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– ## templateRUAFUNDAMENTAL.pdf – ## RUASBARCOPD.docx **## templateRUAFUNDAMENTAL.pdf** NR226 Fundamentals – Patient Care RUA Template NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1 Success note: Follow APA guidelines and include intext citations, a title page and…

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Assignment Prompt & Instructions

– ## templateRUAFUNDAMENTAL.pdf

– ## RUASBARCOPD.docx

**## templateRUAFUNDAMENTAL.pdf**

NR226 Fundamentals – Patient Care
RUA Template

NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the
RUA, student name, name of school, number/name of course, instructor name and assignment due date. Please delete this success
note when submitting.

Introduction of Disease

Age and reason for hospitalization (medical diagnosis):
Nursing concept that is connected to reason for hospitalization:
Brief review of underlying pathophysiology:

Functional changes that can happen as part of the disorder.
Complications that can happen as part of the disorder.
Scholarly in text citation(s) to support information.

Safety-Communication-Infection
Control

Communication elements:
Safety concerns:
Infection control practices:

Assessment: Recognize/Identify
cues

Identified cues:

• Cue 1

• Cue 2
• Cue 3
• Cue 4

• Psychosocial Cue

NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 2

Nursing Diagnosis: Analyze Cues/
Prioritize Hypothesis

Cue/ area of concern that is high priority:
Cue/ area of concern that is medium priority:
Cue/ area of concern that focuses on psychosocial problem/need:
Rationale for why these areas of concern/cues were chosen and prioritized as high, medium
or psychosocial and how they connect to the client:

Planning: Generating Solutions
and

Implementation: Taking Action

Cue/area of concern that is high priority:
S.M.A.R.T. goal:

Rationale for goal:
Client specific intervention:

Cue/area of concern that is medium priority:

S.M.A.R.T. goal:
Rationale for goal:
Client specific intervention:

Cue/area of concern that is psychosocial:

S.M.A.R.T. goal:
Rationale for goal:
Client specific intervention:

Evaluation: Evaluating Outcomes

Explain if goals were met or not:
Supportive evidence:
Changes needed to achieve goals in the future:

NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 3

References

**## RUASBARCOPD.docx**

| | | | | | | |
| — | — | — | — | — | — | — |
| **I-SBAR** |
| **I – Introduce Yourself** | **Your Name:** |
| | **D#:** |
| | **Your Title:** Nursing Student |
| | **Reason for being there:** Clinical rotation, patient assessment |
| **S – Situation** | **Patient:** M. R. | **Attending Physician:** Dr. Johnson, Pulmonology |
| | **Age:** 67 years old | **Patient Chief Complaint/Primary Medical Diagnosis**<br>**and Clinical Significance:**<br>Admitted for acute exacerbation of COPD with increased dyspnea, productive cough with purulent sputum, and decreased exercise tolerance. Risk for respiratory failure, pneumonia and potential right heart failure (cor pulmonale). |
| | **Gender/Identity**: Female | |
| | **Height/Weight:** 5’4” (163cm) / 156 lbs. (70.8 kg) | |
| | **Allergies :** Penicillin (rash), Codeine (nausea) | |
| | **Code Status:** Full | |
| | **Advance Directive (durable power of attorney,**<br>**living will, other) and Clinical Significance:**<br>DNR discussed but not implemented | **Pathophysiology of Primary Medical Diagnosis:**<br>COPD is a progressive, irreversible airway disease characterized by chronic inflammation, airway obstruction, and alveolar destruction. Leads to impaired gas exchange, increased work of breathing, ventilation-perfusion mismatch, and potential right heart failure (cor pulmonale). |
| | **Privacy Code:** 7892 | |
| | **Date of Care/Time:** 9/01/2025 – 0800 | |
| **B – Background** | **Include clinical significance with each:** |
| **A – Assessment** | **Vital Signs:** |
| | **B/P** | **HR** | **RR** | **TEMP** | **SP02** | **PAIN** |
| | 148/92 mmHg | 98 bpm | 28/min | 100.2°F (37.9°C) | 88% on 2L O2 | 3/10 chest tightness |
| | | | | | | |
| | **Fall Risk:** High (weakness, orthostatic hypotension, steroid-Induced muscle weakness) | **Accu-check:** 156 mg/dL |
| | **IV Site:** 22g R forearm, patent, site clean/dry | **IV Fluids:** NS @ 75 mL/hr | **Lab/Test Results:**<br>**ABG:** pH 7.32, PCO₂ 58 mmHg (↑), PO₂ 62 mmHg (↓), HCO₃ 28 mEq/L (compensated respiratory acidosis)<br> <br>**CBC:** WBC 11.8 (↑), Hgb 16.2 g/dL (↑ secondary polycythemia), Hct 48% (↑)<br> <br>**BNP:** 450 pg/mL (↑, suggesting right heart strain)<br> <br>**Theophylline level:** 12 mcg/mL (therapeutic)<br> <br>**Sputum culture:** Pending |
| **I and O** | **Intake** 1.2 L IV + 800 mL PO; Output 1400 mL urine in past 24 hr |
| **Isolation** | **Isolation Precautions: Y** ☐<br>**N** ☒ | **Contact Air** ☐<br>**Droplet** ☐ |
| **RESPIRATORY** | Diminished breath sounds bilaterally, expiratory wheeze throughout, use of accessory muscles, barrel chest, pursed-lip breathing, productive cough with thick yellow-green sputum |
| **CARDIOVASCULAR** | Regular rhythm, distant heart sounds, peripheral edema 1+ bilateral ankles. JVD at 30 degrees, possible S3 gallop |
| **NEUROLOGICAL** | Alert but anxious, oriented x3, reports feeling "air hungry," mild confusion episodes during night (CO₂ retention) |
| **GI/GU** | Decreased appetite, reports early satiety, bowel sounds present, voiding without difficulty, concerned about weight loss over past months |
| **INTEGUMENTARY** | Pale with slight cyanosis around lips and fingernails, skin intact, poor skin turgor suggesting mild dehydration, digital clubbing noted |
| **PSYCHOLOGICAL FAMILY – SUPPORT** | Husband at bedside frequently, daughter visits daily. Patient expresses frustration with declining functional status and fear of "suffocating." Reports depression related to lifestyle limitations |
| **SAFETY** | **Teaching needed:** Proper inhaler technique, energy conservation techniques, smoking cessation support (for husband who still smokes), oxygen safety, recognition of exacerbation symptoms, importance of medication compliance.<br> <br>Oxygen in use – fire safety precautions, call light within reach, bed low, non-slip socks, fall precautions in place |
| **R – REQUEST/ RECOMMENDATION** | **Hand off report to:** Nursing Student | **From:** RN |

**## RUASBARCOPD.docx**

| | | | | | | |
| — | — | — | — | — | — | — |
| **I-SBAR** |
| **I – Introduce Yourself** | **Your Name:** |
| | **D#:** |
| | **Your Title:** Nursing Student |
| | **Reason for being there:** Clinical rotation, patient assessment |
| **S – Situation** | **Patient:** M. R. | **Attending Physician:** Dr. Johnson, Pulmonology |
| | **Age:** 67 years old | **Patient Chief Complaint/Primary Medical Diagnosis**<br>**and Clinical Significance:**<br>Admitted for acute exacerbation of COPD with increased dyspnea, productive cough with purulent sputum, and decreased exercise tolerance. Risk for respiratory failure, pneumonia and potential right heart failure (cor pulmonale). |
| | **Gender/Identity**: Female | |
| | **Height/Weight:** 5’4” (163cm) / 156 lbs. (70.8 kg) | |
| | **Allergies :** Penicillin (rash), Codeine (nausea) | |
| | **Code Status:** Full | |
| | **Advance Directive (durable power of attorney,**<br>**living will, other) and Clinical Significance:**<br>DNR discussed but not implemented | **Pathophysiology of Primary Medical Diagnosis:**<br>COPD is a progressive, irreversible airway disease characterized by chronic inflammation, airway obstruction, and alveolar destruction. Leads to impaired gas exchange, increased work of breathing, ventilation-perfusion mismatch, and potential right heart failure (cor pulmonale). |
| | **Privacy Code:** 7892 | |
| | **Date of Care/Time:** 9/01/2025 – 0800 | |
| **B – Background** | **Include clinical significance with each:** |
| **A – Assessment** | **Vital Signs:** |
| | **B/P** | **HR** | **RR** | **TEMP** | **SP02** | **PAIN** |
| | 148/92 mmHg | 98 bpm | 28/min | 100.2°F (37.9°C) | 88% on 2L O2 | 3/10 chest tightness |
| | | | | | | |
| | **Fall Risk:** High (weakness, orthostatic hypotension, steroid-Induced muscle weakness) | **Accu-check:** 156 mg/dL |
| | **IV Site:** 22g R forearm, patent, site clean/dry | **IV Fluids:** NS @ 75 mL/hr | **Lab/Test Results:**<br>**ABG:** pH 7.32, PCO₂ 58 mmHg (↑), PO₂ 62 mmHg (↓), HCO₃ 28 mEq/L (compensated respiratory acidosis)<br> <br>**CBC:** WBC 11.8 (↑), Hgb 16.2 g/dL (↑ secondary polycythemia), Hct 48% (↑)<br> <br>**BNP:** 450 pg/mL (↑, suggesting right heart strain)<br> <br>**Theophylline level:** 12 mcg/mL (therapeutic)<br> <br>**Sputum culture:** Pending |
| **I and O** | **Intake** 1.2 L IV + 800 mL PO; Output 1400 mL urine in past 24 hr |
| **Isolation** | **Isolation Precautions: Y** ☐<br>**N** ☒ | **Contact Air** ☐<br>**Droplet** ☐ |
| **RESPIRATORY** | Diminished breath sounds bilaterally, expiratory wheeze throughout, use of accessory muscles, barrel chest, pursed-lip breathing, productive cough with thick yellow-green sputum |
| **CARDIOVASCULAR** | Regular rhythm, distant heart sounds, peripheral edema 1+ bilateral ankles. JVD at 30 degrees, possible S3 gallop |
| **NEUROLOGICAL** | Alert but anxious, oriented x3, reports feeling "air hungry," mild confusion episodes during night (CO₂ retention) |
| **GI/GU** | Decreased appetite, reports early satiety, bowel sounds present, voiding without difficulty, concerned about weight loss over past months |
| **INTEGUMENTARY** | Pale with slight cyanosis around lips and fingernails, skin intact, poor skin turgor suggesting mild dehydration, digital clubbing noted |
| **PSYCHOLOGICAL FAMILY – SUPPORT** | Husband at bedside frequently, daughter visits daily. Patient expresses frustration with declining functional status and fear of "suffocating." Reports depression related to lifestyle limitations |
| **SAFETY** | **Teaching needed:** Proper inhaler technique, energy conservation techniques, smoking cessation support (for husband who still smokes), oxygen safety, recognition of exacerbation symptoms, importance of medication compliance.<br> <br>Oxygen in use – fire safety precautions, call light within reach, bed low, non-slip socks, fall precautions in place |
| **R – REQUEST/ RECOMMENDATION** | **Hand off report to:** Nursing Student | **From:** RN |

