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Structure and Composition of Cell Membrane Essay Assignments

Role of the Cell Membrane

Cells have a unique cell membrane that serves many functions, including controlling the passage of substances into and out of the cell and cell communication.

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Both prokaryotes and eukaryotes have a 
cell membrane
. This cell structure is a semipermeable membrane found outside the cytoplasm, or gel-like interior, of the cell. It is helpful to think of the cell membrane as a boundary that forms between the cell’s internal and external environment. The cell membrane has many functions. First, it defines a cell by enclosing cellular contents within the cell. Structure and Composition of Cell Membrane Essay Assignments.

Despite the difference in structure of prokaryotic and eukaryotic cells, they both have a cell membrane (a semipermeable membrane found outside the cytoplasm of a cell) that surrounds the inner contents of the cells. Structure and Composition of Cell Membrane Essay Assignments.

Second, it creates a barrier that selectively controls what enters the cell from the outside environment and what substances leave the cell. Because of selective permeability, only specific molecules are able to cross the cell membrane. Essential molecules such as nutrients are able to enter the cell, while waste is able to exit the cell. Molecule size also plays a role in this permeability. Small molecules such as water and oxygen are able to freely cross the cell membrane, but larger molecules such as sugars are regulated.Last, the cell membrane aids in cell communication. Receptors are proteins that are found on the surface of cell membranes or inside the cell. Receptors can serve as either receivers of extracellular signals or activators of intracellular processes. For example, some cells have receptors for hormones that play a role in the regulation of biological processes in which the cell takes part. The binding of the hormone to the receptor changes the activity of the cell. Cells also have receptors that can bind to circulating immune cells, helping the immune system detect the presence of disease-causing organisms or viruses. Structure and Composition of Cell Membrane Essay Assignments.

Cell Membrane Structure

The cell membrane structure is a lipid bilayer with proteins, carbohydrates, and other lipids embedded within.

Cell membranes all have the same basic structure, composed of two facing layers of lipids. However, cells may have a variety of other types of membrane components. Different cell types have unique sets of structures embedded within the basic membrane structure. Some cells may have membrane components found only in that specific cell type. In some cases, it is not the identity of the component but the number of specific components found on a certain type of cell that distinguishes it from other cells.

A 
phospholipid
 is a lipid molecule composed of two fatty acid tails. Both tails are attached to a phosphate head by a glycerol molecule. Phospholipids create a specific structural design of the cell membrane. Their behavior in aqueous solutions assembles them into bilayers. Within each bilayer, the 
hydrophilic
 (water-loving) phospholipid heads that face outside the cell contact the extracellular fluid (watery solution outside cells), and the hydrophilic phospholipid heads that face inside the cell contact the cytoplasm (contents of the cell enclosed by the cell membrane,). The 
hydrophobic
(water-fearing) tails of each layer face each other because the tails are resistant to water. Structure and Composition of Cell Membrane Essay Assignments.

The cell membrane consists of a phospholipid bilayer that contains both hydrophobic, or water-fearing, fatty acid tails and hydrophilic, or water-loving, heads. The hydrophilic heads are found toward the more aqueous sides of the cell (inside and outside).

Cholesterol
is a lipid component found in some cell membranes that associates with the head of phospholipids, and sits between adjacent phospholipids. It contributes to cell membrane fluidity by preventing adjacent fatty acids from getting too close and effectively solidifying. Cholesterol also plays a role in cell signaling by stabilizing the association of signaling molecules with the membrane, allowing them to perform their function. Structure and Composition of Cell Membrane Essay Assignments.

The lipid bilayer is a thin polar membrane made of two layers of lipid molecules. Many different substances make up the cell membrane and contribute to its selectively permeable nature. Structure and Composition of Cell Membrane Essay Assignments.

A 
carbohydrate
is an organic molecule that contains carbon, hydrogen, and oxygen and provides energy to cells. Carbohydrates are commonly found on the exterior surface of the cell membrane. Carbohydrates can form hybrid molecules such as glycoproteins (carbohydrates bound to proteins) and glycolipids (carbohydrates bound to lipids). Glycoproteins and glycolipids are both found in cell membranes, often as receptors for cell signaling. The purpose of the carbohydrate portion of these molecules is to aid in cell-to-cell recognition by binding to complementary structures on adjacent or circulating cells, such as immune cells.Proteins are found both embedded within the lipid bilayer and associated with the surface of the membrane facing the inside of the cell. Many cell membrane proteins function in cell signaling and in transport of substances across the membrane. Some proteins are involved in the cell shape and structure of tissue by binding to the cell’s cytoskeleton, to the extracellular matrix, or to adjacent cells. Membrane proteins can also be enzymes that are involved in cellular processes, particularly in the membranes of the mitochondrion and the chloroplast. Structure and Composition of Cell Membrane Essay Assignments.

Cell Membrane Proteins

Proteins associated with cell membranes are either associated with one side of the membrane or are embedded in it and have several roles in membrane activity.

Proteins of the cell membrane can be either embedded in the membrane or associated with one side of the membrane. A 
peripheral protein
 is a protein that is not embedded within the lipid bilayer but is closely associated with the membrane through non-covalent interactions with other membrane components. Peripheral proteins are often involved in cell communication and enzymatic activity. An 
integral protein
 is a protein that is embedded within the cell membrane. Some integral proteins are inserted into one side of the membrane but do not go all the way across the membrane. Other integral proteins traverse the entire lipid bilayer and are called transmembrane proteins. Transport proteins are classified as a type of integral protein. There are two types of transport proteins: carrier proteins and channel proteins.

A 
carrier protein
physically binds to a molecule and facilitates its transport across the cell membrane’s lipid bilayer. Carrier proteins have a specific binding site for an ion or molecule. When the binding site is occupied, the carrier protein changes shape. The change in shape allows the bound substance to have access to the opposite side of the cell. One example of a carrier protein is the glucose transporter protein, which moves glucose across the cell membrane. Structure and Composition of Cell Membrane Essay Assignments.

