Pathophysiological processes of disease

It is necessary for an RN-BSN-prepared nurse to demonstrate an enhanced understanding of the pathophysiological processes of disease, the clinical manifestations and treatment protocols, and how they affect clients across the life span. Evaluate the Health History and Medical Information for Mrs. J., presented below. Based on this information, formulate a conclusion based on your evaluation, and complete the Critical Thinking Essay assignment, as instructed below

Health History

Mrs. J. is a 63-year-old married woman who has a history of hypertension, chronic heart failure, and chronic obstructive pulmonary disease (COPD). Despite requiring 2L of oxygen/nasal cannula at home during activity, she continues to smoke two packs of cigarettes a day and has done so for 40 years. Three days ago, she had sudden onset of flu-like symptoms including fever, productive cough, nausea, and malaise. Over the past 3 days, she has been unable to perform ADLs and has required assistance in walking short distances. She has not taken her antihypertensive medications or medications to control her heart failure for 3 days. Today, she has been admitted to the hospital ICU with acute decompensated heart failure and acute exacerbation of COPD.

Subjective Data

Is very anxious and asks whether she is going to die.
Denies pain but says she feels like she cannot get enough air.
Says her heart feels like it is “running away.”
Reports that she is exhausted and cannot eat or drink by herself.
Objective Data

Height 175 cm; Weight 95.5kg.
Vital signs: T 37.6C, HR 118 and irregular, RR 34, BP 90/58.
Cardiovascular: Distant S1, S2, S3 present; PMI at sixth ICS and faint: all peripheral pulses are 1+; bilateral jugular vein distention; initial cardiac monitoring indicates a ventricular rate of 132 and atrial fibrillation.
Respiratory: Pulmonary crackles; decreased breath sounds right lower lobe; coughing frothy blood-tinged sputum; SpO2 82%.
Gastrointestinal: BS present: hepatomegaly 4cm below costal margin.
Intervention

The following medications administered through drug therapy control her symptoms:

IV furosemide (Lasix)
Enalapril (Vasotec)
Metoprolol (Lopressor)
IV morphine sulphate (Morphine)
Inhaled short-acting bronchodilator (ProAir HFA)
Inhaled corticosteroid (Flovent HFA)
Oxygen delivered at 2L/ NC
Critical Thinking Essay

In 750-1,000 words, critically evaluate Mrs. J.’s situation. Include the following:

Describe the clinical manifestations present in Mrs. J.
Discuss whether the nursing interventions at the time of her admissions were appropriate for Mrs. J. and explain the rationale for each of the medications listed.
Describe four cardiovascular conditions that may lead to heart failure and what can be done in the form of medical/nursing interventions to prevent the development of heart failure in each condition.
Taking into consideration the fact that most mature adults take at least six prescription medications, discuss four nursing interventions that can help prevent problems caused by multiple drug interactions in older patients. Provide a rationale for each of the interventions you recommend.
Provide a health promotion and restoration teaching plan for Mrs. J., including multidisciplinary resources for rehabilitation and any modifications that may be needed. Explain how the rehabilitation resources and modifications will assist the patients’ transition to independence.
Describe a method for providing education for Mrs. J. regarding medications that need to be maintained to prevent future hospital admission. Provide rationale.
Outline COPD triggers that can increase exacerbation frequency, resulting in return visits. Considering Mrs. J.’s current and long-term tobacco use, discuss what options for smoking cessation should be offered.
You are required to cite to a minimum of two sources to complete this assignment. Sources must be published within the last 5 years and appropriate for the assignment criteria and relevant to nursing practice.

Sample Solution

Japan’s political journey from its quasi-democratic government in the 1920’s to its radical nationalism of the mid 1930’s, the collapse of democratic institutions, and the eventual military state was not an overnight transformation. There was no coup d’etat, no march on Rome, no storming of the Bastille. Instead, it was a political journey that allowed a semi-democratic nation to transform itself into a military dictatorship. The forces that aided in this transformation were the failed promises of the Meiji Restoration that were represented in the stagnation of the Japanese economy, the perceived capitulation of the Japanese parliamentary leaders to the western powers, a compliant public, and an independent military.

The ground work for Japanese militarism was a compliant Japanese public. This pliant public was created through a variety of factors. Beginning in the 1890’s the public education system indoctrinated students in the ideas of nationalism, loyalty to the emperor and traditionalist ideas of self-sacrifice and obedience. Thus ideas that were originally propagated to mobilize support for the Meiji government were easily diverted to form broad support for foreign militarism. Japanese society also still held many of the remnants of feudal culture such as strong confusion beliefs that stressed support for social order and lack of emphasis on individualist values. These values taught obedience not to a democratic but to the emperor; so the fact that the militaristic government of the 1930’s ruled under the emperor meant that the Japanese were loyal to this government just as they had been to the government of the 1920’s. So when Japan’s militaristic government implemented programs characteristic of totalitarian governments such as strong media control, a thought police, and community organizations the public did little to protest. Shintoism provided a religious justification for nationalism and support for the militaristic government. Shintoism before the 1930’s was primarily a nativistic religion which stressed nature and harmony. But during the 1930’s it became a ideological weapon teaching Japanese that they were a superior country that had a right

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