**## templateRUAFUNDAMENTAL.pdf**

NR226 Fundamentals – Patient Care
RUA Template

NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the
RUA, student name, name of school, number/name of course, instructor name and assignment due date. Please delete this success
note when submitting.

Introduction of Disease

Age and reason for hospitalization (medical diagnosis):
Nursing concept that is connected to reason for hospitalization:
Brief review of underlying pathophysiology:

Functional changes that can happen as part of the disorder.
Complications that can happen as part of the disorder.
Scholarly in text citation(s) to support information.

Safety-Communication-Infection
Control

Communication elements:
Safety concerns:
Infection control practices:

Assessment: Recognize/Identify
cues

Identified cues:

• Cue 1

• Cue 2
• Cue 3
• Cue 4

• Psychosocial Cue

NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 2

Nursing Diagnosis: Analyze Cues/
Prioritize Hypothesis

Cue/ area of concern that is high priority:
Cue/ area of concern that is medium priority:
Cue/ area of concern that focuses on psychosocial problem/need:
Rationale for why these areas of concern/cues were chosen and prioritized as high, medium
or psychosocial and how they connect to the client:

Planning: Generating Solutions
and

Implementation: Taking Action

Cue/area of concern that is high priority:
S.M.A.R.T. goal:

Rationale for goal:
Client specific intervention:

Cue/area of concern that is medium priority:

S.M.A.R.T. goal:
Rationale for goal:
Client specific intervention:

Cue/area of concern that is psychosocial:

S.M.A.R.T. goal:
Rationale for goal:
Client specific intervention:

Evaluation: Evaluating Outcomes

Explain if goals were met or not:
Supportive evidence:
Changes needed to achieve goals in the future:

NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 3

References

**## RUASBARCOPD.docx**

| | | | | | | |
| — | — | — | — | — | — | — |
| **I-SBAR** |
| **I – Introduce Yourself** | **Your Name:** |
| | **D#:** |
| | **Your Title:** Nursing Student |
| | **Reason for being there:** Clinical rotation, patient assessment |
| **S – Situation** | **Patient:** M. R. | **Attending Physician:** Dr. Johnson, Pulmonology |
| | **Age:** 67 years old | **Patient Chief Complaint/Primary Medical Diagnosis**<br>**and Clinical Significance:**<br>Admitted for acute exacerbation of COPD with increased dyspnea, productive cough with purulent sputum, and decreased exercise tolerance. Risk for respiratory failure, pneumonia and potential right heart failure (cor pulmonale). |
| | **Gender/Identity**: Female | |
| | **Height/Weight:** 5’4” (163cm) / 156 lbs. (70.8 kg) | |
| | **Allergies :** Penicillin (rash), Codeine (nausea) | |
| | **Code Status:** Full | |
| | **Advance Directive (durable power of attorney,**<br>**living will, other) and Clinical Significance:**<br>DNR discussed but not implemented | **Pathophysiology of Primary Medical Diagnosis:**<br>COPD is a progressive, irreversible airway disease characterized by chronic inflammation, airway obstruction, and alveolar destruction. Leads to impaired gas exchange, increased work of breathing, ventilation-perfusion mismatch, and potential right heart failure (cor pulmonale). |
| | **Privacy Code:** 7892 | |
| | **Date of Care/Time:** 9/01/2025 – 0800 | |
| **B – Background** | **Include clinical significance with each:** |
| **A – Assessment** | **Vital Signs:** |
| | **B/P** | **HR** | **RR** | **TEMP** | **SP02** | **PAIN** |
| | 148/92 mmHg | 98 bpm | 28/min | 100.2°F (37.9°C) | 88% on 2L O2 | 3/10 chest tightness |
| | | | | | | |
| | **Fall Risk:** High (weakness, orthostatic hypotension, steroid-Induced muscle weakness) | **Accu-check:** 156 mg/dL |
| | **IV Site:** 22g R forearm, patent, site clean/dry | **IV Fluids:** NS @ 75 mL/hr | **Lab/Test Results:**<br>**ABG:** pH 7.32, PCO₂ 58 mmHg (↑), PO₂ 62 mmHg (↓), HCO₃ 28 mEq/L (compensated respiratory acidosis)<br> <br>**CBC:** WBC 11.8 (↑), Hgb 16.2 g/dL (↑ secondary polycythemia), Hct 48% (↑)<br> <br>**BNP:** 450 pg/mL (↑, suggesting right heart strain)<br> <br>**Theophylline level:** 12 mcg/mL (therapeutic)<br> <br>**Sputum culture:** Pending |
| **I and O** | **Intake** 1.2 L IV + 800 mL PO; Output 1400 mL urine in past 24 hr |
| **Isolation** | **Isolation Precautions: Y** ☐<br>**N** ☒ | **Contact Air** ☐<br>**Droplet** ☐ |
| **RESPIRATORY** | Diminished breath sounds bilaterally, expiratory wheeze throughout, use of accessory muscles, barrel chest, pursed-lip breathing, productive cough with thick yellow-green sputum |
| **CARDIOVASCULAR** | Regular rhythm, distant heart sounds, peripheral edema 1+ bilateral ankles. JVD at 30 degrees, possible S3 gallop |
| **NEUROLOGICAL** | Alert but anxious, oriented x3, reports feeling "air hungry," mild confusion episodes during night (CO₂ retention) |
| **GI/GU** | Decreased appetite, reports early satiety, bowel sounds present, voiding without difficulty, concerned about weight loss over past months |
| **INTEGUMENTARY** | Pale with slight cyanosis around lips and fingernails, skin intact, poor skin turgor suggesting mild dehydration, digital clubbing noted |
| **PSYCHOLOGICAL FAMILY – SUPPORT** | Husband at bedside frequently, daughter visits daily. Patient expresses frustration with declining functional status and fear of "suffocating." Reports depression related to lifestyle limitations |
| **SAFETY** | **Teaching needed:** Proper inhaler technique, energy conservation techniques, smoking cessation support (for husband who still smokes), oxygen safety, recognition of exacerbation symptoms, importance of medication compliance.<br> <br>Oxygen in use – fire safety precautions, call light within reach, bed low, non-slip socks, fall precautions in place |
| **R – REQUEST/ RECOMMENDATION** | **Hand off report to:** Nursing Student | **From:** RN |

**## templateRUAFUNDAMENTAL.pdf**

NR226 Fundamentals – Patient Care
RUA Template

NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the
RUA, student name, name of school, number/name of course, instructor name and assignment due date. Please delete this success
note when submitting.

Introduction of Disease

Age and reason for hospitalization (medical diagnosis):
Nursing concept that is connected to reason for hospitalization:
Brief review of underlying pathophysiology:

Functional changes that can happen as part of the disorder.
Complications that can happen as part of the disorder.
Scholarly in text citation(s) to support information.