A 
channel protein
, also known as an ion channel, creates a pathway that has a hydrophilic interior for ions (polar molecules) to pass through. The hydrophilic interior of these proteins is exposed to the cytoplasm and extracellular fluids. They have a hydrophilic channel within their core that creates an opening in the cell membrane. Some channels can be opened or closed in response to a stimulus, and these are called gated channels. Gated channels are critical to the functioning of nerve cells by allowing the controlled movement of ions that propagate the signal. Sodium and calcium ion channels are examples of channel proteins.

Fluid Mosaic Model of Cell Membrane Structure

The fluid mosaic model describes the nature of the cell membrane in that the membrane is not rigid and it contains many components.

The fluid mosaic model describes the changeable structure of the cell membrane. The term 
fluid
refers to the nature of the lipid bilayer itself. The phospholipids do not form rigid sheets; rather, the lipids form a flexible film of movable components. This is somewhat similar to a layer of soap bubbles, where each bubble can move in relation to the rest of the bubbles but is still connected to the whole. Because the lipids “flow” past each other, the membrane resembles a fluid. Structure and Composition of Cell Membrane Essay Assignments.

The term 
mosaic
refers to the membrane in which other component molecules such as proteins, cholesterol, and carbohydrates are embedded or with which they are associated. Many of these component molecules can change location within the plane of the membrane. In some cases, the movement of membrane components is driven by specific intracellular and extracellular signals. Certain proteins may also be localized to a particular part of the cell membrane, either for functional or structural reasons. For example, carrier proteins are often grouped together on the membrane to more efficiently transport material across the membrane and reduce the energy needed for this transport. Structure and Composition of Cell Membrane Essay Assignments.

Deoxyribonucleic acid (DNA) Essays

Introduction to DNA

DNA provides the blueprint for all traits an organism possesses. The structure of DNA serves to determine which traits are expressed.

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Deoxyribonucleic acid (DNA)
 is an organic molecule containing coded instructions for the life processes of an organism, which consists of nucleotides bonded together to form two complementary strands. Whether the organism has brown fur, has 14 legs, has green eyes, or reaches sexual maturity after 10 years of growth, it relies on its DNA to provide instructions that generate these traits. In 
eukaryotic
 organisms, DNA is found in structures called chromosomes. Deoxyribonucleic acid (DNA) Essays. Different species have different total numbers of chromosomes. For example, humans have 23 pairs, or 46 individual chromosomes. Chimpanzees, the closest living relatives of humans, have 48 individual chromosomes. Fruit flies, on the other hand, only have 8 individual chromosomes. There is even a species of fern that possesses more than 1,000 individual chromosomes.
Prokaryotic cells 
also have DNA, but instead of having chromosomes, they have a circular piece of DNA within their 
cell membrane
. This is called a plasmid. The structure of prokaryotic DNA is helpful when the organism reproduces. Because this DNA is not constrained by a nucleus, it can just be copied and then moved into the new cells.

Prokaryotes have a single circular strand of DNA, the molecule that determines every trait an organism expresses. Eukaryotes have multiple strands in the form of linear chromosomes, structures found in the nucleus. Deoxyribonucleic acid (DNA) Essays.

spermatogenesis and oogenesis – Gamete Formation essay Assignments

Sexually reproducing organisms use gametes (sex cells) to reproduce.

Bacteria and other single-celled organisms reproduce simply by copying their genetic material, then splitting in half. The benefit of this method is that these organisms do not need to find a mate. The downside, however, is that each offspring has the same genetic makeup as the parent. While asexual reproduction has its benefits, the transfer of genetic material that occurs during sexual reproduction allows for genetic variation in offspring. The genetic variation achieved with sexual reproduction allows the potential for some offspring to have an increased chance to survive their environment. spermatogenesis and oogenesis – Gamete Formation essay Assignments.

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Sexual reproduction involves the combination of genetic material from two parents. This happens through the production and transmission of gametes. A 
gamete
 is the sex cell of a sexually reproducing organism, with a haploid set of chromosomes. Gametes are produced from cells called germ cells. They are different from the rest of the body cells in their functions, and they stay that way for their entire lives. When an animal is of reproductive age, the germ cells are activated in the gonads, the areas of the body where gametes are produced (in humans, this is the testes for males and the ovaries for females). It is here that the sex cells are formed. 
Spermatogenesis
 is the formation of sperm through the process of meiosis. Spermatogenesis produces four sperm cells from a single existing precursor cell. 
Oogenesis
 is the process of egg cell formation during meiosis. Oogenesis produces one viable egg cell from one existing precursor cell. Once these cells have been made, they undergo the process of 
meiosis
, a process in cell division during which the number of chromosomes is reduced to half the original number by two divisions of the nucleus, resulting in the production of gametes. This reduction of chromosomes (bundles of genetic material) present in each cell is referred to as 
haploid
 (1
n
 or 
n
), half the total of the parent. Gametes must be haploid in sexually reproducing organisms in order to combine with the gamete from the parent of the opposite sex and form an offspring with a complete complement of chromosomes. spermatogenesis and oogenesis – Gamete Formation essay Assignments.

Sperm production happens in the male in specialized organs called the testes. In most mammals, the testes are located in an external sac called the scrotum because normal sperm production requires temperatures slightly lower than the organism’s body temperature. Special cells, called Sertoli cells, provide nutrition for the developing sperm. Meiosis in sperm cells begins with a 
spermatogonium
, which is the diploid (2
n
) cell that is the origin cell in spermatogenesis. 
Diploid
 means having a double set of chromosomes in homologous pairs; the diploid condition is designated by 2
n
. Sperm production involves the following processes:

Step 1.
 The spermatogonium divides, producing two diploid primary spermatocytes. A 
primary spermatocyte
 is a diploid (2
n
) cell that is the first cell formed in spermatogenesis.

