Peptic Ulcer

 

 

 

Answer the following scenarios and explain your answer.
Scenario 1: Peptic Ulcer
A 65-year-old female comes to the clinic with a complaint of abdominal pain in the epigastric area. The pain has been persistent for two weeks. The pain described as burning, non-radiating and worse after meals. Denies N&V, weight loss or obvious bleeding. She admits to frequent belching with bloating.
PMH: seasonal allergies with Chronic Sinusitis, positive for osteoarthritis,
Meds: Claritin 10 mg po daily, ibuprofen 400-600 mg po prn pain
Family Hx-non contributary
Social history: Separated recently pending divorce; stressful situation with trying to manage two homes. Works as a Legal Assistant at a local law firm. She has 35 PPY of smoking, drinks 1-2 glasses of wine a day, and 6-7 cups of coffee per day. She denies illicit drug use, vaping or unprotected sexual encounters.
Breath test in the office revealed + urease.
The healthcare provider suspects the client has peptic ulcer disease.
Questions:
1. Explain what contributed to the development from this patient’s history of PUD?
2. What is the pathophysiology of PUD/ formation of peptic ulcers?

Scenario 2: Gastroesophageal Reflux Disease (GERD)
A 44-year-old morbidly obese female comes to the clinic complaining of “burning in my chest and a funny taste in my mouth”. The symptoms have been present for years but patient states she had been treating the symptoms with antacid tablets which helped until the last 4 or 5 weeks. She never saw a healthcare provider for that. She says the symptoms get worse at night when she is lying down and has had to sleep with 2 pillows. She says she has started coughing at night which has been interfering with her sleep. She denies palpitations, shortness of breath, or nausea.
PMH-HTN, venous stasis ulcers, irritable bowel syndrome, osteoarthritis of knees, morbid obesity (BMI 48 kg/m2)
FH:non contributary
Medications: Lisinopril 10 mg po qd, Bentyl 10 mg po, ibuprofen 800 mg po q 6 hr prn
SH: 20 PPY of smoking, ETOH rarely, denies vaping
Diagnoses: Gastroesophageal reflux disease (GERD).
Question:
1. If the client asks what causes GERD how would you explain this as a provider?

Scenario 3: Upper GI Bleed
A 64-year-old male presents the clinic with complaints of passing dark, tarry, stools. He stated the first episode occurred last week, but it was only a small amount after he had eaten a dinner of beets and beef. The episode today was accompanied by nausea, sweating, and weakness. He states he has had some mid epigastric pain for several weeks and has been taking OTC antacids. The most likely diagnosis is upper GI bleed which won’t be confirmed until further endoscopic procedures are performed.
Question:
1. What are the variables here that contribute to an upper GI bleed?

 

Scenario 4: Diverticulitis
A 54-year-old schoolteacher is seeing your today for complaints of passing bright red blood when she had a bowel movement this morning. She stated the first episode occurred last week. The episode today was accompanied by nausea, sweating, and weakness. She states she has had some LLQ pain for several weeks but described it as “coming and going”. She says she has had a fever and abdominal cramps that have worsened this morning.
Diagnosis is lower GI bleed secondary to diverticulitis.
Question:
1. What can cause diverticulitis in the lower GI tract?

 

Sample Solution

e used with replacement while obtaining same results because the probability of drawing the same person is very small. Advantages of this type are that is free of classification error, it requires minimum advance knowledge of the population other than the frame and it allows one to draw externally valid conclusions about the entire population. Nevertheless, the survey conductor should be careful to make an unbiased random selection of individuals so that if a large number of samples were drawn, the average sample would accurately represent the population. Generally, it is appropriate to use this method because its simplicity makes it relatively easy to interpret data collected in this manner and it best suits situations where not much information is available about the population and data collection can be efficiently conducted on randomly distributed items, or where the cost of sampling is small enough to make efficiency less important than simplicity. As a consequence, if these conditions do not hold, then other methods may be a better choice, [see 5, “Simple Random Sample”, para. 6]

3.2 Systematic Sampling

Like simple random sampling, systematic sampling gives each element in the population the same chance of being selected for the sample. It differs, however, from simple random sampling in that the probabilities of different sets of elements being included in the sample are not all equal (Kalton 1983)[see 3]. For this method, the sampling starts by selecting an element from the list at random and then every kth element in the frame is selected, where k (the sampling interval). This is calculated as k=N/n, where n is the sample size and N is the population size, [see 6, “Systematic Sampling”, para. 1]. For example, assume that a teacher wants to sample 200 students from a school with 2000 students. The sampling fraction is 2000/200=10, so every 10th student is chosen after a random starting point between 1 and 10. If the random starting point is 3, then the students selected are 3,13,23,33,43,53,…,1993. As an aside, if every 10th student is a foreigner then this pattern could destroy the randomness of the population. However, there are situations where the sampling fraction contains decimal places (e.g. 2150/200=10.75). In these situations, the random starting point should be selected as a noninteger between 0 and 10.75 to ensure that every student has an equal chance of being selected. Furthermore, each noninteger selected should be expressed as the previous integer number. For instance, in our example, if the random starting point is 3.6, then 10.75 repeatedly to 3.6 gives 14.35, 25.1, 35.85 and so on. The subsequent selections are the fourteenth, twenty-fifth, thirty-fifth, etc., students. The interval between selected students is sometimes 10 and sometimes 11. In general, systematic sampling is appropriate to be applied only if the given population is logically homogeneous becau

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