Describe the pathological processes of selected disorders. 

Week 6: Gastrointestinal Discussion Board
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The purpose of this assignment is for learners to review the pathology, assessment findings and pharmacologic treatment of assigned selected diagnoses.

Activity Learning Outcomes:

Through this discussion, the student will demonstrate the ability to:

Describe the pathological processes of selected disorders.  (CO1)
Identify subjective and objective assessment findings for selected diagnoses. (CO2,3)
Identify an appropriate evidenced-based pharmacologic management plan for a selected diagnosis.  (CO4)
Due Date:

A 10% late penalty will be imposed for discussions posted after the deadline on Wednesday @ 11:59 pm MT, regardless of the number of days late. NOTHING will be accepted after 11:59pm MT on Sunday (i.e. student will receive an automatic 0.)

Total Points Possible: 75

Preparing the Assignment *What and How
Step 1: Review the assigned topics which are listed by birth month. For example, if your birthday month is June then your diagnosis is gastroenteritis

Your Birth Month
January, February

Acute appendicitis

March, April, May


June, July, August


September, October

Duodenal ulcer

November, December

Peptic ulcer

Step 2: For your assigned diagnosis, provide a brief 3-5 sentence pathophysiology summary, common patient signs and symptoms, the physical assessment findings, and pharmacologic recommendations for treatment. Provide 2 references in APA format beneath the table which support your work.

Your table should look like the following:

Pathophysiology Summary
Signs and Symptoms
Physical Assessment Findings
Pharmacologic Recommendations


*Hint: Copy table (highlight and right click Copy or Ctl+C). Paste into a document and fill table out. Then proceed to Step 3.

Step 3: Paste table inside the discussion board post. Do not attach as a document.

**To see View the Grading Criteria/Rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.






Application of Course Knowledge



Within the initial post the student provides the following critical elements;

Students provides a brief 3-5 sentence pathophysiology summary for the assigned disease(s);

Student provides a MINIMUM of 3 common patient signs & symptoms-must be subjective data only (i.e., “what the patient reports”);

Student provides a MINUMUM of 3 physical exam findings-must be objective data only physical exam findings expected with diagnosis must be included, any lab tests must include the expected findings which correspond to the diagnosis. (i.e., “what the providers sees, hears or feels. Can include laboratory or test result data”);

Student provides at least 1 pharmacologic treatment option for the disease(s) which include the name of medication and drug class (if the disease as multiple etiologies such as viral, bacterial, etc., each must be addressed), recommended dose, frequency and length of treatment. *

Student provides the mechanism of action (MOA) for the medication(s) which is linked to the pathophysiology of the disease;

(5 critical elements)

Support from Evidence-Based Practice (EBP)



Initial discussion post is supported with scholarly sources as noted in the NR 545 Expectations for use of Scholarly Sources;

All sources are published within the last 5 years and are US based journals

In text citations are present in each table column;

Provided reference list and in-text citations match;

Includes a minimum of one scholarly reference in addition to the textbook.

(5 critical elements)

Interactive dialogue



Student provides a substantive* response to at least one topic-related post of at least one peer on a topic that is different from the student’s assigned topic;

Student provides a substantive response to any direct faculty questions;

All posts to peer(s) and faculty are supported with AT LEAST 1 appropriate scholarly reference as noted in the NR 545 Expectations for use of Scholarly Sources;

A reference list is included which match in-text citations;

(*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response

(4 critical elements)

Total CONTENT Points= [60 pts]









Discussion is presented in a logical format using required table format;
Each disease is presented separately within the table;
The discussion response is understandable and easy to follow;
All responses are relevant to the discussion topic

Grammar, Syntax, Spelling, & Punctuation



Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors*

Total FORMAT Points= [15 pts]

DISCUSSION TOTAL= out of 75 points

545 Copy and Paste table template v1-2.docx