Step 2.
 The primary spermatocytes then divide, reducing the chromosome number to form two haploid secondary spermatocytes. A 
secondary spermatocyte
 is the haploid (1
n
) cell that is the second cell formed in spermatogenesis. spermatogenesis and oogenesis – Gamete Formation essay Assignments

Step 3.
 The secondary spermatocytes then divide into spermatids, which are immature sperm cells. These stay connected to each other via cytoplasmic bridges, areas that connect the cells via their cytoplasm. This attachment coordinates development. Many genes required for sperm maturation are coded on the X chromosome, but not all sperm have an X chromosome due to being haploid. By staying connected via the cytoplasm (the cell’s watery interior), the new spermatocytes are able to share this genetic information.

Step 4.
 When fully developed, haploid (1
n
) male sex cells, the mature 
spermatozoa
, separate. spermatogenesis and oogenesis – Gamete Formation essay Assignments

Sperm production results in four individual sperm cells being produced from each precursor germ cell. It begins when the organism reaches reproductive age and continues throughout the male’s life span. By producing far more sperm than are needed (each ejaculation can contain 20 million sperm), the chances that at least one will make it to the female egg cell and fertilize it increase.

In spermatogenesis, the spermatogonia divide to produce the primary spermatocytes, which then further divide to produce secondary spermatocytes. These form the spermatids, which remain connected to each other until they are fully developed as spermatozoa, or haploid male sex cells.

The formation of an 
oocyte
, the female haploid (1
n
) sex cell, is called oogenesis. It begins with oogonia, which are the diploid (2
n
) cells that will further divide to form the egg cells. This process is complete before birth, so female organisms are born with all the oogonia they will ever have. For this reason, the formation of oogonia is not considered part of oogenesis proper, but it is vital to the process of forming oocytes. The formation of oocytes involves the following events:
Step 1.
spermatogenesis and oogenesis – Gamete Formation essay Assignments.The first true step of oogenesis is
oocytogenesis
, the process by which oocytes develop, which happens after a female is born. During oocytogenesis, the oogonia undergo mitosis to form the primary oocytes. A 
primary oocyte
 is a diploid (2
n
) cell that undergoes meiosis to produce the secondary oocyte (egg cell). It is thought that oocytogenesis is complete shortly after birth, but this idea has recently been challenged and is under investigation by researchers.

Step 2.
 
Ootidogenesis
 is the part of meiosis that produces the secondary oocyte from the primary oocyte. In this step, the primary oocyte undergoes meiosis, splitting its genetic material between two daughter cells. However, this process is halted in prophase I. The oocytes remain in this stage until triggered to continue during the female’s fertile period. During each fertile cycle, only some cells move forward in the process and are available for fertilization (in humans, just one or two; hundreds may be available for fertilization during a single cycle in species that lay many eggs at once, such as sunfish or seahorses).

Step 3.
 The oocyte continues through the end of meiosis I, forming one viable cell (the secondary oocyte) and a 
polar body
(a non-viable cell produced at the end of meiosis in females which contains no genetic material). However, this secondary oocyte is halted at metaphase II of meiosis II until fertilization occurs. spermatogenesis and oogenesis – Gamete Formation essay Assignments.

Step 4.
 Upon fertilization , the cell completes meiosis II, producing an 
ootid
 (a fertilized egg cell) and another polar body.

Oogenesis begins when the diploid (2
n
) oogonium undergoes mitosis to produce the diploid primary oocyte (2
n
). The primary oocyte enters meiosis but is halted early until the female enters her fertile cycle. The fertile cycle triggers the cell to finish meiosis I, producing the haploid secondary oocyte (1
n
) and a polar body (a nonviable cell). The secondary oocyte is halted in meiosis II unless fertilization occurs. Upon fertilization, the cell completes meiosis II, producing a single viable cell and other polar bodies. spermatogenesis and oogenesis – Gamete Formation essay Assignments.

Gregor Mendel Pea Plant Experiments Essay Assignments

Organisms have many units of heritable material that code for particular traits, each called a
gene
. Each 
trait
, or characteristic, is determined by an organism’s genes. Two hundred years ago, however, the mechanisms of inheritance were not known. 
Gregor Mendel
 (1822–84) is an Austrian monk credited with discovering the principles underlying genes and inheritance. Mendel performed a series of experiments with pea plants in the 19th century. These led to the discovery of the genetic basis of inheritance (the traits that are received by offspring from parents) and resulted in him being posthumously considered the father of modern genetics.

The Pea Plant Experiments

Mendel used pea plants to learn the genetic basis of inheritance.

Since childhood, Mendel had been a gardener. In the monastery, he set up a series of experiments using pea plants. Mendel observed that pea plants could vary in terms of seven different characteristics:

flower color (purple or white)

flower position (axial, on the shoot where a branch begins; or terminal, at the end of the shoot)

pea color (green or yellow)

pea shape (round or wrinkled)

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plant size (tall or short)

pod color (green or yellow)

pod shape (constricted or inflated)

In his experiments Mendel cross-fertilized plants with different characteristics and observed the resulting 
offspring
. He noticed that patterns emerged; some of these patterns were immediately evident and others required multiple generations to emerge. Mendel concluded that each plant had factors that determined how the plant would look. Today, Mendel’s factors are known as 
genes
. Gregor Mendel Pea Plant Experiments Essay Assignments.

To better understand Mendel’s experiments, one can follow an example using pea color as the selected characteristic. Mendel observed that peas could be green or yellow. He began by crossing a plant with green peas and a plant with yellow peas. The original two organisms that are crossed to produce offspring are called the 
parent generation (P)
. The first offspring resulting from a parental cross are called the 
first filial generation (F
1
)
. Mendel’s first generation plants all had yellow peas. Gregor Mendel Pea Plant Experiments Essay Assignments. He then pollinated one of these offspring plants with itself. The offspring of a cross between individuals of the first generation are called the
second filial generation (F
2
)
. Mendel’s second generation plants had a mixture of green and yellow peas. In fact, the ratio of plants with yellow peas to plants with green peas was 3:1. Mendel then pollinated each plant in the second generation with itself, and he found that one plant with yellow peas gave only plants with yellow peas, while others continued to give plants showing the 3:1 ratio. The plant with green peas gave only plants with green peas. This is the basis for Mendel’s law of segregation. Gregor Mendel Pea Plant Experiments Essay Assignments.

