a cure for cancer case study quizlet

• Publications
• Conferences & Events
• Professional Learning
• Science Standards
• Awards & Competitions
• Instructional Materials
• Free Resources
• For Preservice Teachers
• NCCSTS Case Collection
• Science and STEM Education Jobs
• Interactive eBooks+
• Digital Catalog
• Regional Product Representatives
• e-Newsletters
• Browse All Titles
• Bestselling Books
• Latest Books
• Popular Book Series
• Submit Book Proposal
• Web Seminars
• National Conference • Philadelphia 25
• Leaders Institute • Philadelphia 25
• Exhibits & Sponsorship
• Submit a Proposal
• Conference Reviewers
• Past Conferences
• Latest Resources
• Professional Learning Units & Courses
• For Districts
• Online Course Providers
• Schools & Districts
• College Professors & Students
• The Standards
• Teachers and Admin
• eCYBERMISSION
• Toshiba/NSTA ExploraVision
• Junior Science & Humanities Symposium
• Teaching Awards
• Climate Change
• Earth & Space Science
• New Science Teachers
• Early Childhood
• Middle School
• High School
• Postsecondary
• Informal Education
• Journal Articles
• Lesson Plans
• e-newsletters
• Science & Children
• Science Scope
• The Science Teacher
• Journal of College Sci. Teaching
• Connected Science Learning
• NSTA Reports
• Next-Gen Navigator
• Science Update
• Teacher Tip Tuesday
• Trans. Sci. Learning

MyNSTA Community

• My Collections

A Cure for Cancer?

By Justin A. Pruneski

Share Start a Discussion

This flipped case study begins with a video in which a student reveals a family member's diagnosis with breast cancer and then considers the whirlwind of questions that arise in such a situation. Students are asked to relate to the main character and identify what questions they would have and what resources they could consult to seek information.  This sets the context for students to use websites and videos to investigate the nature of cancer, its causes, and progression. Students then learn about the major methods of cancer treatment (surgery, radiation therapy, and chemotherapy), how they work, and the limitations and side effects of each. The case concludes by addressing the claim of one of the characters that there is a conspiracy to hide a cure for cancer. The case would be implemented near the middle of a high school, non-majors, or introductory biology course after discussion of basic cell biology and the cell cycle.

Download Case

Date Posted

• Utilize credible sources of information to learn about a scientific topic.
• Describe how cancer originates and progresses in the body.
• Distinguish between different treatments of cancer in their method, effectiveness, limitations, and side effects.
• Identify reasons why cancer is so difficult to treat.
• Use evidence and scientific reasoning to determine the likelihood that there is a cure for cancer that is being suppressed.

cancer; cell cycle; chemotherapy; conspiracy; cure; radiation therapy; surgery;

Subject Headings

EDUCATIONAL LEVEL

High school, Undergraduate lower division

TOPICAL AREAS

Pseudoscience

TYPE/METHODS

Teaching Notes & Answer Key

Teaching notes.

Case teaching notes are protected and access to them is limited to paid subscribed instructors. To become a paid subscriber, purchase a subscription here .

Teaching notes are intended to help teachers select and adopt a case. They typically include a summary of the case, teaching objectives, information about the intended audience, details about how the case may be taught, and a list of references and resources.

Download Notes

Answer Keys are protected and access to them is limited to paid subscribed instructors. To become a paid subscriber, purchase a subscription here .

Download Answer Key

Materials & Media

Supplemental materials.

• A Cure for Cancer? This trigger video introduces the case study. It depicts three college students preparing for an exam, when one reveals a family member’s diagnosis with cancer. This leads to some questions and discussion among the characters about the implications of the diagnosis. Running time: 2:48 min. Created Justin A. Pruneski for the National Center for Case Study Teaching in Science, 2017.
• The Cell Cycle and Cancer Learn the importance of the cell cycle and a real life example when it is not controlled: cancer. Running time: 7:41 min. Produced by Amoeba Sisters, 2013.
• What Is Cancer? Cancer experts at Cancer Treatment Centers of America outline how cancer develops, the most common forms, how it's treated and how to manage treatment side effects. They also discuss what the future holds for cancer treatment. Running time: 5:04 min. Produced by Cancer Treatment Centers of America, 2013.
• Animated Introduction to Cancer Biology (Full Documentary) An animation/video teaching the basics of how cancer forms and spreads. Topics include: mutation, tumor suppressors, oncogenes, angiogenesis, apoptosis, metastasis and drug resistance. Running time: 12:07 min. Produced by CancerQuest, 2013.
• Breast Cancer – Symptoms and Treatments This animation explains what cancer is and how it can develop in the breasts. It also describes the different symptoms that are possible signs for breast cancer, the risk factors associated with the disease, the different types of breast screening methods, and available treatment options. Running time: 2:34 min. Produced by Healthchanneltv, 2013.
• Conspiracy Theories: Why We Believe Conspiracy theories are characterized by unfalsifiable explanations for confusing or stressful events. Who is most likely to believe them? And why do our brains gravitate toward these theories? Running time: 3:06 min. Produced by DNews, 2013.
• Why Haven’t We Cured Cancer? Ever wonder why we still haven't cured cancer? This video discusses what's wrong with that question and why it's so hard to find a cure. Running time: 8:38 min. Produced by SciShow, 2015.
• Has the Cure for Cancer Been Suppressed? Although cancer remains one of the world's biggest killers, pharmaceutical companies are able to generate billions of dollars selling expensive cancer treatments. With profits to be made in keeping people sick, has the cure for cancer been suppressed? Running time: 5:05 min. Produced by Alltime Conspiracies, 2015.