Safety-Communication-Infection
Control

Communication elements:
Safety concerns:
Infection control practices:

Assessment: Recognize/Identify
cues

Identified cues:

• Cue 1

• Cue 2
• Cue 3
• Cue 4

• Psychosocial Cue

NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 2

Nursing Diagnosis: Analyze Cues/
Prioritize Hypothesis

Cue/ area of concern that is high priority:
Cue/ area of concern that is medium priority:
Cue/ area of concern that focuses on psychosocial problem/need:
Rationale for why these areas of concern/cues were chosen and prioritized as high, medium
or psychosocial and how they connect to the client:

Planning: Generating Solutions
and

Implementation: Taking Action

Cue/area of concern that is high priority:
S.M.A.R.T. goal:

Rationale for goal:
Client specific intervention:

Cue/area of concern that is medium priority:

S.M.A.R.T. goal:
Rationale for goal:
Client specific intervention:

Cue/area of concern that is psychosocial:

S.M.A.R.T. goal:
Rationale for goal:
Client specific intervention:

Evaluation: Evaluating Outcomes

Explain if goals were met or not:
Supportive evidence:
Changes needed to achieve goals in the future:

NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 3

References

**## RUASBARCOPD.docx**

| | | | | | | |
| — | — | — | — | — | — | — |
| **I-SBAR** |
| **I – Introduce Yourself** | **Your Name:** |
| | **D#:** |
| | **Your Title:** Nursing Student |
| | **Reason for being there:** Clinical rotation, patient assessment |
| **S – Situation** | **Patient:** M. R. | **Attending Physician:** Dr. Johnson, Pulmonology |
| | **Age:** 67 years old | **Patient Chief Complaint/Primary Medical Diagnosis**<br>**and Clinical Significance:**<br>Admitted for acute exacerbation of COPD with increased dyspnea, productive cough with purulent sputum, and decreased exercise tolerance. Risk for respiratory failure, pneumonia and potential right heart failure (cor pulmonale). |
| | **Gender/Identity**: Female | |
| | **Height/Weight:** 5’4” (163cm) / 156 lbs. (70.8 kg) | |
| | **Allergies :** Penicillin (rash), Codeine (nausea) | |
| | **Code Status:** Full | |
| | **Advance Directive (durable power of attorney,**<br>**living will, other) and Clinical Significance:**<br>DNR discussed but not implemented | **Pathophysiology of Primary Medical Diagnosis:**<br>COPD is a progressive, irreversible airway disease characterized by chronic inflammation, airway obstruction, and alveolar destruction. Leads to impaired gas exchange, increased work of breathing, ventilation-perfusion mismatch, and potential right heart failure (cor pulmonale). |
| | **Privacy Code:** 7892 | |
| | **Date of Care/Time:** 9/01/2025 – 0800 | |
| **B – Background** | **Include clinical significance with each:** |
| **A – Assessment** | **Vital Signs:** |
| | **B/P** | **HR** | **RR** | **TEMP** | **SP02** | **PAIN** |
| | 148/92 mmHg | 98 bpm | 28/min | 100.2°F (37.9°C) | 88% on 2L O2 | 3/10 chest tightness |
| | | | | | | |
| | **Fall Risk:** High (weakness, orthostatic hypotension, steroid-Induced muscle weakness) | **Accu-check:** 156 mg/dL |
| | **IV Site:** 22g R forearm, patent, site clean/dry | **IV Fluids:** NS @ 75 mL/hr | **Lab/Test Results:**<br>**ABG:** pH 7.32, PCO₂ 58 mmHg (↑), PO₂ 62 mmHg (↓), HCO₃ 28 mEq/L (compensated respiratory acidosis)<br> <br>**CBC:** WBC 11.8 (↑), Hgb 16.2 g/dL (↑ secondary polycythemia), Hct 48% (↑)<br> <br>**BNP:** 450 pg/mL (↑, suggesting right heart strain)<br> <br>**Theophylline level:** 12 mcg/mL (therapeutic)<br> <br>**Sputum culture:** Pending |
| **I and O** | **Intake** 1.2 L IV + 800 mL PO; Output 1400 mL urine in past 24 hr |
| **Isolation** | **Isolation Precautions: Y** ☐<br>**N** ☒ | **Contact Air** ☐<br>**Droplet** ☐ |
| **RESPIRATORY** | Diminished breath sounds bilaterally, expiratory wheeze throughout, use of accessory muscles, barrel chest, pursed-lip breathing, productive cough with thick yellow-green sputum |
| **CARDIOVASCULAR** | Regular rhythm, distant heart sounds, peripheral edema 1+ bilateral ankles. JVD at 30 degrees, possible S3 gallop |
| **NEUROLOGICAL** | Alert but anxious, oriented x3, reports feeling "air hungry," mild confusion episodes during night (CO₂ retention) |
| **GI/GU** | Decreased appetite, reports early satiety, bowel sounds present, voiding without difficulty, concerned about weight loss over past months |
| **INTEGUMENTARY** | Pale with slight cyanosis around lips and fingernails, skin intact, poor skin turgor suggesting mild dehydration, digital clubbing noted |
| **PSYCHOLOGICAL FAMILY – SUPPORT** | Husband at bedside frequently, daughter visits daily. Patient expresses frustration with declining functional status and fear of "suffocating." Reports depression related to lifestyle limitations |
| **SAFETY** | **Teaching needed:** Proper inhaler technique, energy conservation techniques, smoking cessation support (for husband who still smokes), oxygen safety, recognition of exacerbation symptoms, importance of medication compliance.<br> <br>Oxygen in use – fire safety precautions, call light within reach, bed low, non-slip socks, fall precautions in place |
| **R – REQUEST/ RECOMMENDATION** | **Hand off report to:** Nursing Student | **From:** RN |

– 1
– 2

November 5, 2026
[Solved] assigment

✓ Verified Academic Solution Available

Executive Solution Overview

– ## Module5.1.docx **## Module5.1.docx** **Module 5:** _Descriptive and Inferential Statistics: What are They?_ As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a question-guided essay with the following questions: 1. What is the differenc…

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Assignment Prompt & Instructions

– ## Module5.1.docx

**## Module5.1.docx**

**Module 5:** _Descriptive and Inferential Statistics: What are They?_

As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a question-guided essay with the following questions:

1. What is the difference between descriptive and inferential statistics?

2. What is the purpose of a descriptive analysis of the study population?

3. How do you compare descriptive and inferential statistics? Include a Venn Diagram in your essay where an explanation of the differences and similarities between descriptive and inferential statistics is shown.

**Use an Essay Format**

You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.
Pay attention to grammar rules (spelling and syntax).
Your work must be original and must not contain material copied from books or the internet.
When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.
Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

**fficial Essay Rubric**

| | | |
| — | — | — |
| – Official Essay Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
| This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
| This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
| This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
| This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
| This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

Total Points: 100

**## Module5.1.docx**

**Module 5:** _Descriptive and Inferential Statistics: What are They?_

As a DNP, it is important to know the type of statistics utilized in the study under investigation. Prepare a question-guided essay with the following questions:

1. What is the difference between descriptive and inferential statistics?

2. What is the purpose of a descriptive analysis of the study population?

3. How do you compare descriptive and inferential statistics? Include a Venn Diagram in your essay where an explanation of the differences and similarities between descriptive and inferential statistics is shown.

**Use an Essay Format**

You must present your writing double-spaced, in a Times New Roman, Arial or Courier New font, with a font size of 12.
Pay attention to grammar rules (spelling and syntax).
Your work must be original and must not contain material copied from books or the internet.
When citing the work of other authors, include citations and references using APA style to respect their intellectual property and avoid plagiarism.
Remember that your writing must have a header or a cover page that includes the name of the institution, the program, the course code, the title of the activity, your name and student number, and the assignment's due date.

Contribute a minimum of 5 pages. It should include at least 2 academic sources, formatted and cited in APA.

Be sure to review the
[academic expectations](https://agmu.instructure.com/courses/1876/pages/expectations-and-best-practices-for-assignments) for your submission.