Genotypes, Phenotypes, and Alleles Essay Assignments

Variants of a gene are called alleles, which can be either dominant or recessive. An organism’s genotype (its genetic makeup) determines its phenotype (its expressed traits).

Through his experimentation with cross-breeding different varieties of pea plants, Gregor Mendel concluded that there were two variants for pea color and that the yellow one masked the green one. Today, scientists understand that 
diploid
 organisms carry two copies of each gene. The copies of the genes may be different. A version of a gene is known as an 
allele
. When one allele masks the expression of another, it is said to be a 
dominant allele
. The allele whose expression is masked by another allele is a 
recessive allele
. When an individual has two identical alleles for a gene, it is said to be 
homozygous
. If an individual carries two identical dominant alleles for a gene, it is called homozygous dominant, while individuals with two recessive alleles are called homozygous recessive. When an individual has two different alleles for a gene, it is said to be 
heterozygous
. A heterozygous individual will have a phenotype of the dominant allele but may pass the recessive allele to offspring. Genotypes, Phenotypes, and Alleles Essay Assignments.

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The observable characteristics (in Mendel’s case, the color of the pea) of an organism that result from genetic and environmental influences is the organism’s 
phenotype
. The genetic makeup of the organism is its 
genotype
, while its expressed traits make up its phenotype. Mendel’s 
law of independent assortment
 is the principle that states that alleles of different genes are sorted into gametes independently of one another. However, some genes lie very close to each other on their 
chromosomes
. These genes that are frequently inherited together are called linked genes.

The tool geneticists use to predict the possible genotypic outcomes of a cross between two individuals is called a 
Punnett square
(named after its creator, Reginald C. Punnett, a British geneticist). The alleles of one parent are listed individually across the top, while the alleles of the other parent are listed individually down the left side. The square is then filled in with the corresponding alleles. By convention, the dominant allele is written using an uppercase letter, and the recessive allele is written using the same letter in lowercase. Genotypes, Phenotypes, and Alleles Essay Assignments.

This Punnett square shows a cross between a parent that is homozygous dominant for a trait (BB), meaning that the parent has two dominant alleles, and a parent that is homozygous recessive for the trait (bb), meaning that the parent has two recessive alleles. All possible offspring are heterozygous (Bb), meaning they have one dominant and one recessive allele.

The Punnett square for Mendel’s pea plants uses the letter Y to represent the color of the peas, because the dominant color is yellow. Genotypes, Phenotypes, and Alleles Essay Assignments.

Punnett Square Showing Parent Pea Pod Color Inheritance

A Punnett square shows the predicted possible genotypes (genetic makeup) from a single cross. In this case, crossing a plant with yellow peas (YY) and a plant with green peas (yy) can give only plants with yellow peas (Yy). The yellow allele (Y) is dominant over the green one (y). Each allele is a variant of the trait, in this case, pea color.

A Punnett square can then be used to predict the offspring of the self-pollination of the first generation (F
1
). When the first generation of pea plants self-pollinates, a Punnett square can then be used to determine the chances of the offspring having yellow peas or green peas. The resulting offspring have a 3:1 chance of having yellow peas as opposed to green peas. Genotypes, Phenotypes, and Alleles Essay Assignments.

Punnett Square showing F1 Generation Pea Pod Color Inheritance

When the first generation (F
1
) is self-pollinated, the resulting offspring have a 3:1 chance of having yellow peas as opposed to green. Because yellow (Y) is dominant, three of the possible genotypes (YY, Yy, and Yy) have yellow peas, and only genotype yy has green peas.

Importantly, a Punnett square doesn’t show 
how many
 offspring will have each genotype. Rather, it shows the 
chances
each offspring has of having each genotype. In other words, self-pollinating a plant with genotype Yy four times does not guarantee two offspring with Yy genotype, one with YY, and one with yy. Each event has the same chance as the others of producing each genotype. Thus, the pollination of a plant with genotype Yy with another plant with genotype Yy gives a 25 percent chance of an offspring with genotype YY, a 50 percent chance of an offspring with genotype Yy, and a 25 percent chance of an offspring with genotype yy. Because both genotypes YY and Yy have plants with yellow peas, this cross results in a 75 percent chance of an offspring with a phenotype of yellow peas and a 25 percent chance of an offspring with green peas. Genotypes, Phenotypes, and Alleles Essay Assignments.

NURS 6053 Assignment: Developing Organizational Policies and Practices

Assignment: Developing Organizational Policies and Practices

Competing needs arise within any organization as employees seek to meet their targets and leaders seek to meet company goals. As a leader, successful management of these goals requires establishing priorities and allocating resources accordingly.

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Within a healthcare setting, the needs of the workforce, resources, and patients are often in conflict. Mandatory overtime, implementation of staffing ratios, use of unlicensed assisting personnel, and employer reductions of education benefits are examples of practices that might lead to conflicting needs in practice. NURS 6053 Assignment: Developing Organizational Policies and Practices.

Leaders can contribute to both the problem and the solution through policies, action, and inaction. In this Assignment, you will further develop the white paper you began work on in Module 1 by addressing competing needs within your organization.

To Prepare:

Review the national healthcare issue/stressor you examined in your Assignment for Module 1, and review the analysis of the healthcare issue/stressor you selected.

Identify and review two evidence-based scholarly resources that focus on proposed policies/practices to apply to your selected healthcare issue/stressor.