You may also like

Web Seminar

This web seminar is for NSTA staff to test the new survey system. Please do not register....

Join us on Thursday, December 4, 2025, from 7:00 PM to 8:00 PM ET, to learn about impending solar events and their potential impacts on Earth....

Join us on Thursday, March 13, 2025, from 7:00 PM to 8:00 PM ET, to learn about ocean acidification....

• High School
• You don't have any recent items yet.
• You don't have any courses yet.
• You don't have any books yet.
• You don't have any Studylists yet.
• Information

Oncology case study

Nursing research (nrsg 450 ), california state university, long beach.

• ap aiesha 4 years ago perfect resource
• dw doofie 4 years ago very helpful

Students also viewed

• Solutions manual for power system analysis and design 6th edition by glover ibsn 9781305632134
• CTEC answer - CTEC course
• Physics Unit 1 Progress Check MCQ
• MIPS Green Sheet - MIPS Instruction Set Architecture
• Flow over Weirs - CE336
• LX20240926-174 - Assignment

Related documents

• Pres. 7 Programación de educación agrícola EDAG
• Pres. 6 Ofrecimientos educativos en agricultura en otras instituciones post secundarias EDAG
• Performance Critique
• Copy of Collisions Ph ET Lab
• Final study guide
• Enneagram Woksheet - yuoip

Related Studylists

Preview text.

Case Study Assignment 1

Case Study, Chapter 15, Oncology: Nursing Management in Cancer Care

• Emanuel Jones, 60 years of age, is male patient diagnosed with small cell carcinoma. He underwent surgery in the past to remove the left lower lobe of his lung. He is receiving chemotherapy. Two weeks before a round of chemotherapy, a complete blood count with differential, and a renal and metabolic profile are obtained for the patient. The patient presents to the oncology clinic for chemotherapy with a temperature of 101°F. Further assessment reveals decreased breath sounds in the right base of the right lung, and a productive cough expectorating green colored mucus. The patient is short of breath and has a pulse oximetry reading that is SaO 2 of 85% on room air. The patient has a history of benign prostate hypertrophy (BPH) and has complaints of urinary frequency and burning upon urination. The patient is admitted to the oncology unit in the hospital. The oncologist orders the following: blood, sputum, and urine cultures; and a chest x-ray. An x-ray of the kidneys, ureters, bladder (KUB) is ordered. An arterial blood gas (ABG) on room air, CBC with differential, and renal and metabolic profile are ordered. Oxygen is ordered to begin with nasal cannula at 2 L/min and titrate to keep SaO 2 greater than 90%. A broad-spectrum antibiotic, levofloxacin 500 mg in 100 mL of NS is ordered to be administered IV over 60 minutes once daily. (Learning Objective 8)

 After examining the physician orders, in what sequence should the nurse provide the care to the patient admitted to the hospital? Give the rationale for the sequence chosen.  First I would obtain, per the oncologist order, the ABGs on room air and it is done before providing oxygenation to ensure accurate reading.  I would then ensure that the blood and CBC with differential, as well the renal and metabolic profiles are done. These are done before the medications to ensure that the blood results are accurate and not compromised by the antibiotics.  Next I would begin oxygenation at 2 L/ min to make the patient comfortable and maintain the SaO2 at 90%. This will also make him more comfortable to breath and making it easier for the patient to provide sputum without running out of breath  I would then do the sputum and urine cultures after the blood tests are drawn because these specimen will not be compromised with the other test done before hand  Lastly I would give the patient his antibiotics administered through an IV because all labs have been done and the medication would not compromise anymore tests.  Once all that is done, I would ensure that his chest and KUB x-rays are done all at once so that the patient is comfortable and ready to rest after the the x-rays.

 On what areas should the nurse focus the assessment to detect potential complications for Mr. Jones?  I would assess the color of the urine to monitor for any blood. I would also assess his chest expansion as well as his lung sounds. I would monitor his SaO constantly to make sure that it is above 90% along with the oxygenation. I would also make sure to monitor his fever temper and take necessary interventions to ensure it does not increase, and if it does notify the doctor.

 What patient education does Mr. Jones need from the nurse to help prevent the reoccurrence of an infection and to get treatment for an infection promptly?  The nurse should teach the patient about hand washing with soap and water often, especially if he is sneezing or coughing in his hands/arms.  If he is to touch surface areas, to make sure that he does not touch his face, eyes, nose or other potential portals of entries.  The nurse should remind him to stay away from friends or family members that may be sick, and if he has to be around them to wear a mask.  He should also be instruct to finish his antibiotics if he is to be discharged with a prescription to ensure the infection is completely gone.  The patient should be taught the signs and symptoms of an infection so that if they are to occur he can seek help immediately.  The nurse should also try and educate the family members so that they can know what to look for and to take precautions to avoid infecting the patient.

• Multiple Choice

Course : Nursing Research (NRSG 450 )

University : california state university, long beach.

• More from: Nursing Research NRSG 450  California State University, Long Beach 12   Documents Go to course
• More from: nursing school 2020 by cole chrispersen 848 848 documents Go to Studylist