Assignment 1: Gastrointestinal Tract: Disorders of Motility

Jamie is a 3-month-old womanly who gives behind a while her dowager for evaluation of “throwing up.” Mom reports that Jamie has been casting up tolerably fur all the era gone she was born. Jamie does not show to be nauseated. In event, she drinks her formula vigorously and repeatedly acts grim. Jamie has recognized undecided brown bowel movements all day and, overall, shows enjoy a felicitous and complacent baby. She smiles early and does not cry repeatedly. Other than the event that she repeatedly casts up behind drinking a bottle, she shows to be a very salubrious, felicitous infant. A past formal fact suggests that Jamie does not correspondently cast up—she does not uplift or act unwell—but rather it honest shows that approximately all era she drinks a bottle she regurgitates a chalky be. Mom opinion that she jurisdiction be allergic to her formula and switched her to a hypoallergenic formula. It didn’t show to succor at all, and now Mom is very restless. Cases enjoy these are not unique. The dowager was restless and thinking her daughter may enjoy an allergy; she radical to a opposed formula. However, casually babies enjoy unripe GI tracts that can administer to physiology refluence as they amalgamate to recognized existence after a whileout the uterus. Parents repeatedly do not weigh this possibility, prompting them to exexchange formulas rather than seeking medical prevention. As in the condition con-over over, GI alterations can repeatedly be obscure to identify owing multifarious design homogeneous symptoms. This identical offspring as-polite arises behind a while adults—adults may give behind a while symptoms that enjoy diverse germinative designs. When evaluating resigneds, it is momentous for the tardy experience encourage to understand the types of questions he or she needs to ask to procure the embezzle instruction for peculiarity. For this discuss, you must enjoy an brains of base GI disorders such as gastroesophageal refluence distemper (GERD), peptic abscess distemper (PUD), and gastritis. To Prepare Reobject this week’s media giveation on the gastrointestinal rule. Reobject Chapter 35 in the Huether and McCance passage. Identify the recognized pathophysiology of gastric keen stimulation and formation. Reobject Chapter 37 in the Huether and McCance passage. Weigh the pathophysiology of gastroesophageal refluence distemper (GERD), peptic abscess distemper (PUD), and gastritis. Think encircling how these disorders are homogeneous and opposed. Select a resigned eventor opposed from the one you separated in this week’s Discussion: genetics, gender, ethnicity, age, or comportment. Weigh how the eventor you separated jurisdiction contact the pathophysiology of GERD, PUD, and gastritis. Reflect on how you would diagnose and decree tenor of these disorders for a resigned grounded on this eventor. Reobject the “Mind Maps—Dementia, Endocarditis, and Gastro-oesophageal Refluence Distemper (GERD)” media in the Week 2 Learning Resources. Use the examples in the media as a train to compose a recollection map for gastritis. Weigh the epidemiology and clinical giveation of gastritis. To Complete Write a 2- to 3-page Nursing essay that addresses the thriveing: Describe the recognized pathophysiology of gastric keen stimulation and formation. Explain the exchanges that happen to gastric keen stimulation and formation behind a while GERD, PUD, and gastritis disorders. Explain how the eventor you separated jurisdiction contact the pathophysiology of GERD, PUD, and gastritis. Describe how you would diagnose and decree tenor of these disorders for a resigned grounded on the eventor you separated. Construct a recollection map for gastritis. Include the epidemiology, pathophysiology, and clinical giveation, as polite as the peculiarity and tenor you explained in your Nursing essay. Rubric: Quality of Toil Submitted: The quantity of which toil meets the assigned criteria and toil reflects disequalize equalize nice and analytic thinking.--Levels of Achievement:Excellent 27 (27%) - 30 (30%) Assignment exceeds expectations. All subject-matters are addressed behind a while a partiality of 75% containing irregular solution and profoundness encircling each of the assignment subject-matters. Good 24 (24%) - 26 (26%) Assignment meets expectations. All subject-matters are addressed behind a while a partiality of 50% containing cheerful solution and profoundness encircling each of the assignment subject-matters. Fair 21 (21%) - 23 (23%) Assignment meets most of the expectations. One required subject-matter is either not addressed or contrariantly addressed. Poor 0 (0%) - 20 (20%) Assignment superficially meets some of the expectations. Two or past required subject-matters are either not addressed or contrariantly addressed.Feedback: Quality of Toil Submitted: The design of the Nursing essay is pure.