Reflect on the feedback you received from your colleagues on your Discussion post regarding competing needs.

The Assignment (4-5 pages):

Developing Organizational Policies and Practices

Add a section to the paper you submitted in Module 1. The new section should address the following:

Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.

Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.

Critique the policy for ethical considerations, and explain the policy’s strengths and challenges in promoting ethics.

Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients, while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.

Cite evidence that informs the healthcare issue/stressor and/or the policies, and provide two scholarly resources in support of your policy or practice recommendations. NURS 6053 Assignment: Developing Organizational Policies and Practices.

 

 

 

Excellent

Good

Fair

Add a section to the paper you submitted in Module 1. In 4–5 pages, address the following:

·   Identify and describe at least two competing needs impacting your selected healthcare issue/stressor.

23 (23%) – 25 (25%)

The response accurately and clearly identifies at least two competing needs impacting the healthcare issue/stressor selected.

20 (20%) – 22 (22%)

The response identifies at least two competing needs impacting the healthcare issue/stressor selected.

NURS 6053 Assignment: Developing Organizational Policies and Practices

18 (18%) – 19 (19%)

The response identifies at least two competing needs impacting the healthcare issue/stressor selected that is vague or inaccurate.

0 (0%) – 17 (17%)

The response describes at least two competing needs impacting the healthcare issue/stressor selected that is vague and inaccurate, or is missing.

·   Describe a relevant policy or practice in your organization that may influence your selected healthcare issue/stressor.

·   Critique the policy for ethical considerations and explain the policy’s strengths and challenges in promoting ethics.

27 (27%) – 30 (30%)

The response accurately and thoroughly describes in detail a relevant policy or practice in an organization that may influence the healthcare issue/stressor selected.

The response accurately and thoroughly critiques in detail the policy for ethical considerations and explains in detail the policy’s strengths and challenges in promoting ethics.

24 (24%) – 26 (26%)

The response accurately describes a relevant policy or practice in an organization that may influence the healthcare issue/stressor selected.

The response accurately critiques the policy for ethical considerations and explains the policy’s strengths and challenges in promoting ethics.

21 (21%) – 23 (23%)

The response describes a relevant policy or practice in an organization that may influence the healthcare issue/stressor selected that is vague or inaccurate.

The response critiques the policy for ethical considerations and explains the policy’s strengths and challenges in promoting ethics that is vague or inaccurate.

NURS 6053 Assignment: Developing Organizational Policies and Practices

0 (0%) – 20 (20%)

The response describes a relevant policy or practice in an organization that may influence the healthcare issue/stressor selected that is vague and inaccurate, or is missing.

The response critiques the policy for ethical considerations and explains the policy’s strengths and challenges in promoting ethics that is vague and inaccurate, or is missing.

·   Recommend one or more policy or practice changes designed to balance the competing needs of resources, workers, and patients while addressing any ethical shortcomings of the existing policies. Be specific and provide examples.

·   Cite evidence that informs the healthcare issue/stressor and/or the policies and provide two scholarly resources in support of your policy or practice recommendations.

NURS 6053 Assignment: Developing Organizational Policies and Practices

27 (27%) – 30 (30%)

The response provide one or more accurate, clear, and thorough recommendations for policy or practice changes designed to balance the competing needs of resources, workers, and patients while addressing any ethical shortcomings of the existing policies.

Specific and accurate examples are provided.

Accurate and detailed evidence is cited that informs the healthcare issue/stressor selected and a specific synthesis of at least two outside scholarly resources in full support of the policy or practice recommendations is provided. The response integrates at least 2 outside resources and 2 or 3 course-specific resources that fully support the healthcare issue/stressor selected.

24 (24%) – 26 (26%)

The response provides one or more recommendations for policy or practice changes designed to balance the competing needs of resources, workers, and patients while addressing any ethical shortcomings of the existing policies.

Specific examples may be provided.

Evidence is cited that informs the healthcare issue/stressor selected and a synthesis of at least one outside scholarly resource that may support the policy or practice recommendations is provided. The response integrates at least 1 outside resource and 2 or 3 course-specific resources that may support the healthcare issue/stressor selected.

21 (21%) – 23 (23%)

The response provides one or more recommendations for policy or practice changes designed to balance the competing needs of resources, workers, and patients while addressing any ethical shortcomings of the existing policies that is vague or inaccurate.

Examples may be provided.

Vague or inaccurate evidence is cited from 2 or 3 resources that informs the healthcare issue/stressor selected and may support the policy or practice recommendations provided.

0 (0%) – 20 (20%)

The response provides one or more recommendations for policy or practice changes designed to balance the competing needs of resources, workers, and patients while addressing any ethical shortcomings of the existing policies that is vague and inaccurate, or is missing.

Examples are missing.

Vague and inaccurate evidence is cited that informs the healthcare issue/stressor and may include at least 1 scholarly resource that vaguely and inaccurately supports the policy practice recommendations is provided, or is missing.

Written Expression and Formatting – Paragraph Development and Organization:

Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.

5 (5%) – 5 (5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity.

A clear and comprehensive purpose statement, introduction, and conclusion is provided which delineates all required criteria.

4 (4%) – 4 (4%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time.

Purpose, introduction, and conclusion of the assignment is stated, yet is brief and not descriptive.

3.5 (3.5%) – 3.5 (3.5%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time.

Purpose, introduction, and conclusion of the assignment is vague or off topic.

0 (0%) – 3 (3%)

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion was provided. NURS 6053 Assignment: Developing Organizational Policies and Practices Written Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. 4 (4%) – 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. 3.5 (3.5%) – 3.5 (3.5%) Contains several (3 or 4) grammar, spelling, and punctuation errors. 0 (0%) – 3 (3%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 (5%) – 5 (5%) Uses correct APA format with no errors. 4 (4%) – 4 (4%) Contains a few (1 or 2) APA format errors. 3.5 (3.5%) – 3.5 (3.5%) Contains several (3 or 4) APA format errors. NURS 6053 Assignment: Developing Organizational Policies and Practices 0 (0%) – 3 (3%) Contains many (≥ 5) APA format errors. Total Points: 100 Name:  NURS_6053_Module02_Week03_Assignment_Rubric NURS 6053 Assignment: Developing Organizational Policies and Practices

Compose an MLA essay, response to
ONE
of the prompts below.

