Pathophysiology

NS390 Pathophysiology

For assignment eight, the objectives are from a pathophysiology viewpoint and recognize the stress response in a disease occurrence. Next, identify stress-related diseases and conditions for the particular age group. The concept map must include The Stress Response.

ASSIGNMENT 08
NS390 Pathophysiology

Directions: Be sure to make an electronic copy of your answer before submitting it to Ashworth College for grading. Unless otherwise stated, answer in complete sentences, and be sure to use correct English spelling and grammar. Sources must be cited in APA format. Refer to the “Assignment Format” page for specific format requirements.

The Stress Response

Objectives

• Recognize the stress response in disease occurrence
• Identify stress-related diseases and conditions

Assignment Overview

In this written assignment, you will create a concept map with stress as the center and potential affected body systems and the pathophysiologic disease processes occurring in that body system as a result of the stressor(s) to create the spokes of the concept map.

Deliverables

1. A concept map showing the relationship between general stress and its effects on the body

a. Select the life stage of the patient that will be represented by the concept map.

Choose from the following age groups:

• Child (3–12)
• Adolescent (13–19)
• Young Adult (20–39)
• Adult (40–64)
• Mature Adult (65+)

b. Download the handout.

Download the Concept Mapping Guide handout.


c. Create a concept map.

Using the concept map format:

• Describe the response to a stressor and the meaning that the stressor has for an individual in an age group of your choosing.
• Depict how genetics, past experiences, conditioning, and cultural influences affect perception of stress and stressors in your selected age group?
• Indicate how stressors may be external or internal for the age group you have selected.
• Describe how individuals may be more vulnerable to the effects of stressors at certain times.

Handout for Assignment 8: Concept Mapping Guide

A concept map is a technique that allows students to understand the relationships between ideas by creating a visual map. A concept map is made up of lines, boxes, circles, and/or arrows that display the relationship between concepts or elements that organize and represent knowledge. Connecting lines and text boxes have words or phrases that explain the relationship of the concepts. Visual formats assist in the interpretation of information and can aid in refining both creative and critical thinking. The Internet can be an excellent source of examples and information about concept maps.

While concept maps can be as simplistic as a pencil drawing on a piece of paper or as complex as one created in professional concept mapping software, you should use the word processing or presentation software that is installed on your computer to complete this assignment.

Before heading to the computer, you should brainstorm the concepts and sub-concepts related to your main topic. To do so, write your topic at the top of a piece of paper and list as many concepts and sub-concepts as you can think of. Do not limit yourself in this brainstorming session.

Once you have brainstormed your topic, open a new word processing or presentation file and complete the following tasks:
o Use the drawing tool to create an oval in the center of the page.
o Next, use the text or type tool to add the name of the topic to the shape. This will represent your main topic.
o Continue using the drawing tools to create a variety of shapes and connecting lines to visually depict the relationships between the main topic and the concepts and sub-concepts you have brainstormed.
o If necessary, rearrange the concepts and sub-concepts on the page in a way that makes sense to you. If you have created the connecting lines correctly, the lines will auto adjust when you move the shapes.
o For added enhancement, you can add colors to the shapes or lines to highlight important ideas or relationships.