**fficial Essay Rubric**

| | | |
| — | — | — |
| – Official Essay Rubric |
| **Criteria** | **Ratings** | **Pts** |
| This criterion is linked to a Learning OutcomeContent<br>Mastery of the Information | **30 to >27.0 ptsExcellent** The essay content properly aligns with the information requested and reflects student exemplary mastery of the content by showing complete information, details, and examples.<br> <br>**27 to >24.0 ptsGood** The essay content aligns with the information requested and shows good mastery of the content. Provides sufficient information, however missed opportunities to demonstrate supporting details and/or examples.<br> <br>**24 to >21.0 ptsFair** The essay content aligns with the information requested and shows fair mastery of the content. Provides sufficient information, but lacks supporting details and/or examples.<br> <br>**21 to >18.0 ptsPoor** The essay content does not align with the information requested. Does not demonstrate mastery of the concepts.<br> <br>**18 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 30 pts |
| This criterion is linked to a Learning OutcomeOrganization<br>Structure of the Essay | **20 to >18.0 ptsExcellent** The essay has a clear format, an introduction, a body with clear transitions between evidence and supporting arguments, and a conclusion. The information is presented in an orderly manner. All elements facilitate the flow of the information in the document.<br> <br>**18 to >16.0 ptsGood** The essay has a clear format, an introduction, a body with evidence, supporting arguments, and a conclusion. All elements facilitate the flow of the information in the document, but the essay may miss transitions between sections or have other small organization issues.<br> <br>**16 to >14.0 ptsFair** The essay structure is problematic, lacks logical flow, and has at least one of these issues: The essay does not have a clear introduction or conclusion, or the evidence and supporting arguments are not aligned with the requested requirements.<br> <br>**14 to >12.0 ptsPoor** The essay does not appear to have any structure: no introduction, progression of thought, or defined conclusion.<br> <br>**12 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 20 pts |
| This criterion is linked to a Learning OutcomeCritical Thinking<br>Development of Ideas | **15 to >14.0 ptsExcellent** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents excellent evidence, arguments, and examples to support the point. Finally, the student draws meaningful and high-level insightful conclusions based on the information presented and explained.<br> <br>**14 to >12.0 ptsGood (12 -11 pts)** Details are considered, and a point of view, thesis statement, or main idea is clear. Next, the essay presents sufficient evidence, arguments, or examples to support the point. Finally, it draws appropriate conclusions based on the information presented and explained.<br> <br>**12 to >11.0 ptsFair** Details are considered, and a point of view, thesis statement, or main idea is identified. Next, the essay presents some evidence, arguments, or examples, but some are not relevant to support the point. Student draws fair conclusions, but not all are based on or supported by the presented information.<br> <br>**11 to >9.0 ptsPoor** Details are not considered, and a point of view, thesis statement, or main idea is exceptionally vague. The provided evidence, arguments, or examples are disconnected or not relevant. Additionally, the essay lacks a conclusion or repeats previous statements made.<br> <br>**9 to >0 ptsUnacceptable** The assignment did not reflect the requested outcomes, was off-topic, and/or the assignment was not submitted. | 15 pts |
| This criterion is linked to a Learning OutcomeInformation Literacy<br>Quality of Resources | **15 to >14.0 ptsExcellent** Supporting information is pertinent to the topic, up to date (depending on what is acceptable in the field), from credible and trusted sources, and the number of sources meets the requested amount.<br> <br>**14 to >12.0 ptsGood** Supporting information is pertinent to the topic, however, 1 source is not a credible and trusted source; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**12 to >11.0 ptsFair** Supporting information is pertinent to the topic, however, 2 or more sources are not credible and trusted sources; they may or may not be the most recent (depending on what is acceptable in the field). Additionally, the number of sources meets the requested amount.<br> <br>**11 to >9.0 ptsPoor** The following criteria would apply, supporting information is not pertinent to the topic, none of the sources are from credible or trusted sources, or the number of sources requested was not met.<br> <br>**9 to >0 ptsUnacceptable** Resources did not reflect the requested outcomes, were off-topic, and/or the assignment was not submitted. | 15 pts |
| This criterion is linked to a Learning OutcomeWriting<br>Mechanics and Grammar | **10 to >9.0 ptsExcellent** Excellence in grammar, spelling, and sentence structure.<br> <br>**9 to >8.0 ptsGood** Minimal (1 – 3) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**8 to >7.0 ptsFair** Multiple (4 -7) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**7 to >5.0 ptsPoor** Severe (8 – 10) typographical, spelling, grammatical, punctuation, or translation errors.<br> <br>**5 to >0 ptsUnacceptable** Unacceptable (11 or more) typographical, spelling, grammatical, punctuation, or translation errors, and/or the assignment was not submitted. | 10 pts |
| This criterion is linked to a Learning OutcomeFormatting and APA Guidelines | **10 to >9.0 ptsExcellent** The essay reflects excellent execution and incorporation of APA guidelines. Correct formatting, setup, title page, perfect in-text citations, and reference formatting.<br> <br>**9 to >8.0 ptsGood** The essay offers correct formatting on the setup, and title page, with minimal formatting or punctuation errors within the in-text citations or references.<br> <br>**8 to >6.0 ptsFair** The essay offers correct formatting, setup, and title page but has significant errors within in-text citations and references.<br> <br>**6 to >5.0 ptsPoor** The essay offers severe incorrect APA formatting, setup or missing title page, and/or problematic in-text citations and references.<br> <br>**5 to >0 ptsUnacceptable** APA style not used and/or the assignment was not submitted. | 10 pts |

Total Points: 100

November 5, 2026
[Solved] History

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– ## Assignment3.docx **## Assignment3.docx** YOUR ESSAY MUST INCLUDE THE FOLLOWING: 1) 250 – 400 words, double-spaced, Times New Roman or Arial 12-point font 2) Must include a summary of the topics covered in The Daily Show clip 3) Must include details regarding the part of the interview that reson…

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– ## Assignment3.docx

**## Assignment3.docx**

YOUR ESSAY MUST INCLUDE THE FOLLOWING:
1) 250 – 400 words, double-spaced, Times New Roman or Arial 12-point font
2) Must include a summary of the topics covered in The Daily Show clip
3) Must include details regarding the part of the interview that resonated with you the most
4) Must include your overall opinion on The 1619 Project
5) No typographical or grammatical errors
Link to the Film
“Reframing the Legacy of Slavery with “The 1619 Project” | The Daily Show,” can be
accessed at the following link:
[Nikole Hannah-Jones – Reframing the Legacy of Slavery with “The 1619 Project” | The Daily Show – YouTube](https://www.youtube.com/watch?v=cMOHvXHLNeM)

**## Assignment3.docx**

YOUR ESSAY MUST INCLUDE THE FOLLOWING:
1) 250 – 400 words, double-spaced, Times New Roman or Arial 12-point font
2) Must include a summary of the topics covered in The Daily Show clip
3) Must include details regarding the part of the interview that resonated with you the most
4) Must include your overall opinion on The 1619 Project
5) No typographical or grammatical errors
Link to the Film
“Reframing the Legacy of Slavery with “The 1619 Project” | The Daily Show,” can be
accessed at the following link:
[Nikole Hannah-Jones – Reframing the Legacy of Slavery with “The 1619 Project” | The Daily Show – YouTube](https://www.youtube.com/watch?v=cMOHvXHLNeM)

November 5, 2026
[Solved] nursing patient education

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patient ed and communication discussion

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patient ed and communication discussion

November 5, 2026
[Solved] History Case Study 5

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November 5, 2026
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\ 20250920_045336.jpg](https://www.sweetstudy.com/files/20250920-045336-jpg "20250920_045336.jpg")

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\
20250920_045336.jpg](https://www.sweetstudy.com/files/20250920-045336-jpg "20250920_045336.jpg")

November 5, 2026
[Solved] Lorem Ipsum

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– ## NR226_RUATemplate2.docx – ## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx – RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf **## NR226_RUATemplate2.docx** ![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem…

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– ## NR226_RUATemplate2.docx

– ## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx

– RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf

**## NR226_RUATemplate2.docx**

![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem-ipsum-20940127)

**NR226 Fundamentals – Patient Care**

**RUA Template**

| | | |
| — | — | — |
| | | |

Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the RUA, student name, name of school, number/name of course, instructor name and assignment due date.
**Please delete this success note when submitting.**

| | |
| — | — |
| **Introduction of Disease** | Age and reason for hospitalization (medical diagnosis):<br>Nursing concept that is connected to reason for hospitalization:<br> <br>Brief review of underlying pathophysiology:<br>Functional changes that can happen as part of the disorder.<br>Complications that can happen as part of the disorder.<br>Scholarly in text citation(s) to support information. |
| **Safety-Communication-Infection Control** | Communication elements:<br>Safety concerns: <br>Infection control practices: |
| **Assessment: Recognize/Identify cues** | Identified cues: <br>· Cue 1<br>· Cue 2<br>· Cue 3<br>· Cue 4<br>· Psychosocial Cue |
| **Nursing Diagnosis: Analyze Cues/ Prioritize Hypothesis** | Cue/ area of concern that is high priority:<br>Cue/ area of concern that is medium priority:<br>Cue/ area of concern that focuses on psychosocial problem/need:<br>Rationale for why these areas of concern/cues were chosen and prioritized as high, medium or psychosocial and how they connect to the client: |
| **Planning: Generating Solutions**<br>**and**<br>**Implementation: Taking Action** | Cue/area of concern that is high priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is medium priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is psychosocial:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention: |
| **Evaluation: Evaluating Outcomes** | Explain if goals were met or not:<br>Supportive evidence: <br>Changes needed to achieve goals in the future: |

References

NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 1

## image1.png

**## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx**

Respiratory Case Scenarios

ONRS workshop week 3-

NR 293

with Dr. Nelson

ONRS Session Reminders

Psychologically safe environment

Respectful, courteous, and supportive

Engage with the activity

Ask questions:

Patho of disease

Purpose of medication

Side Effects/Adverse Effects

Client education

Book 1:1s as needed (or if required) 

Case Study #1

Jasmine is a 22-year-old female who is admitted to the hospital with an asthma exacerbation. She is receiving fluticasone and albuterol.