Your response should have an appropriate and interesting introduction with a strong thesis regarding what you are trying to prove in the essay; body paragraphs, each with a clear main point that relates to and helps support your thesis; and a conclusion that effectively and powerfully wraps up the essay.

You should draw upon sources in writing your response. These include the articles, essays, stories, books, and poems we have read for class and any additional research that you may conduct. Provide in-text citations and a Works Cited page in MLA format.

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For any of these prompts, you may NOT choose a text that you have used in ANY of the other course assignments (aside from journals).

Element Approach
: Choose ONE text that we have read to analyze in depth.
Your ultimate goal should be to show how ALL of the other elements work to show the main theme (choose only one) of the work.
In so doing, you will make an argument that the theme you have chosen is the main theme of the work and will support your argument by analyzing ALL of the other elements within the work. In a cohesive, thoughtful essay, engage in some in-depth analysis and interpretation of your selected work. You may choose any novel, short story, poem, film, or drama (play) we have read for class. You should
quote
from (
and directly cite
) at least
8 times
from your chosen work. MLA essay

Literary Theory Research Approach:
Choose ONE text that we have read to analyze in depth.
Your ultimate goal should be to apply one literary theory to the work and conduct some outside research to provide some context for the application of the theory.
In so doing, you will make an argument that the theory you have applied provides an important interpretation for the work and will support your argument using both the literary text you’ve selected and some outside research. In a cohesive, thoughtful essay, combine both passages from your selected text and from your outside research to create a specific theoretical-based reading. You may choose any novel, short story, poem, film, or drama (play) we have read for class. You should
quote
from (
and directly cite
) at least
5 times
from your chosen work AND
3 times
from your outside research. MLA essay.

Creative Approach:
Propose your own prompt.
This should align with the course objectives and needs to be cleared by me before you begin.

You may use outside research for this MLA essay. However, make sure your voice and ideas are the clear focus.
DO NOT plagiarize
. Any plagiarism—from one sentence to the whole essay, intentional or unintentional—will result in a “0” and an “F” for the course.

Use your journals to help you with this essay—draw upon your previous ideas and writing here if it is helpful.

Page length: 5 full pages minimum

 

Clarity

[10]

Does the essay use proper and varied sentence structure, punctuation, etc.? Does it avoid grammatical errors: fragments, run-ons, spelling mistakes, etc.?

 

 

Did the essay meet the assignment criteria in purpose and appearance?

Correct MLA formatting? Proper citations?

Coherence/ Structure [10]

 

 

Does the essay have a strong, clear, well-structured thesis?

 

 

 

 

Does the essay employ tight, polished paragraphs in the correct format or are ideas just thrown together?  Does each body paragraph include one main idea/topic sentence that points the reader back to the thesis?

Does the essay contain a strong backbone/ structure?  Does it use the intro. well? The conclusion? Does every IP present a unified argument? (Does it “flow” well?)  Are there effective transitions? MLA essay

Critical Thinking [30]

 

 

 

 

 

How advanced is the essay’s content?  Does it explore new ideas that challenge both the writer and reader or simply regurgitate class discussions or popular thought?  Does it meet the page length?

 

 

 

 

Does the paper make a logical connection between the thesis, topic sentences, and examples/proof? (i.e., Does it “connect-the-dots” between claims made in the thesis and examples for that claim?)

Does the paper provide adequate “proof”? (Quotations or paraphrase, research, expert opinions, statistics, examples, details, etc?)

Comments:                                                                                                                              Total Pts.

                 /50

X

=

Grade MLA essay

 

50

A+

39

C+

49-46

A

38-36

C

45

A-

35

C-

44

B+

34-30

D

43-41

B

29-0

F

40

B-

MLA essay

VARK Questionnaire Essay assignment

Learning styles represent the different approaches to learning based on preferences, weaknesses, and strengths. For learners to best achieve the desired educational outcome, learning styles must be considered when creating a plan. Complete “The VARK Questionnaire,” located on the VARK website, and then complete the following:

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Click “OK” to receive your questionnaire scores.

Once you have determined your preferred learning style, review the corresponding link to view your learning preference.

Review the other learning styles: visual, aural, read/write, kinesthetic, and multimodal (listed on the VARK Questionnaire Results page). VARK Questionnaire Essay assignment.

Compare your current preferred learning strategies to the identified strategies for your preferred learning style.

Examine how awareness of learning styles has influenced your perceptions of teaching and learning.

In a paper (750‐1,000 words), summarize your analysis of this exercise and discuss the overall value of learning styles. Include the following:

Provide a summary of your learning style according the VARK questionnaire.

Describe your preferred learning strategies. Compare your current preferred learning strategies to the identified strategies for your preferred learning style. VARK Questionnaire Essay assignment.

Describe how individual learning styles affect the degree to which a learner can understand or perform educational activities. Discuss the importance of an educator identifying individual learning styles and preferences when working with learners.

Discuss why understanding the learning styles of individuals participating in health promotion is important to achieving the desired outcome. How do learning styles ultimately affect the possibility for a behavioral change? How would different learning styles be accommodated in health promotion?

VARK means visual, auditory, read/write and kinesthetic. MY VARK SCORE: HIGHT SCORE Visual 6 AND KINESTHETIC 6  COMPARED TO  AUDITORY AND AUDITORY AND RED/WRITE WITH LOW SCORE 2.

In formal writing you should avoid personal references and use of first person. This assignment does make this more difficult. There are ways to write without saying “I”. Work to limit the use of “I statements” in this paper. VARK Questionnaire Essay assignment.

