Assignment: i-Human Case Study Evaluating and Managing Genitourinary or Gastrointestinal Conditions

Assignment: i-Human Case Study: Evaluating and Managing Genitourinary or Gastrointestinal Conditions

Urinary frequency is an example of a genitourinary condition that presents problems for adults across the lifespan. It can be the result of various systemic conditions such as diabetes, urinary tract infections, enlarged prostates, kidney infections, or prostate cancer. Many of these conditions have very serious implications requiring thorough patient evaluations. When evaluating patients, it is essential to carefully assess the patient’s personal, medical, and family history prior to recommending certain physical exams and diagnostic testing, as sometimes the benefits of these exams do not outweigh the risks.

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For this Case Study Assignment, you will analyze an i-Human simulation case study about an adult patient with a gastrointestinal condition. Based on the patient’s information, you will formulate a differential diagnosis, evaluate treatment options, and then create an appropriate treatment plan for the patient.

To prepare:

Review this week’s Learning Resources. Consider how to assess, diagnose, and treat patients with GI or GU conditions.
Access i-Human from this week’s Learning Resources and review this week’s i-Human case study. Based on the provided patient information, think about the health history you would need to collect from the patient.
Consider what physical exams and diagnostic tests would be appropriate to gather more information about the patient’s condition. Reflect on how the results would be used to make a diagnosis.
Identify three to five possible conditions that may be considered in a differential diagnosis for the patient.
Consider the patient’s diagnosis. Think about clinical guidelines that might support this diagnosis.
Develop a treatment plan for the patient that includes health promotion and patient education strategies for patients with GI or GU conditions.

Assignment

As you interact with this week’s i-Human patient, complete the assigned case study. For guidance on using i-Human, refer to the i-Human Graduate Programs Help link within the i-Human platform.

By Day 7

Complete your Assignment in i-Human.

Submission and Grading Information

To submit your completed Assignment for review and grading, do the following:

Please save your Assignment using the naming convention “WK7Assgn+last name+first initial.(extension)” as the name.
Click the Week 7 Assignment Rubric to review the Grading Criteria for the Assignment.
Click the Week 7 Assignment link. You will also be able to “View Rubric” for grading criteria from this area.
Next, from the Attach File area, click on the Browse My Computer button. Find the document you saved as “WK7Assgn+last name+first initial.(extension)” and click Open.
If applicable: From the Plagiarism Tools area, click the checkbox for I agree to submit my paper(s) to the Global Reference Database.
Click on the Submit button to complete your submission.

Grading Criteria

To access your rubric:
Week 7 Assignment Rubric

Check Your Assignment Draft for Authenticity

To check your Assignment draft for authenticity:
Submit your Week 7 Assignment draft and review the originality report.

Submit Your Assignment by Day 7

To participate in this Assignment:
Week 7 Assignment

What’s Coming Up in Week 8?

Week 8 Knowledge Check

Photo Credit: [BrianAJackson]/[iStock / Getty Images Plus]/Getty Images

In Week 8, you will complete the next Knowledge Check, which covers the Module 3 topics from Weeks 6, 7, and 8. Refer to the Week 8 Knowledge Check Assignment for further details related to the topics covered. Plan your time accordingly.

To go to the next week:

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: Assignment: i-Human Case Study: Evaluating and Managing Genitourinary or Gastrointestinal Conditions

The renal and genitourinary system is critical to the function of the entire body. As an advanced practice nurse, obtaining a relevant, focused history is critical. Conditions involving the genitourinary system, such as prostate cancer, often create a feeling of powerlessness, frustration, anxiety, and embarrassment in patients. Having provider-patient conversations about symptoms, potential treatment options, and patient education can be overwhelming for patients under such stress. It is your role to sensitively facilitate the treatment and management process through these difficult conversations and ultimately promote their well-being and empowerment. An accurate assessment will help you recognize and address any impact on the renal and genitourinary system in order to manage and prevent damages to the kidneys or other components of the system. Your role in the clinical setting is unique, as it is not only your responsibility to evaluate, diagnose, manage, and educate patients on their conditions, but also to provide emotional and psychological support to patients and their families.

For this week, you will analyze an i-Human simulation case study about an adult patient with a gastrointestinal condition. Based on the patient’s information, you will formulate a differential diagnosis, evaluate treatment options, and then create an appropriate treatment plan for the patient.

Learning Objectives

Students will:

Formulate differential diagnoses for adult patients with renal and genitourinary conditions
Analyze pattern recognition in adult patient diagnoses
Analyze the role of patient information in differential diagnosis
Evaluate pharmacologic and non-pharmacologic treatment options for adult patients
Create an appropriate treatment plan that includes health education and follow-up care

Learning Resources

Required Readings (click to expand/reduce)