What is the mechanism of action of inhaled corticosteroids, like fluticasone in asthma management?

Why is it important for Jasmine to use the fluticasone daily even when she feels well?

What are common side effects of the fluticasone therapy? How can Jasmine prevent these side effects from occurring?

If Jasmine continues to use her rescue inhaler frequently, what changes might need to be made to her treatment plan?

3

Case Study #2

The nurse is caring for a 6-year-old female named Mia comes in with sneezing, nasal congestion, itchy eyes, and runny nose, especially during the spring and fall. The provider diagnosed with patient with allergic rhinitis and prescribes montelukast 5 mg po daily in the evening.

What nursing assessment findings support the diagnosis of allergic rhinitis in Mia?

What is the mechanism of action of montelukast in treating allergic rhinitis?

What potential side effects montelukast should the nurse monitor for in pediatric patients?

What non-pharmacologic interventions should the nurse recommend to help manage Mia’s allergic rhinitis?

How would the nurse evaluate for effectiveness of the montelukast therapy at Mia’s follow-up appointment?

4

Case Study #3

Robert is a 68-year-old male who came to hospital complaining of shortness of breath. He is currently in the emergency department with acute COPD exacerbation and is receiving the following medications: tiotropium, albuterol, prednisone, azithromycin (if needed)

What are the therapeutic goals of using oral corticosteroids during a COPD exacerbation?

What side effects should be monitored during short-term Prednisone therapy?

How does tiotropium differ from albuterol in terms of onset and duration of action?

What clinical signs would indicate that Robert’s exacerbation is resolving?

Why might antibiotics be prescribed during a COPD exacerbation, and what criteria guide that decision?

5

Practice Questions

Practice Question #1

A client says, “Why do I need two inhalers?” What is the nurse’s best response?

“Both are rescue inhalers for emergencies.”

“One prevents symptoms; the other treats attacks.”

“You can use them interchangeably.”

“One is a placebo use for study purposes.”

Practice Question #2

Which client would most likely benefit from an expectorant like guaifenesin?

Client with COPD and thick mucus.

Client with dry, productive cough.

Client with asthma and wheezing.

Client with nasal congestion only.

Practice Question #3

What is the primary purpose of using a spacer with a metered-dose inhaler (MDI)?

Prevent systemic absorption.

Deliver medication to the mouth.

Reduce medication cost.

Ensure more medication reached the lungs.

Practice Question #4

A client taking diphenhydramine reports drowsiness. What is the best nurse intervention?

Advise switching to a nasal spray.

Suggest a second-generation antihistamine.

Increase the dose to reduce drowsiness.

Stop the antihistamine immediately.

Practice Question #5

A 72-year-old client is prescribed ipratropium. What should the nurse monitor closely?

Bradycardia

Urinary retention

Hyperactivity

Hypotension

## image2.jpeg

## image1.jpeg

## image3.png

## image4.jpeg

## image5.jpeg

## image6.jpg

**RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

**RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

**## NR226_RUATemplate2.docx**

![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem-ipsum-20940127)

**NR226 Fundamentals – Patient Care**

**RUA Template**

| | | |
| — | — | — |
| | | |

Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the RUA, student name, name of school, number/name of course, instructor name and assignment due date.
**Please delete this success note when submitting.**

| | |
| — | — |
| **Introduction of Disease** | Age and reason for hospitalization (medical diagnosis):<br>Nursing concept that is connected to reason for hospitalization:<br> <br>Brief review of underlying pathophysiology:<br>Functional changes that can happen as part of the disorder.<br>Complications that can happen as part of the disorder.<br>Scholarly in text citation(s) to support information. |
| **Safety-Communication-Infection Control** | Communication elements:<br>Safety concerns: <br>Infection control practices: |
| **Assessment: Recognize/Identify cues** | Identified cues: <br>· Cue 1<br>· Cue 2<br>· Cue 3<br>· Cue 4<br>· Psychosocial Cue |
| **Nursing Diagnosis: Analyze Cues/ Prioritize Hypothesis** | Cue/ area of concern that is high priority:<br>Cue/ area of concern that is medium priority:<br>Cue/ area of concern that focuses on psychosocial problem/need:<br>Rationale for why these areas of concern/cues were chosen and prioritized as high, medium or psychosocial and how they connect to the client: |
| **Planning: Generating Solutions**<br>**and**<br>**Implementation: Taking Action** | Cue/area of concern that is high priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is medium priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is psychosocial:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention: |
| **Evaluation: Evaluating Outcomes** | Explain if goals were met or not:<br>Supportive evidence: <br>Changes needed to achieve goals in the future: |

References

NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 1

## image1.png

**## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx**

Respiratory Case Scenarios

ONRS workshop week 3-

NR 293

with Dr. Nelson

ONRS Session Reminders

Psychologically safe environment

Respectful, courteous, and supportive

Engage with the activity

Ask questions:

Patho of disease

Purpose of medication

Side Effects/Adverse Effects

Client education

Book 1:1s as needed (or if required) 

Case Study #1

Jasmine is a 22-year-old female who is admitted to the hospital with an asthma exacerbation. She is receiving fluticasone and albuterol.

What is the mechanism of action of inhaled corticosteroids, like fluticasone in asthma management?

Why is it important for Jasmine to use the fluticasone daily even when she feels well?

What are common side effects of the fluticasone therapy? How can Jasmine prevent these side effects from occurring?

If Jasmine continues to use her rescue inhaler frequently, what changes might need to be made to her treatment plan?

3

Case Study #2

The nurse is caring for a 6-year-old female named Mia comes in with sneezing, nasal congestion, itchy eyes, and runny nose, especially during the spring and fall. The provider diagnosed with patient with allergic rhinitis and prescribes montelukast 5 mg po daily in the evening.

What nursing assessment findings support the diagnosis of allergic rhinitis in Mia?

What is the mechanism of action of montelukast in treating allergic rhinitis?

What potential side effects montelukast should the nurse monitor for in pediatric patients?

What non-pharmacologic interventions should the nurse recommend to help manage Mia’s allergic rhinitis?

How would the nurse evaluate for effectiveness of the montelukast therapy at Mia’s follow-up appointment?

4

Case Study #3

Robert is a 68-year-old male who came to hospital complaining of shortness of breath. He is currently in the emergency department with acute COPD exacerbation and is receiving the following medications: tiotropium, albuterol, prednisone, azithromycin (if needed)

What are the therapeutic goals of using oral corticosteroids during a COPD exacerbation?

What side effects should be monitored during short-term Prednisone therapy?

How does tiotropium differ from albuterol in terms of onset and duration of action?

What clinical signs would indicate that Robert’s exacerbation is resolving?

Why might antibiotics be prescribed during a COPD exacerbation, and what criteria guide that decision?

5

Practice Questions

Practice Question #1

A client says, “Why do I need two inhalers?” What is the nurse’s best response?

“Both are rescue inhalers for emergencies.”

“One prevents symptoms; the other treats attacks.”

“You can use them interchangeably.”

“One is a placebo use for study purposes.”

Practice Question #2

Which client would most likely benefit from an expectorant like guaifenesin?

Client with COPD and thick mucus.

Client with dry, productive cough.

Client with asthma and wheezing.

Client with nasal congestion only.

Practice Question #3

What is the primary purpose of using a spacer with a metered-dose inhaler (MDI)?

Prevent systemic absorption.

Deliver medication to the mouth.

Reduce medication cost.

Ensure more medication reached the lungs.

Practice Question #4

A client taking diphenhydramine reports drowsiness. What is the best nurse intervention?

Advise switching to a nasal spray.

Suggest a second-generation antihistamine.

Increase the dose to reduce drowsiness.

Stop the antihistamine immediately.

Practice Question #5

A 72-year-old client is prescribed ipratropium. What should the nurse monitor closely?