Try: The writer of this paper found that the visual learning style had the highest score….

Or: According to the findings of this author….

Or: After taking the VARK questionnaire the author of this paper was surprised to find the results included a strong preference for aural learning. This is not a strategy often used

 

www.vark-learn.com

Learning Styles: A Guide to the 4 VARK Styles

https://www.definedstem.com/wp-content/uploads/2017/05/VARK.pdf

https://www.verywellmind.com/vark-learning-styles-2795156

 

Cite to at least three peer‐reviewed or scholarly sources to complete this assignment. Sources should be published within the last 5 years and appropriate for the assignment criteria.  VARK Questionnaire Essay assignment.

Prepare this assignment according to the guidelines found in the APA Style. An abstract is not required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

RUBRIC: Personal learning style according to the VARK questionnaire is identified and described in detail. Summary offers examples that display personal insight or reflection.

Personal learning strategy is clearly described. A comparison of current preferred learning styles and VARK identified learning styles is detailed. Overall discussion demonstrates insight into preferred learning strategies and how these support preferred learning styles.

Importance of learning styles for a learner, and importance of educator identifying individual learning styles and preferences when working with learners, is thoroughly discussed. The importance of learning styles for learners participating in healthy promotion, and identifying them as an educator, is clearly established. Strong rationale and evidence support discussion.

Understanding the learning styles of individuals participating in a health promotion, and the correlation to behavioral change and achieving desired outcomes is discussed in detail. A strong correlation has been established. Accommodation of different learning styles is discussed. The narrative demonstrates insight into the importance of learning styles to health promotion and behavioral outcome VARK Questionnaire Essay assignment

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative. Writer is clearly in command of standard, written, academic English. All format elements are correct. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. VARK Questionnaire Essay assignment

Transient ischemic attack (TIA) essay

MODULE 2: Cardiovascular / Respiratory Systems, Week 2 Assignment

CASE  STUDY 2: Patient HM has a history of atrial fibrillation and a  transient ischemic attack (TIA). The patient has been diagnosed with  type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart  disease.

Drugs currently prescribed include the following:

• Warfarin 5 mg po daily MWF and 2.5 mg daily T, TH, Sat, Sun

• Aspirin 81 mg po daily

• Metformin 1000 mg po bid

• Glyburide 10 mg po bid

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• Atenolol 100 mg po daily

• Motrin 200 mg 1–3 tablets every 6 hours as needed for pain

Transient ischemic attack (TIA) essay

o Prepare

Review the Resources for this module and consider the impact of  potential pharmacotherapeutics for cardiovascular disorders introduced  in the media piece.

Review the case study assigned by your Instructor for this Assignment.

Select one the following factors: genetics, gender, ethnicity, age, or behavior factors.

Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes.

Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy. Transient ischemic attack (TIA) essay.

Think about how you might improve the patient’s drug therapy plan  based on the pharmacokinetic and pharmacodynamic changes. Reflect on  whether you would modify the current drug treatment or provide an  alternative treatment option for the patient.

By Day 7 of Week 2

Write
 a 2- to 3-page paper that addresses the following:

Explain  how the factor you selected might influence the pharmacokinetic and  pharmacodynamic processes in the patient from the case study you were  assigned. Transient ischemic attack (TIA) essay.

Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples.

Explain how you might improve the patient’s drug therapy plan and explain why you would make these recommended improvements. Transient ischemic attack (TIA) essay.

type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example

MODULE 2: Cardiovascular / Respiratory Systems, Week 2 Assignment

CASE  STUDY 2: Patient HM has a history of atrial fibrillation and a  transient ischemic attack (TIA). The patient has been diagnosed with  type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart  disease.

Drugs currently prescribed include the following:

• Warfarin 5 mg po daily MWF and 2.5 mg daily T, TH, Sat, Sun

• Aspirin 81 mg po daily

• Metformin 1000 mg po bid

ORDER A CUSTOM-WRITTEN, PLAGIARISM-FREE PAPER NOW

• Glyburide 10 mg po bid

• Atenolol 100 mg po daily

• Motrin 200 mg 1–3 tablets every 6 hours as needed for pain

type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example

 

o Prepare

Review the Resources for this module and consider the impact of  potential pharmacotherapeutics for cardiovascular disorders introduced  in the media piece.

Review the case study assigned by your Instructor for this Assignment.

Select one the following factors: genetics, gender, ethnicity, age, or behavior factors. type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example.

Reflect on how the factor you selected might influence the patient’s pharmacokinetic and pharmacodynamic processes.

Consider how changes in the pharmacokinetic and pharmacodynamic processes might impact the patient’s recommended drug therapy.

Think about how you might improve the patient’s drug therapy plan  based on the pharmacokinetic and pharmacodynamic changes. Reflect on  whether you would modify the current drug treatment or provide an  alternative treatment option for the patient.

By Day 7 of Week 2

Write
 a 2- to 3-page paper that addresses the following:

Explain  how the factor you selected might influence the pharmacokinetic and  pharmacodynamic processes in the patient from the case study you were  assigned.

Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples.

Explain how you might improve the patient’s drug therapy plan and explain why you would make these recommended improvements. type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example.

Pharmacotherapy for Cardiovascular Disorders

Cardiovascular diseases (CVDs) refer to numerous conditions that interfere with the functioning of the heart/or blood vessels. Some of the common CVDs include hypertension, heart failure, stroke, and coronary artery disease (CAD). In a case scenario where Patient AO is diagnosed with hypertension and hyperlipidemia, and has a history of obesity, understanding the genetics can help in the diagnosis and treatment of CVDs. High blood pressure or (hypertension) is manifested through a force exerted by the blood against the walls of the blood vessels while hyperlipidemia is the presence of too many lipids in the blood, which leads to the blockage of arteries after an increase in fatty deposits. Advanced practice nurses should understand the pharmacokinetic and pharmacodynamic processes of CVD in order to enhance drug therapy plan for their patients. type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example.