Buttaro, T. M., Trybulski, J., Polgar-Bailey, P., & Sandberg-Cook, J. (2021). Primary care: Interprofessional collaborative practice (6th ed.). Elsevier.
Part 13, “Evaluation and Management of Genitourinary Disorders” (pp. 765–830)
Chapter 127, “Incontinence”
Chapter 128, “Prostate Cancer”
Chapter 129, “Prostatic Hyperplasia (Benign)”
Chapter 130, “Proteinura and Hematuria”
Chapter 131, “Renal Failure”
Chapter 132, “Sexual Dysfunction (Male)”
Chapter 133, “Testicular Disorders”
Chapter 134, “Urinary Calculi”
Chapter 135, “Urinary Tract Infections and Sexually Transmitted Infections”
Part 17, “Evaluation and Management of Endocrine and Metabolic Disorders”
Chapter 188, “Hypercalcemia and Hypocalcemia” (pp. 1149–1153)
Chapter 190, “Hypernatremia and Hyponatremia” (pp. 1158–1165)

Cucchiara, V., Cooperberg, M. R., Dall’Era, M., Lin, D. W., Montorsi, F., Schalken, J. A., & Evans, C. P. (2018). Genomic markers in prostate cancer decision making. European Urology, 73(4), 572–582. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.1016/j.eururo.2017.10.036

Alford, A. V., Brito, J. M., Yadav, K. K., Yadav, S. S., Tewari, A. K., & Renzulli, J. (2017). The use of biomarkers in prostate cancer screening and treatment. Reviews in Urology, 19(4), 221–234. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5811879/

Burton, M. (2018). Prostate cancer screening guidelines: Providing patient education. Family Medicine Clerkship Student Projects. https://scholarworks.uvm.edu/cgi/viewcontent.cgi?article=1388&context=fmclerk

Fletcher, R. H. (2019). Guideline: Experts recommend against prostate cancer screening with prostate-specific antigen test. Annals of Internal Medicine, 170(2), JC2. https://search.ebscohost.com/login.aspx?direct=true&db=mnh&AN=EPTOC134286027&site=ehost-live&scope=site&authtype=shib&custid=s6527200

Lee, D. J., Mallin, K., Graves, A. J., Chang, S. S., Penson, D. F., Resnick, M. J., & Barocas, D. A. (2017). Recent changes in prostate cancer screening practices and epidemiology. The Journal of Urology, 198(6), 1230–1240. https://www.auajournals.org/doi/10.1016/j.juro.2017.05.074
Credit Line: Recent changes in prostate cancer screening practices and epidemiology by Lee, D. J., Mallin, K., Graves, A. J., Chang, S. S., Penson, D. F., Resnick, M. J., & Barocas, D. A., in The Journal of Urology, Vol. 198/ Issue 6. Copyright 2017 by Elsevier Inc. Reprinted by permission of Elsevier Inc. via the Copyright Clearance Center.

Mendez, R. (2018). Prostate cancer: Patient education for changing guidelines. Family Medicine Clerkship Student Projects. https://scholarworks.uvm.edu/cgi/viewcontent.cgi?article=1233&context=fmclerk

Vane, S. (2019). Prostate cancer screening: A review of current recommendations. Urologic Nursing, 39(3), 133–138. https://go.openathens.net/redirector/waldenu.edu?url=https://doi.org/10.7257/1053-816X.2019.39.3.133

i-Human Patients. (2020a). i-Human case player [Interactive media]

Strong Medicine. (2019b, January 12). An approach to polyuria [Video]. YouTube. https://www.youtube.com/watch?v=q-YfE9v0hrA
Note: The approximate length of this media piece is 11 minutes.

Hasudungan, A. (2017, February 5). Urinary tract infection – overview (signs and symptoms, pathophysiology, causes and treatment) [Video]. YouTube. https://www.youtube.com/watch?v=1vIHTAnBmuU
Note: The approximate length of this media piece is 13 minutes.

Grand Rounds in Urology. (2017, December 29). How to differentiate the causes of lower urinary tract symptoms [Video]. YouTube. https://www.youtube.com/watch?v=5WXIZ-PKhVA
Note: The approximate length of this media piece is 21 minutes.

Hasudungan, A. (2016, November 6). Urinary/kidney stones – overview (signs and symptoms, risk factors, pathophysiology, treatment) [Video]. YouTube. https://www.youtube.com/watch?v=kLxBks6s4M8
Note: The approximate length of this media piece is 15 minutes.

Strong Medicine. (2017a, September 11). Acute kidney injury (Part 1/3 – definitions and etiologies) [Video]. YouTube. https://www.youtube.com/watch?v=rGnRUQzSCwI
Note: The approximate length of this media piece is 16 minutes.

Strong Medicine. (2017b, September 12). Acute kidney injury (Part 2/3 – diagnostic evaluation) [Video]. YouTube. https://www.youtube.com/watch?v=1YPMLgcv3zw
Note: The approximate length of this media piece is 21 minutes.

Strong Medicine. (2017c, November 12). Acute kidney injury (Part 3/3 – treatment and complications) [Video]. YouTube. https://www.youtube.com/watch?v=pwxSzWN00OI
Note: The approximate length of this media piece is 20 minutes.

Medcram – Medical Lectures Explained CLEARLY. (2018a, September 9). Acute kidney injury / Acute renal failure explained clearly – remastered [Video]. YouTube. https://www.youtube.com/watch?v=CNEwNEIvyzE
Note: The approximate length of this media piece is 14 minutes.
Assignment i-Human Case Study Evaluating and Managing Genitourinary or Gastrointestinal Conditions

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ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Assignment: i-Human Case Study: Evaluating and Managing Genitourinary or Gastrointestinal Conditions