Bradycardia

Urinary retention

Hyperactivity

Hypotension

## image2.jpeg

## image1.jpeg

## image3.png

## image4.jpeg

## image5.jpeg

## image6.jpg

**RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

**## NR226_RUATemplate2.docx**

![A black background with blue text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/lorem-ipsum-20940127)

**NR226 Fundamentals – Patient Care**

**RUA Template**

| | | |
| — | — | — |
| | | |

Success note: Follow APA guidelines and include intext citations, a title page and a reference page. In the title page, include the title of the RUA, student name, name of school, number/name of course, instructor name and assignment due date.
**Please delete this success note when submitting.**

| | |
| — | — |
| **Introduction of Disease** | Age and reason for hospitalization (medical diagnosis):<br>Nursing concept that is connected to reason for hospitalization:<br> <br>Brief review of underlying pathophysiology:<br>Functional changes that can happen as part of the disorder.<br>Complications that can happen as part of the disorder.<br>Scholarly in text citation(s) to support information. |
| **Safety-Communication-Infection Control** | Communication elements:<br>Safety concerns: <br>Infection control practices: |
| **Assessment: Recognize/Identify cues** | Identified cues: <br>· Cue 1<br>· Cue 2<br>· Cue 3<br>· Cue 4<br>· Psychosocial Cue |
| **Nursing Diagnosis: Analyze Cues/ Prioritize Hypothesis** | Cue/ area of concern that is high priority:<br>Cue/ area of concern that is medium priority:<br>Cue/ area of concern that focuses on psychosocial problem/need:<br>Rationale for why these areas of concern/cues were chosen and prioritized as high, medium or psychosocial and how they connect to the client: |
| **Planning: Generating Solutions**<br>**and**<br>**Implementation: Taking Action** | Cue/area of concern that is high priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is medium priority:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention:<br>Cue/area of concern that is psychosocial:<br>S.M.A.R.T. goal:<br>Rationale for goal:<br>Client specific intervention: |
| **Evaluation: Evaluating Outcomes** | Explain if goals were met or not:<br>Supportive evidence: <br>Changes needed to achieve goals in the future: |

References

NR226_RUA _Template_Jul25 © 2024 Chamberlain University. All Rights Reserved. 1

NR226_RUA_Clinical_Judgment _Template_Jul25 © 2024 Chamberlain University. All Rights Reserve 1

## image1.png

**## RespiratoryCaseScenariosNR293wk3-Dr.Nelson.pptx**

Respiratory Case Scenarios

ONRS workshop week 3-

NR 293

with Dr. Nelson

ONRS Session Reminders

Psychologically safe environment

Respectful, courteous, and supportive

Engage with the activity

Ask questions:

Patho of disease

Purpose of medication

Side Effects/Adverse Effects

Client education

Book 1:1s as needed (or if required) 

Case Study #1

Jasmine is a 22-year-old female who is admitted to the hospital with an asthma exacerbation. She is receiving fluticasone and albuterol.

What is the mechanism of action of inhaled corticosteroids, like fluticasone in asthma management?

Why is it important for Jasmine to use the fluticasone daily even when she feels well?

What are common side effects of the fluticasone therapy? How can Jasmine prevent these side effects from occurring?

If Jasmine continues to use her rescue inhaler frequently, what changes might need to be made to her treatment plan?

3

Case Study #2

The nurse is caring for a 6-year-old female named Mia comes in with sneezing, nasal congestion, itchy eyes, and runny nose, especially during the spring and fall. The provider diagnosed with patient with allergic rhinitis and prescribes montelukast 5 mg po daily in the evening.

What nursing assessment findings support the diagnosis of allergic rhinitis in Mia?

What is the mechanism of action of montelukast in treating allergic rhinitis?

What potential side effects montelukast should the nurse monitor for in pediatric patients?

What non-pharmacologic interventions should the nurse recommend to help manage Mia’s allergic rhinitis?

How would the nurse evaluate for effectiveness of the montelukast therapy at Mia’s follow-up appointment?

4

Case Study #3

Robert is a 68-year-old male who came to hospital complaining of shortness of breath. He is currently in the emergency department with acute COPD exacerbation and is receiving the following medications: tiotropium, albuterol, prednisone, azithromycin (if needed)

What are the therapeutic goals of using oral corticosteroids during a COPD exacerbation?

What side effects should be monitored during short-term Prednisone therapy?

How does tiotropium differ from albuterol in terms of onset and duration of action?

What clinical signs would indicate that Robert’s exacerbation is resolving?

Why might antibiotics be prescribed during a COPD exacerbation, and what criteria guide that decision?

5

Practice Questions

Practice Question #1

A client says, “Why do I need two inhalers?” What is the nurse’s best response?

“Both are rescue inhalers for emergencies.”

“One prevents symptoms; the other treats attacks.”

“You can use them interchangeably.”

“One is a placebo use for study purposes.”

Practice Question #2

Which client would most likely benefit from an expectorant like guaifenesin?

Client with COPD and thick mucus.

Client with dry, productive cough.

Client with asthma and wheezing.

Client with nasal congestion only.

Practice Question #3

What is the primary purpose of using a spacer with a metered-dose inhaler (MDI)?

Prevent systemic absorption.

Deliver medication to the mouth.

Reduce medication cost.

Ensure more medication reached the lungs.

Practice Question #4

A client taking diphenhydramine reports drowsiness. What is the best nurse intervention?

Advise switching to a nasal spray.

Suggest a second-generation antihistamine.

Increase the dose to reduce drowsiness.

Stop the antihistamine immediately.

Practice Question #5

A 72-year-old client is prescribed ipratropium. What should the nurse monitor closely?

Bradycardia

Urinary retention

Hyperactivity

Hypotension

## image2.jpeg

## image1.jpeg

## image3.png

## image4.jpeg

## image5.jpeg

## image6.jpg

**RequirementExplanation_77eb5365-2279-438c-ade0-1ea0593b9884.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/requirementexplanation-77eb5365-2279-438c-ade0-1ea0593b9884-pdf-10404959)

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November 5, 2026
[Solved] CM Q

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– ## Chapter_007.rtf – 20250920_051545.jpg **## Chapter_007.rtf** 7-4 Audio Chapter Summaries Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies. Copyright © 2025 by Elsevier Inc. All rights reserved, including th…

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– ## Chapter_007.rtf

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**## Chapter_007.rtf**

7-4

Audio Chapter Summaries

Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

**Patton: Structure & Function of the Body, 17th Edition**

**Chapter 07: Skeletal System**

****Audio Chapter Summaries****

****Welcome to the audio review of Chapter 7: Skeletal System.****

**The skeletal system has many functions!**

**It supports and gives shape to the body.**

**It protects internal organs and helps make movements possible when bones at moveable joints are pulled by muscles.**

**The skeletal system also stores vital substances, including calcium and fat. Hormones regulate calcium storage: calcitonin increases storage and parathyroid hormone reduces stores of calcium.**

**Fat is stored in the cavities of some bones.**

**Another vital function of bone is hematopoiesis, blood cell formation in red bone marrow.**

**To review the structure of bones, you need to recall the four major types, which are based on the overall shape of the bone:**

**Long bones, for example, the humerus (or upper arm),**

**Short bones, such as the carpals (or wrist) bones,**

**Flat bones, such as the frontal or skull bone, and**

**Irregular bones, for example, the vertebrae (they make up the spinal column).**

**Some also recognize a sesamoid (or round) bone category for bones such as the patella or kneecap.**

**The structure of long bones contains several terms with which you should be familiar.**

**The diaphysis or shaft is the hollow tube of hard compact bone.**

**The medullary cavity is the hollow area inside the diaphysis that contains yellow marrow.**

**The epiphyses, or ends of the bone, are spongy bone that contain red bone marrow.**

**Articular cartilage covers the epiphyses and functions as a cushion.**

**The periosteum is the strong membrane covering bone everywhere except at joint surfaces.**

**The endosteum is the thin membrane lining the medullary cavity.**

**The structure of flat bones differs from that of long bones. Flat bones have a spongy bone layer sandwiched between two compact bone layers. Diploe is the term for the spongy bone layer of a flat bone.**

**It is also important for you to understand the microscopic structure of bones.**

**There are two types of bone: cancellous or spongy bone, and compact bone.**

**The texture of cancellous (or spongy) bone results from needlelike threads of bone called**
**_trabeculae_ surrounded by a network of open spaces. Cancellous bone is found in the epiphyses of bones. The spaces of spongy bone contain red bone marrow.**

**The structural unit of compact bone is an osteon, a calcified matrix arranged in multiple layers or rings, each called a concentric lamella.**

**Bone cells are called**
**_osteocytes_ and are found inside spaces called**
**_lacunae_, which are connected by tiny tubes called**
**_canaliculi._**

**Cartilage both resembles and differs from bone.**

**Cartilage cells are called**
**_chondrocytes._**

**The matrix of cartilage is gellike and lacks blood vessels.**

**Listen on to find out cartilage’s functions in bone development.**

**Bone development involves making and remodeling bone tissue.**

**Before birth, bone structure consists of cartilage and fibrous structures. Three types of bone cells are involved: osteoblasts, osteocytes, and osteoclasts.**

**Osteoblasts build new bone matrix by encrusting collagen fibers with calcium crystals. (think “b-b: blasts build”) Osteocytes are inactive osteoblasts.**

**Osteoclasts dissolve bone, releasing calcium ions for reabsorption into the bloodstream.**

**Remodeling is a combined action of making and dissolving bone matrix that eventually sculpts bone into the adult shape.**

**There are two types of ossification: endochondral and intramembranous.**

**In endochondral ossification, cartilage models are gradually replaced by calcified bone.**

**In intramembranous ossification, fibrous membranes are ossified into hard bone plates.**

**For example, fontanels of newborns are soft, not-yet-ossified regions.**

**Next, we’ll review the major bones of the skeleton.**

**The skeleton can be divided into central**
**_axial_ and peripheral**
**_appendicular_ regions. The axial skeleton includes 80 bones: bones of the skull, vertebral column, and thorax, as well as the hyoid bone of the neck, the only bone in the body that does not directly connect with another bone.**