CVD present complex traits, and understanding the genetics of CVD requires consideration of interactions among genetic sex, race, as well as hormonal status. Genetics affect pharmacokinetics and pharmacodynamics process of CVD through controlling all features of cardiovascular system. Heritable risk factors contribute to higher blood pressure (BP) levels while genetic variants tend to create a cumulative effect of about 10 mmHg higher systolic BP levels before an individual attains the age of 50 years (Pazoki et al., 2018). A genetic variation may interfere with how the protein works in the body, leading to the accumulation of cholesterol in the arteries. Genetic risks are known since birth; hence, impossible to modify them (Pazoki et al., 2018). If a family member is found to be having CVD, other family members should go for screening, as they may be having the same disease without showing symptoms. Individuals with genetic risk can be identified early in life and are encouraged to undergo lifestyle modification. type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example.

However, evaluations into the genetics of CVD among men and women are hindered by the failure to incorporate the sex chromosomes within genome-wide association studies (Winham, De Andrade & Miller, 2015). Sex differences in cardiovascular disorders emanate from interactions among genetic, hormonal, as well as environmental factors, which create individual risks of the diseases. Although hypertension is one of the major risk factors for developing CVD, there is no sufficient information on the ideal dosage of antihypertensive drugs, especially for the elderly. Accepting to change some lifestyle habits, in addition to having healthy dietary patterns can assist in counteracting genetic variations linked to obesity and CVD (Heianza & Qi, 2018).

Prescribing the right dose is critical in the treatment of cardiovascular diseases, as it relieves patients from a hospital stay, hospital readmission, and saving the costs of seeking medical attention. type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example. Due to changes in pharmacokinetics and pharmacodynamics processes, experts recommend on starting dosages, and later a stepwise increase of dosages, which would lead to enhanced BP control, as well as less adverse drug reactions among the elderly patients (Peeters et al., 2019). The changes happen because the disease is capable of transforming receptor binding, adjusting the binding proteins, as well as reducing receptor sensitivity.

The patient in this scenario was prescribed with Atenolol, Doxazosin, Hydralazine, Sertraline, and Simvastatin to manage cardiovascular disorders. Atenolol is mainly utilized as first-line treatment for hypertension, and can be used alone or with other medications (Wiysonge et al., 2017). Both Doxazosin and Hydralazine are vital in calming the arterial pressure. The use of Simvastatin is meant to lower the cholesterol by blocking the production of cholesterol while Sertraline is an antidepressant. Simvastatin will assist in reducing fats, which have made the patient gain nine pounds. The medications are likely to alter the pharmacokinetic and pharmacodynamic processes within the body, leading to the recovery from cardiovascular disorders. type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example.

Patient AO is under medications but may require an improved drug therapy plan in order to detect and prevent medication-related problems. As an advanced practice nurse, I should improve the drug therapy plan by educating the patient concerning his/her therapy, any adverse effect, as well as actions to take in case a problem emerges. I should evaluate the patient’s drug therapy by checking whether he/she has taken the medications as prescribed by the pharmacist. Most medications should be utilized with caution due to age-related changes pharmacokinetics (Rochon, Schmader & Givens, 2019). Drug therapy problems require an assessment for severity, acuteness, as well as how fast the resolution of a particular problem should occur. type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example.

If there were a need to adjust the drug therapy, I would do so and explain to the patient the need to adjust the therapy. Polypharmacy, which involves taking multiple medications simultaneously, should be treated with caution, as it is linked to increased incidences of an adverse drug event, as well as increased hospital readmission (Rochon, Schmader & Givens, 2019). Genetically-determined hypertension and its complications are managed through adopting healthy lifestyle. Thus, I would recommend a change in behavior and adopting a lifestyle that encourages physical activity and healthy eating. Developing a pharmaceutical opinion program can help in reaching patients who seem to be at a higher risk of medication-related problems. type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example.

References

Heianza, Y., & Qi, L. (2018). Impact of genes and environment on obesity and cardiovascular disease.
Endocrinology
,
160
(1), 81-100.

Pazoki, R., Dehghan, A., Evangelou, E., Warren, H., Gao, H., Caulfield, M., … & Tzoulaki, I. (2018). Genetic predisposition to high blood pressure and lifestyle factors: associations with midlife blood pressure levels and cardiovascular events.
Circulation
,
137
(7), 653-661.

Peeters, L. E. J., Kester, M. P., Feyz, L., Van Den Bemt, P. M. L. A., Koch, B. C. P., Van Gelder, T., & Versmissen, J. (2019). Pharmacokinetic and pharmacodynamic considerations in the treatment of the elderly patient with hypertension.
Expert opinion on drug metabolism & toxicology
,
15
(4), 287-297. type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example

Rochon, P. A., Schmader, K., & Givens, J. (2019). Drug prescribing for older adults.
UpToDate
. Retrieved from https://www.uptodate.com/contents/drug-prescribing-for-older-adults#H32

Winham, S. J., De Andrade, M., & Miller, V. M. (2015). Genetics of cardiovascular disease: the importance of sex and ethnicity.
Atherosclerosis
,
241
(1), 219-228.

Wiysonge, C. S., Bradley, H. A., Volmink, J., Mayosi, B. M., & Opie, L. H. (2017). Beta‐blockers for hypertension.
Cochrane database of systematic reviews
, (1).

 

Write
 a 2- to 3-page paper that addresses the following:

Explain  how the factor you selected might influence the pharmacokinetic and  pharmacodynamic processes in the patient from the case study you were  assigned.

Describe how changes in the processes might impact the patient’s recommended drug therapy. Be specific and provide examples.

Explain how you might improve the patient’s drug therapy plan and explain why you would make these recommended improvements. type 2 diabetes, hypertension, hyperlipidemia, and ischemic heart disease essay example