A Reflection Essay on Advanced Pathophysiology Course

The course has been of help in assisting me to understand the advanced pathology of various diseases. Some of the diseases of which I have understood their advance pathophysiology in this course are hypertension, diabetes mellitus type II, leukemia, Parkinson's disease, dementia obesity, renal failure, and emphysema. The course has applied various assessment techniques like the use of essays, case studies, questions, as well as critical thinking, a situation that has assisted me to analyze elaborate, report, investigate, apply, and comprehend on advanced pathophysiology. The different activities employed in the course have helped in the adoption of bests practice as a nurse in the diagnosis, treatment, and management of different illness as well as their application for future practice. Reflection on the course of advanced pathophysiology is of importance in assessing the impact of the class in my nursing practice as seen in the discussion of this paper.

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At the beginning of the course, I had little information on pathophysiology, at the end of the course I have advanced my understanding of pathophysiology. The in-depth explanations by the lecturer, interactions with patients coupled by discussions with fellow learners have expanded my comprehension on the pathophysiology of different disorders (Lauer & Brozenec, 2016). The course has been not only knowledgeable but also had practical experiences through various case studies and interactions with patients with different disorders. The course has improved my interaction with patients as well as increasing my practice by the application of knowledge learned in class to clients. Lessons on clinical manifestations, diagnosis, and treatment have significantly elevated my nursing practice in handling patients with different conditions for improved outcomes. There has been improved outcome in the patients that I have handled since the onset of the course because of the application of the information learned in class in real healthcare service provision (McGurk, 2014). There have also been different teaching and learning tools like presentations, critical thinking, and discussions that have improved the reasoning, communication, and problem-solving skills of learners.

For different illnesses learned in this study, there are specific ways in which the course has positively impacted my nursing practice. First, leaning on the advanced pathophysiology has led me to have a deeper understanding of the illness beyond its manifestation, diagnosis, and treatment. I have been able to understand chemical synapsis transmission in illustrating the manner of electrochemical waves followed the explanations of the lecturer in describing how wave transmission occurs through the nervous system (Weiss, 2018). As a result, I have been able to analyze the transmission of Parkinson's diseases as well as having enhanced ability to investigate its symptoms visibility in patients.

Advanced pathophysiology of diabetes mellitus type II has improved diagnosis of the illness. Knowledge of differential diagnosis of the diseases has helped me to differentiate between diabetes mellitus type II from other endocrine illnesses like Addison disease, and hypothyroidism. I am in a position to assess the glucose level that distinctively shows the presence of diabetes mellitus II with an understanding that Hb A1C ought to be 6.5%, FPG 126mg/dl, and 2hPG 2oo mg/dl (Madias, 2016). I am as well able to carry out a random plasma glucose analysis in the determination of the presence of diabetes mellitus II in patients. In this scenario, the results will be 200 mm/dl for a positive test for diabetes mellitus II.

Learning on the advanced pathophysiology of hypertension has also improved my nursing practice. Knowledge of differential diagnosis to differentiate between stages 1 and 2 hypertension types has improved my nursing practice. From the course, I can assess pressure ranges for hypertension stage 1 and stage 2 in the confirmation the one present in the patient. I have learned that the presence of stage 1 hypertension the pressure will range between 130 to 139 mmHg for a systolic pressure while for a diastolic pressure the results will be in the range of 80 to 89 mmHg. Conversely, results confirming the presence of hypertension stage 2 will have a systolic pressure of 40 mmHg and above while its diastolic pressure is 90 mmHg and above (Lauer & Brozenec, 2016). I am now able to carry out a differential diagnosis of both stages 1 and 2 hypertension conditions in patients.

Learning on the advanced pathophysiology of emphysema has positively improved outcome in the patients that I handle. Knowledge and skills learned in the course on the treatment and management of emphysema have improved my practice. I can apply both the therapy and medications in the treatment of the disorders. I can apply therapy in the prevention of the progress of emphysema by providing relief to the patient as well as the inclusion of antibiotics to fight respiratory infections associated with the disorder (Weiss, 2018). After going through the course, I have seen an improved patient outcome in patients with emphysema that I handle.

Lessons on leukemia have as well helped me to achieve the course goals. Knowledge on the prognosis of leukemia has helped me to cause improvement in the patient outcomes. I received skills and knowledge to apply when deciding on whether with leukemia will receive intensive or standard treatment. I have understood how the factors of age and the count of white blood cells have consideration in the decision for whether to apply intensive or standard treatment procedures to treat children having leukemia. Based on age, I noted that children aged one to nine years received a standard treatment while those below one year or 10 years and above have intensive treatment (McGurk, 2014). Conversely, children having a low white blood cells count receives intensive treatment of leukemia.

Lastly, going through dementia in the course has improved my analysis of the three types of dementia. I have realized that Alzheimer disease as one of dementia that has no cure and it is the most common, and it destroys the patient's cognitive skills like the effects on memory. I can also recognize vascular dementia as a kind of illness affecting the mind and impairs cognitive skills of patients aged above 60 years (Weiss, 2018). Lastly, I can identify dementia with levy bodies as an illness that occurs because of the accumulation of specific kind of protein in the patient's brain leading to an effect to behavior, perception, and reasoning. The course has helped me to distinguish between three types of dementia for an understanding during diagnosis, treatment, and, management.

Conclusion

Conclusively, the different activities employed in the course have helped in the adoption of bests practice as a nurse in the diagnosis, treatment, and management of different illness as well as their application for future practice. The course has improved my interaction with patients as well as increasing my practice by the application of knowledge learned in class to clients. The in-depth explanations by the lecturer, interactions with patients coupled by discussions with fellow learners have expanded my comprehension on the pathophysiology of different disorders. Therefore, a reflection on the course is of importance in assessing the impact of the classes in my nursing practice.

References

Lauer, K., & Brozenec, S. (2016). Pathophysiology. Springhouse, Pa: Springhouse.

Madias, J. (2016). Details about diabetes mellitus in reported patients with Takotsubo syndrome, and its importance in unraveling the pathophysiology of the disease. International Journal Of Cardiology, 209, 70-71. doi: 10.1016/j.ijcard.2016.02.049

McGurk, S. (2014). Pathophysiology: The Biologic Basis for Disease and Children - Seventh edition McCance Kathryn L et al. Pathophysiology: The Biologic Basis for Disease and Children - Seventh edition 1864pp PS85.99 Elsevier/Mosby 978 0 3230 8854 1 0323088546. Nursing Standard, 28(48), 30-30. doi: 10.7748/ns.28.48.30.s36

Weiss, J. A. (2018). Creative Gaming: A New Approach to Engage Students in Pathophysiology. The Journal for Nurse Practitioners, 14(9), e177-e183.