Demerol); hydromorphone hydrochloride (Dilaudid)
LEGAL
Increased risk for sickle cell disease
ETHICAL
PREEXISTING CONDITION
■ Sickle cell disease
ALTERNATIVE THERAPY
COEXISTING CONDITION
■ Breathing techniques; relaxation; distraction; transcutaneous nerve
COMMUNICATION stimulation (TENS)
PRIORITIZATION
DISABILITY
DELEGATION
SOCIOECONOMIC
Risk for substance abuse
Overview: This case requires the nurse to define different types of anemia, recognize the symptoms of a sickle cell crisis, and discuss short- and long-term management of sickle cell disease. Nursing diagnoses appropriate for the client are prioritized.
Client Profile Ms. Fox is a 20-year-old black American who presents to the emergency department
with complaints of chest pain and some shortness of breath. Ms. Fox indicates that she has had a nonproductive cough and low-grade fever for the past two days. She recognizes these symptoms as typical of her sickle cell crisis episodes and knew it was important she come in to get treatment.
Case Study
Ms. Fox was diagnosed with sickle cell anemia as a child and has had multiple cri-ses requiring hospitalization. Ms. Fox states that the pain in her chest is an “8” on a 0 to 10 pain scale. She describes the pain as a “constant burning pain.” Her vital signs are temperature of 100.8ºF (38.2ºC), blood pressure 120/76, pulse 96, and respiratory rate of 22. Her oxygen saturation on room air is 94%. She is hav-ing some difficulty breathing and is placed on 2 liters of oxygen by nasal cannula. Ms. Fox explains that she took Extra Strength Tylenol for the past two days in an effort to manage the pain, but when this did not work and the pain got worse, she came in for a stronger pain medication. She explains that in the past she has been given morphine for the pain and prefers to use the patient-controlled anal-gesia (PCA) pump. Blood work reveals the following values: white blood cell count (WBC) 18,000 cells/mm3, red blood cell count (RBC) 3 3 106, mean corpuscu-lar volume (MCV) 70 μm3, red cell distribution width (RDW) 20.4%, hemoglobin (Hgb) 7.5 g/dL, hematocrit (Hct) 21.8%, and reticulocyte count 23%. Ms. Fox is admitted for pain management, antibiotic treatment, and respiratory support.
Questions
- Three types of anemia are hypoproliferative, bleed-ing, and hemolytic. Provide a basic definition of the etiology of each type and one example of each type.
- Discuss how Ms. Fox’s laboratory results are con-sistent with clients who have sickle cell anemia.
- Describe the structure and function of normal red blood cells in the body.
- Describe the structure and effects of red blood cells (RBCs) that contain sickle cell hemoglobin molecules.
- Is sickle cell anemia an inherited anemia or an acquired anemia? Explain.
- Discuss the relationship between sickle cell ane-mia and Ms. Fox’s ethnicity.
- Discuss the characteristic signs and symptoms of sickle cell anemia.
- Discuss the potential complications associated with sickle cell anemia.
- Describe the pharmacologic management for a client with sickle cell anemia. Include a discussion of the potential adverse effects of the medication.
- Describe the use of transfusion therapy for man-agement of sickle cell anemia. Include a discussion of the potential complications of chronic red blood cell transfusions.
- Bone marrow transplantation (BMT) offers a potential cure for sickle cell disease. Why is BMT a treatment option available to only a small number of clients with sickle cell disease?
- In the adult, three types of sickle cell crisis are possible: sickle crisis, aplastic crisis, and sequestra-tion crisis. Briefly describe the pathophysiological changes that lead to each type.
- There are four common patterns of an acute vaso-occlusive sickle cell crisis: bone crisis, acute chest syndrome, abdominal crisis, and joint crisis. Briefly describe the characteristic symptoms of each pattern.
- Which pattern discussed in question number 13 is most congruent with Ms. Fox’s presenting signs and symptoms?
- Discuss the symptoms the nurse should look for while completing an assessment of a client in poten-tial sickle cell (vaso-occlusive) crisis.
- Briefly discuss the factors that can trigger a sickle cell crisis.
- Prioritize three potential nursing diagnoses appropriate for Ms. Fox.
- Describe the nursing management goals during the acute phase of a sickle cell crisis.
- Explain why individuals with sickle cell disease may be at risk for substance abuse.
- Discuss the long-term prognosis for Ms. Fox.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. The can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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