**The skull has 8 bones of the cranium, 14 in the face, and 6 in the middle ear.**

**Within the skull are spaces called paranasal sinuses.**

**The vertebral column or spine has 24 total vertebrae: 7 cervical, 12 thoracic, and 5 lumbar, as well as the sacrum and coccyx.**

**The thorax contains 24 ribs and the sternum. Those are all the bones of the axial skeleton.**

**The appendicular skeleton contains 126 bones of the upper and lower extremities.**

**The 64 bones of the upper extremity include bones of the pectoral or shoulder girdle, the arm and forearm, and the wrist and hand.**

**The pectoral girdle has 2 scapulae and 2 clavicles.**

**Each arm has a humerus and each forearm has a radius and an ulna, for a total of 6 bones.**

**The wrists and hands contain 16 carpal bones, 10 metacarpal bones, and 28 phalanges.**

**The 62 bones of the lower extremity include the pelvic or hip girdle, the thigh and leg, and the ankle and foot.**

**The pelvic girdle has 2 coxal bones.**

**The thighs and legs contain a total of 2 femurs, 2 patellas, 2 tibias, and 2 fibulas.**

**The ankles and feet have a total of 14 tarsal bones, 10 metatarsal bones, and—just like the hands—28 phalanges.**

**Note that the arched structure of the foot provides dynamic support for the entire skeleton.**

**Skeletal variations include male and female differences, age differences, and environmental factors.**

**A comparison of male and female skeletons reveals that the male skeleton is generally larger. The shape of the pelvis is different; the male pelvis is deep and narrow, whereas the female pelvis is shallow and broad.**

**The size of the pelvic inlet also differs: the female pelvic inlet is generally wider, normally large enough for a baby’s head to pass through it.**

**Similarly, the pubic angle, the angle between the pubic bones, is generally wider in females.**

**Age differences apply to both men and women.**

**Bones enlarge and become more ossified until maturity at age 25. Bones actively remodel (dissolve and rebuild) in middle adulthood, then bones become less dense during the elderly years.**

**Environmental factors influencing the skeleton include nutrition and mechanical stress.**

**Nutrition affects growth and maintenance of bone tissue. Mechanical stress, including exercise, affects bone remodeling.**

**Next, we’ll review joints. An articulation is a joint between two or more bones. Every bone except the hyoid (which anchors the tongue) connects to at least one other bone.**

**There are three kinds of joints: synarthroses, amphiarthroses, and diarthroses.**

**Synarthroses permit no movement; fibrous connective tissue grows between articulating bones. For example, sutures of the skull are synarthroses.**

**Amphiarthroses allow slight movement. In amphiarthroses, cartilage connects articulating bones; for example, in the symphysis pubis.**

**Diarthroses are freely moveable joints. Most joints belong to this class.**

**There is a common structure to freely moveable joints; the joint capsule and ligaments hold adjoining bones together, but permit movement at the joint.**

**Articular cartilage covers the ends of bones where they form joints with other bones.**

**A synovial membrane lines the joint capsule and secretes lubricating fluid. The space between joint ends of bones is termed the joint cavity.**

**A bursa is a fluid-filled pouch that absorbs shock; inflammation of a bursa is called**
**_bursitis._**

**Some different types of joints are the ball-and-socket, hinge, pivot, saddle, gliding, and condyloid types. Different kinds of movements are determined by the structure of each joint.**

**This concludes the audio review of Chapter 7.**

**20250920_051545.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250920-051545-jpg-10404841)

**20250920_051545.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250920-051545-jpg-10404841)

**## Chapter_007.rtf**

7-4

Audio Chapter Summaries

Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

**Patton: Structure & Function of the Body, 17th Edition**

**Chapter 07: Skeletal System**

****Audio Chapter Summaries****

****Welcome to the audio review of Chapter 7: Skeletal System.****

**The skeletal system has many functions!**

**It supports and gives shape to the body.**

**It protects internal organs and helps make movements possible when bones at moveable joints are pulled by muscles.**

**The skeletal system also stores vital substances, including calcium and fat. Hormones regulate calcium storage: calcitonin increases storage and parathyroid hormone reduces stores of calcium.**

**Fat is stored in the cavities of some bones.**

**Another vital function of bone is hematopoiesis, blood cell formation in red bone marrow.**

**To review the structure of bones, you need to recall the four major types, which are based on the overall shape of the bone:**

**Long bones, for example, the humerus (or upper arm),**

**Short bones, such as the carpals (or wrist) bones,**

**Flat bones, such as the frontal or skull bone, and**

**Irregular bones, for example, the vertebrae (they make up the spinal column).**

**Some also recognize a sesamoid (or round) bone category for bones such as the patella or kneecap.**

**The structure of long bones contains several terms with which you should be familiar.**

**The diaphysis or shaft is the hollow tube of hard compact bone.**

**The medullary cavity is the hollow area inside the diaphysis that contains yellow marrow.**

**The epiphyses, or ends of the bone, are spongy bone that contain red bone marrow.**

**Articular cartilage covers the epiphyses and functions as a cushion.**

**The periosteum is the strong membrane covering bone everywhere except at joint surfaces.**

**The endosteum is the thin membrane lining the medullary cavity.**

**The structure of flat bones differs from that of long bones. Flat bones have a spongy bone layer sandwiched between two compact bone layers. Diploe is the term for the spongy bone layer of a flat bone.**

**It is also important for you to understand the microscopic structure of bones.**

**There are two types of bone: cancellous or spongy bone, and compact bone.**

**The texture of cancellous (or spongy) bone results from needlelike threads of bone called**
**_trabeculae_ surrounded by a network of open spaces. Cancellous bone is found in the epiphyses of bones. The spaces of spongy bone contain red bone marrow.**

**The structural unit of compact bone is an osteon, a calcified matrix arranged in multiple layers or rings, each called a concentric lamella.**

**Bone cells are called**
**_osteocytes_ and are found inside spaces called**
**_lacunae_, which are connected by tiny tubes called**
**_canaliculi._**

**Cartilage both resembles and differs from bone.**

**Cartilage cells are called**
**_chondrocytes._**

**The matrix of cartilage is gellike and lacks blood vessels.**

**Listen on to find out cartilage’s functions in bone development.**

**Bone development involves making and remodeling bone tissue.**

**Before birth, bone structure consists of cartilage and fibrous structures. Three types of bone cells are involved: osteoblasts, osteocytes, and osteoclasts.**

**Osteoblasts build new bone matrix by encrusting collagen fibers with calcium crystals. (think “b-b: blasts build”) Osteocytes are inactive osteoblasts.**

**Osteoclasts dissolve bone, releasing calcium ions for reabsorption into the bloodstream.**

**Remodeling is a combined action of making and dissolving bone matrix that eventually sculpts bone into the adult shape.**

**There are two types of ossification: endochondral and intramembranous.**

**In endochondral ossification, cartilage models are gradually replaced by calcified bone.**

**In intramembranous ossification, fibrous membranes are ossified into hard bone plates.**

**For example, fontanels of newborns are soft, not-yet-ossified regions.**

**Next, we’ll review the major bones of the skeleton.**

**The skeleton can be divided into central**
**_axial_ and peripheral**
**_appendicular_ regions. The axial skeleton includes 80 bones: bones of the skull, vertebral column, and thorax, as well as the hyoid bone of the neck, the only bone in the body that does not directly connect with another bone.**

**The skull has 8 bones of the cranium, 14 in the face, and 6 in the middle ear.**

**Within the skull are spaces called paranasal sinuses.**

**The vertebral column or spine has 24 total vertebrae: 7 cervical, 12 thoracic, and 5 lumbar, as well as the sacrum and coccyx.**

**The thorax contains 24 ribs and the sternum. Those are all the bones of the axial skeleton.**

**The appendicular skeleton contains 126 bones of the upper and lower extremities.**

**The 64 bones of the upper extremity include bones of the pectoral or shoulder girdle, the arm and forearm, and the wrist and hand.**

**The pectoral girdle has 2 scapulae and 2 clavicles.**

**Each arm has a humerus and each forearm has a radius and an ulna, for a total of 6 bones.**

**The wrists and hands contain 16 carpal bones, 10 metacarpal bones, and 28 phalanges.**

**The 62 bones of the lower extremity include the pelvic or hip girdle, the thigh and leg, and the ankle and foot.**

**The pelvic girdle has 2 coxal bones.**

**The thighs and legs contain a total of 2 femurs, 2 patellas, 2 tibias, and 2 fibulas.**

**The ankles and feet have a total of 14 tarsal bones, 10 metatarsal bones, and—just like the hands—28 phalanges.**

**Note that the arched structure of the foot provides dynamic support for the entire skeleton.**

**Skeletal variations include male and female differences, age differences, and environmental factors.**

**A comparison of male and female skeletons reveals that the male skeleton is generally larger. The shape of the pelvis is different; the male pelvis is deep and narrow, whereas the female pelvis is shallow and broad.**

**The size of the pelvic inlet also differs: the female pelvic inlet is generally wider, normally large enough for a baby’s head to pass through it.**