--Levels of Achievement:Excellent 5 (5%) - 5 (5%) A pure and embracing design proposition is granted which delineates all required criteria. Good 4 (4%) - 4 (4%) Purpose of the assignment is periodical, yet is shabby and not descriptive. Fair 3.5 (3.5%) - 3.5 (3.5%) Purpose of the assignment is indefinite or off subject-matter. Poor 0 (0%) - 3 (3%) No design proposition was granted.Feedback: Assimilation and Synthesis of Ideas: The augment to which the toil reflects the student's force to: Understand and expound the assignment's key concepts.--Levels of Achievement:Excellent 9 (9%) - 10 (10%) Demonstrates the force to nicely price and intellectually ponder key concepts. Good 8 (8%) - 8 (8%) Demonstrates a pure brains of key concepts. Fair 7 (7%) - 7 (7%) Shows some quantity of brains of key concepts. Poor 0 (0%) - 6 (6%) Shows a failure of brains of key concepts, deviates from subject-matters.Feedback: Assimilation and Synthesis of Ideas: The augment to which the toil reflects the student's force to: Apply and solidity esthetic in succession media (i.e. video, required readings, and passagebook) and likely after a whileout media.--Levels of Achievement:Excellent 18 (18%) - 20 (20%) Demonstrates and applies irregular stay of senior sharp-ends and soliditys 2 or past likely after a whileout sources, in attention to 2-3 succession media to suppport sharp-end of object. Good 16 (16%) - 17 (17%) Integrates biased instruction from 1 likely after a whileout device and 2-3 succession media to stay senior sharp-ends and sharp-end of object. Fair 14 (14%) - 15 (15%) Minimally includes and soliditys biased instruction from 2-3 media to stay senior sharp-ends and sharp-end of object. Poor 0 (0%) - 13 (13%) Includes and soliditys biased instruction from 0 to 1 resoruce to stay senior sharp-ends and sharp-end of object.Feedback: Assimilation and Synthesis of Ideas: The augment to which the toil reflects the student's force to: Synthesize (combines diverse components or opposed ideas into a new all) esthetic in succession media (i.e. video, required readings,  textbook) and after a whileout, likely media by comparing opposed sharp-ends of object and highlighting homogeneousities, differences, and connections.--Levels of Achievement:Excellent 18 (18%) - 20 (20%) Synthesizes and honestifies (defends, explains, validates, confirms) instruction gleaned from sources to stay senior sharp-ends giveed. Applies signification to the opportunity of tardy nursing experience. Good 16 (16%) - 17 (17%) Summarizes instruction gleaned from sources to stay senior sharp-ends, but does not synthesize. Fair 14 (14%) - 15 (15%) Identifies but does not expound or dedicate concepts, and/or strategies punishly; ideas unpure and/or underdeveloped. Poor 0 (0%) - 13 (13%) Rarely or does not expound, dedicate, and synthesize concepts, and/or strategies.Feedback: Written Expression and Formatting Paragraph and Sentence Structure: Paragraphs construct pure sharp-ends that stay polite exposed ideas, progress logically, and unfold uninterruptedness of ideas. Sentences are purely erectiond and preventionfully focused--neither crave and incompact nor blunt and failureing be.--Levels of Achievement:Excellent 5 (5%) - 5 (5%) Paragraphs and sentences thrive adaptation standards for erection, progress, uninterruptedness and clarity Good 4 (4%) - 4 (4%) Paragraphs and sentences thrive adaptation standards for erection, progress, uninterruptedness and clarity 80% of the era. Fair 3.5 (3.5%) - 3.5 (3.5%) Paragraphs and sentences thrive adaptation standards for erection, progress, uninterruptedness and clarity 60%- 79% of the era. Poor 0 (0%) - 3 (3%) Paragraphs and sentences thrive adaptation standards for erection, progress, uninterruptedness and clarity < 60% of the era.Feedback: Written Expression and Formatting English adaptation standards: Punish phraseology, mechanics, and just punctuation--Levels of Achievement:Excellent 5 (5%) - 5 (5%) Uses punish phraseology, spelling, and punctuation behind a while no errors. Good 4 (4%) - 4 (4%) Contains a few (1-2) phraseology, spelling, and punctuation errors. Fair 3.5 (3.5%) - 3.5 (3.5%) Contains diverse (3-4) phraseology, spelling, and punctuation errors. Poor 0 (0%) - 3 (3%) Contains multifarious (≥ 5) phraseology, spelling, and punctuation errors that quarrel behind a while the reader’s brains.Feedback: Written Expression and Formatting The Nursing essay thrives punish APA format for inscription page, summitings, font, spacing, margins, indentations, page mass, ordinary summit, parenthetical/in-passage citations, and allusion schedule.--Levels of Achievement:Excellent 5 (5%) - 5 (5%) Uses punish APA format behind a while no errors. Good 4 (4%) - 4 (4%) Contains a few (1-2) APA format errors. Fair 3.5 (3.5%) - 3.5 (3.5%) Contains diverse (3-4) APA format errors. Poor 0 (0%) - 3 (3%)