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Purpose The purpose of this discussion is to apply pathophysiological concepts

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The purpose of this discussion is to apply pathophysiological concepts to a child presenting with dermatological dysfunction (urticaria). Related concepts will also be applied that includes alterations in immunity/inflammation, fluid and electrolytes, acid/base balance and pulmonary function.
Activity Learning Outcomes
Through this discussion, the student will demonstrate the ability to:
Explore age-specific and developmental alterations in the dermatological system. (CO 3, 1)
Relate pathophysiological alterations in dermatological processes to the development, diagnosis and treatment of common skin disorders. (CO 4, 2)
Examine current evidence to support the management of patients who present with alterations in the dermatologic system. (CO 5, 3)
A 12-year-old boy is brought to the office for evaluation of hives. He has no significant past medical history and no history of allergies. He has just joined the middle school soccer team and noticed that he gets hives about 10 minutes into practice. The hives are itchy and consist of irregular blotches on his legs and trunk, about 10–20 cm in size, and they persist for about 30 minutes. He does not experience swelling of the lips or oropharynx and denies any wheezing or shortness of breath. His physical examination is normal without skin lesions or oral swelling at that moment, and his lungs are clear. After evaluation, he is diagnosed with urticaria.
Discuss the likely cause of the patient’s urticaria.
Describe the cellular mechanism of urticaria and how it leads to the signs and symptoms experienced by the patient.
Describe the relationship between the patient’s symptoms and the concept of inflammation.
What pharmacological and non-pharmacologic treatment options are available? 
Discuss the complications of urticaria.
What teaching would be appropriate to provide the parent and child about urticaria?
Support your response with at least one current evidence based resource
Application of Course Knowledge:
Posts make direct reference to concepts discussed in the lesson or drawn from relevant, evidence based outside sources, AND
Posts are on topic and answer all presented questions which demonstrates a solid understanding of the topic.
Applies concepts to personal experience in the professional setting and or relevant application to real life, AND
Decisions are well supported with evidence-based arguments that are in-line with the scenario; AND
Proper rationale and reasoning skills are demonstrated; AND
Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive analysis or synthesis of the topic
Support From Evidence Based Practice:
Discussion post is supported with appropriate, scholarly sources; AND
Sources are published within the last 5 years (unless it is the most current clinical practice guideline (CPG); AND
Reference list is provided and in-text citations match; AND
Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
Interactive Dialogue:
Student provides a substantive* response to at least two topic-related posts of a peer; AND
Evidence from appropriate scholarly sources are included; AND
Reference list is provided and in-text citations match; AND
Student responds to all direct faculty questions OR if student was not asked a direct question, student responds to either a 3rd peer post or a faculty question directed towards another student
Grammar, Syntax, Spelling, & Punctuation:
Grammar, spelling, and/or punctuation are accurate, or with zero to one error.
Direct quotes in discussions are limited to one short quotation (not to exceed 15 words). The quote adds substantively to the discussion. 
(*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.

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