**Similarly, the pubic angle, the angle between the pubic bones, is generally wider in females.**

**Age differences apply to both men and women.**

**Bones enlarge and become more ossified until maturity at age 25. Bones actively remodel (dissolve and rebuild) in middle adulthood, then bones become less dense during the elderly years.**

**Environmental factors influencing the skeleton include nutrition and mechanical stress.**

**Nutrition affects growth and maintenance of bone tissue. Mechanical stress, including exercise, affects bone remodeling.**

**Next, we’ll review joints. An articulation is a joint between two or more bones. Every bone except the hyoid (which anchors the tongue) connects to at least one other bone.**

**There are three kinds of joints: synarthroses, amphiarthroses, and diarthroses.**

**Synarthroses permit no movement; fibrous connective tissue grows between articulating bones. For example, sutures of the skull are synarthroses.**

**Amphiarthroses allow slight movement. In amphiarthroses, cartilage connects articulating bones; for example, in the symphysis pubis.**

**Diarthroses are freely moveable joints. Most joints belong to this class.**

**There is a common structure to freely moveable joints; the joint capsule and ligaments hold adjoining bones together, but permit movement at the joint.**

**Articular cartilage covers the ends of bones where they form joints with other bones.**

**A synovial membrane lines the joint capsule and secretes lubricating fluid. The space between joint ends of bones is termed the joint cavity.**

**A bursa is a fluid-filled pouch that absorbs shock; inflammation of a bursa is called**
**_bursitis._**

**Some different types of joints are the ball-and-socket, hinge, pivot, saddle, gliding, and condyloid types. Different kinds of movements are determined by the structure of each joint.**

**This concludes the audio review of Chapter 7.**

**20250920_051545.jpg**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/20250920-051545-jpg-10404841)

**## Chapter_007.rtf**

7-4

Audio Chapter Summaries

Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

Copyright © 2025 by Elsevier Inc. All rights reserved, including those for text and data mining, AI training, and similar technologies.

**Patton: Structure & Function of the Body, 17th Edition**

**Chapter 07: Skeletal System**

****Audio Chapter Summaries****

****Welcome to the audio review of Chapter 7: Skeletal System.****

**The skeletal system has many functions!**

**It supports and gives shape to the body.**

**It protects internal organs and helps make movements possible when bones at moveable joints are pulled by muscles.**

**The skeletal system also stores vital substances, including calcium and fat. Hormones regulate calcium storage: calcitonin increases storage and parathyroid hormone reduces stores of calcium.**

**Fat is stored in the cavities of some bones.**

**Another vital function of bone is hematopoiesis, blood cell formation in red bone marrow.**

**To review the structure of bones, you need to recall the four major types, which are based on the overall shape of the bone:**

**Long bones, for example, the humerus (or upper arm),**

**Short bones, such as the carpals (or wrist) bones,**

**Flat bones, such as the frontal or skull bone, and**

**Irregular bones, for example, the vertebrae (they make up the spinal column).**

**Some also recognize a sesamoid (or round) bone category for bones such as the patella or kneecap.**

**The structure of long bones contains several terms with which you should be familiar.**

**The diaphysis or shaft is the hollow tube of hard compact bone.**

**The medullary cavity is the hollow area inside the diaphysis that contains yellow marrow.**

**The epiphyses, or ends of the bone, are spongy bone that contain red bone marrow.**

**Articular cartilage covers the epiphyses and functions as a cushion.**

**The periosteum is the strong membrane covering bone everywhere except at joint surfaces.**

**The endosteum is the thin membrane lining the medullary cavity.**

**The structure of flat bones differs from that of long bones. Flat bones have a spongy bone layer sandwiched between two compact bone layers. Diploe is the term for the spongy bone layer of a flat bone.**

**It is also important for you to understand the microscopic structure of bones.**

**There are two types of bone: cancellous or spongy bone, and compact bone.**

**The texture of cancellous (or spongy) bone results from needlelike threads of bone called**
**_trabeculae_ surrounded by a network of open spaces. Cancellous bone is found in the epiphyses of bones. The spaces of spongy bone contain red bone marrow.**

**The structural unit of compact bone is an osteon, a calcified matrix arranged in multiple layers or rings, each called a concentric lamella.**

**Bone cells are called**
**_osteocytes_ and are found inside spaces called**
**_lacunae_, which are connected by tiny tubes called**
**_canaliculi._**

**Cartilage both resembles and differs from bone.**

**Cartilage cells are called**
**_chondrocytes._**

**The matrix of cartilage is gellike and lacks blood vessels.**

**Listen on to find out cartilage’s functions in bone development.**

**Bone development involves making and remodeling bone tissue.**

**Before birth, bone structure consists of cartilage and fibrous structures. Three types of bone cells are involved: osteoblasts, osteocytes, and osteoclasts.**

**Osteoblasts build new bone matrix by encrusting collagen fibers with calcium crystals. (think “b-b: blasts build”) Osteocytes are inactive osteoblasts.**

**Osteoclasts dissolve bone, releasing calcium ions for reabsorption into the bloodstream.**

**Remodeling is a combined action of making and dissolving bone matrix that eventually sculpts bone into the adult shape.**

**There are two types of ossification: endochondral and intramembranous.**

**In endochondral ossification, cartilage models are gradually replaced by calcified bone.**

**In intramembranous ossification, fibrous membranes are ossified into hard bone plates.**

**For example, fontanels of newborns are soft, not-yet-ossified regions.**

**Next, we’ll review the major bones of the skeleton.**

**The skeleton can be divided into central**
**_axial_ and peripheral**
**_appendicular_ regions. The axial skeleton includes 80 bones: bones of the skull, vertebral column, and thorax, as well as the hyoid bone of the neck, the only bone in the body that does not directly connect with another bone.**

**The skull has 8 bones of the cranium, 14 in the face, and 6 in the middle ear.**

**Within the skull are spaces called paranasal sinuses.**

**The vertebral column or spine has 24 total vertebrae: 7 cervical, 12 thoracic, and 5 lumbar, as well as the sacrum and coccyx.**

**The thorax contains 24 ribs and the sternum. Those are all the bones of the axial skeleton.**

**The appendicular skeleton contains 126 bones of the upper and lower extremities.**

**The 64 bones of the upper extremity include bones of the pectoral or shoulder girdle, the arm and forearm, and the wrist and hand.**

**The pectoral girdle has 2 scapulae and 2 clavicles.**

**Each arm has a humerus and each forearm has a radius and an ulna, for a total of 6 bones.**

**The wrists and hands contain 16 carpal bones, 10 metacarpal bones, and 28 phalanges.**

**The 62 bones of the lower extremity include the pelvic or hip girdle, the thigh and leg, and the ankle and foot.**

**The pelvic girdle has 2 coxal bones.**

**The thighs and legs contain a total of 2 femurs, 2 patellas, 2 tibias, and 2 fibulas.**

**The ankles and feet have a total of 14 tarsal bones, 10 metatarsal bones, and—just like the hands—28 phalanges.**

**Note that the arched structure of the foot provides dynamic support for the entire skeleton.**

**Skeletal variations include male and female differences, age differences, and environmental factors.**

**A comparison of male and female skeletons reveals that the male skeleton is generally larger. The shape of the pelvis is different; the male pelvis is deep and narrow, whereas the female pelvis is shallow and broad.**

**The size of the pelvic inlet also differs: the female pelvic inlet is generally wider, normally large enough for a baby’s head to pass through it.**

**Similarly, the pubic angle, the angle between the pubic bones, is generally wider in females.**

**Age differences apply to both men and women.**

**Bones enlarge and become more ossified until maturity at age 25. Bones actively remodel (dissolve and rebuild) in middle adulthood, then bones become less dense during the elderly years.**

**Environmental factors influencing the skeleton include nutrition and mechanical stress.**

**Nutrition affects growth and maintenance of bone tissue. Mechanical stress, including exercise, affects bone remodeling.**

**Next, we’ll review joints. An articulation is a joint between two or more bones. Every bone except the hyoid (which anchors the tongue) connects to at least one other bone.**

**There are three kinds of joints: synarthroses, amphiarthroses, and diarthroses.**

**Synarthroses permit no movement; fibrous connective tissue grows between articulating bones. For example, sutures of the skull are synarthroses.**

**Amphiarthroses allow slight movement. In amphiarthroses, cartilage connects articulating bones; for example, in the symphysis pubis.**

**Diarthroses are freely moveable joints. Most joints belong to this class.**

**There is a common structure to freely moveable joints; the joint capsule and ligaments hold adjoining bones together, but permit movement at the joint.**

**Articular cartilage covers the ends of bones where they form joints with other bones.**

**A synovial membrane lines the joint capsule and secretes lubricating fluid. The space between joint ends of bones is termed the joint cavity.**

**A bursa is a fluid-filled pouch that absorbs shock; inflammation of a bursa is called**
**_bursitis._**

**Some different types of joints are the ball-and-socket, hinge, pivot, saddle, gliding, and condyloid types. Different kinds of movements are determined by the structure of each joint.**

**This concludes the audio review of Chapter 7.**

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