Posts

Discuss the Risk Factors and the connection to the Etiology of the initial injury to the cell/tissue/organ.

/in /by

WEEK 6 Recorded Disease Process PRESENTATION

GUIDELINES and Grading Rubric

Purpose

The purpose of the Disease Process Presentation is for learners to: · Develop professional presentation/communication skills. · Demonstrate an advancing understanding of pathophysiological processes of body systems that result in the diagnosis and treatment of patients who present with these disorders in these systems. · Demonstrate the ability to analyze the literature to obtain the most current, evidence-based resources on the assigned disease process. · Demonstrate and practice professional communication and leadership, while advancing the education of peers.

Course Outcomes

1. Analyze pathophysiological mechanisms associated with select disease states. 5. Relate research findings to the management of patients with complex pathophysiologic dysfunction.

Total Points Possible: 200 Points

Due Date: upload your presentation to the discussion by Tuesday, 11:59 p.m. MT of Week 6

Requirements

For Week 6 of the course, there is no case study given to you by the faculty. Instead you will be creating a recorded presentation that demonstrates your understanding of a selected disease process. This presentation will be uploaded into the course via Kaltura (see course resource for directions). Address the following Criteria: 1. Introduce the disease with a brief definition and description. 2. Discuss the Risk Factors and the connection to the Etiology of the initial injury to the cell/tissue/organ. 3. Discuss health care provider implications for prevention of the disease. 4. Show the progression from the initial injury to the defect in the tissue, organ and system functioning. 5. Link changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease. 6. Provide a brief description of how the disease is diagnosed. 7. Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease. 8. Summarizes the disease on final slide with concluding remarks; includes implication for nurse practitioner practice. 9. Utilizes at least two current (within 5 years), peer-review scholarly sources to support presentation content. 10. Reference slide and in-text citations depict references correctly cited according to APA.

Presentation Guidelines:

· The presentation should include a PowerPoint presentation which will be recorded using the instructions located in the Course Resource section. · The presentation should be no more than 15-20 minutes in recorded length. · The presentation should contain appropriate evidence to support the information presented per APA format. · Slides should be used as cues to topics and key concepts without lengthy sentences and paragraphs- reading information from slides is not professional and therefore not acceptable. · Students need to demonstrate understanding and mastery of content by discussion style presentation.

Technology Requirements

The instructions for using Kaltura are located in the Course Resource section.

Directions and Grading Criteria

Criterion Exceptional Outstanding or highest level of performance Exceeds Very good or high level of performance Meets Satisfactory level of performance NeedsImprovement Poor or failing level of performance Developing Unsatisfactory level of performance
Total Points Possible = 200
Application of Course Knowledge 70 Points 61 Points 57 Points 28 Points 0 Points
The recorded presentation includes clear presentation of all required concepts: -Introduction of disease with brief definition and description. -Risk factors with link to etiology provided. -Implications of health care provider in disease prevention. -Shows progression from the initial injury to the defect in the tissue, organ, and system functioning. – Links changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease. – Provides a brief description of how the disease is diagnosed. – Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease. All concepts are presented with logical thought process. The recorded presentation includes clear presentation of all required concepts and linkages, but may lack some applicability to topic or misses one criteria in some way. The recorded presentation has limited perspective, unclear linkages, insights and/or applicability to topic or does not meet one or more of the criteria of the assignment. The recorded presentation contains inaccurate information and is not consistent with current practice. No clear linkages provided. Analysis is minimal. The recorded presentation offers no insight or application to the assignment or course content.
Support from Evidence-Based Practice (EBP) 60 Points 52 Points 49 Points 24 Points 0 Points
Scholarly literature is present throughout the presentation. Guidelines regarding disease prevention and pharmacological and non-pharmacological interventions are addressed and clearly analyzed. Where applicable in the recorded presentation, analysis is partially supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided. Evidence-based, peer reviewed journal article cited but may not fully support disease prevention and pharmacological and non-pharmacological interventions. Where applicable in the recorded presentation, analysis is partially supported by evidence. Sources may not be scholarly in nature or may be older than 5 years. Guidelines are not used. In-text citations and/or full references may be incomplete or missing. Citations to non-scholarly websites given as rationale to support disease prevention and pharmacological and non-pharmacological interventions. Presentation contains no evidence-based practice reference or citation.
50 Points 44 Points 41 Points 20 Points 0 Points
Summary of Disease Process Summarizes the disease using concise statements that reflect all content covered in the presentation. Implications for practice addressed. Summarizes the disease using concise statements that reflect all content covered in the presentation. Implications for practice not clearly evident. Summarizes the disease using concise statements with some content not reflected in the summary. Implications for practice not clearly evident or missing. Summary of the disease process is lacking concise statements and all content not reflected in the summary. Implications for practice not addressed or not clearly evident. No summary of the disease process provided. Implications for practice not addressed.
Professionalism/ Organization 10 Points 9 Points 8 Points 4 Points 0 Points
The recorded presentation has clear audio/video. The content flows in a logical, smooth manner. Verbal pauses are limited or absent. Student speaks in a clear cadence and speed. The recorded presentation is lacking 1-2 components from the 50 point criteria. The recorded presentation is lacking 3-4 components from the 50 point criteria. Presentation presents findings that are sometimes unclear to follow and may not always be relevant to topic and concepts are difficult to follow. The audio/video are hard to hear/see. Slides contain lengthy content (student reading from slides). Presentation style lacks flow of ideas and thoughts.
Grammar, Syntax, APA 10 points 9 points 8 points 4 point 0 points
APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors. Two to four errors in APA format, grammar, spelling, and syntax noted. Five to seven errors in APA format, grammar, spelling, and syntax noted. Eight to nine errors in APA format, grammar, spelling, and syntax noted. Post contains ten or greater errors in APA format, grammar, spelling, and/or punctuation.
Total Points Possible= 200
NR507 W6 March 2018]]>

what happens when herd immunity breaks down?

/in /by

  • How would you summarize Edward Jenner’s accomplishments?
  • All medical procedures, including vaccination, carry some risk. How much risk do you feel is acceptable? Should that risk be balanced between the individual and the general public, or is it more important to protect one over the other?
    • Conduct some independent research on the term “herd immunity”. How does it work and what happens when herd immunity breaks down? 300 WORDS]]>

    reflect on the interactive process between self and client when conducting a health assessment

    /in /by

    PURPOSE Before any nursing plan of care or intervention can be implemented or evaluated, the nurse assesses the individual through the collection of both subjective and objective data. The data collected are used to determine areas of need or problems to be addressed by the nursing care plan. This assignment will focus on collecting subjective assessment data, synthesizing the data, and on identifying health/wellness priorities based on the findings. The purpose of the assignment is two-fold: · To recognize the interrelationships of subjective data (physiological, psychosocial, cultural/spiritual, and developmental) affecting health and wellness To reflect on the interactive process between self and client when conducting a health assessment

    Category Description
    Health History Provide a comprehensive health history narrative that includes: demographic data; perception of health; past medical history; family medical history; review of systems; developmental considerations; cultural considerations; psychosocial considerations; and collaborative resources.
    Reflection Reflect on the interaction with the interviewee holistically. Consider the interaction in its entirety: include the environment, your approach to the individual, time of day, and other features relevant to therapeutic communication and the interview process (if needed, refer to your text for a description of therapeutic communication and the interview process). Be sure your reflection addresses each of these questions: How did your interaction compare to what you have learned? What went well? What barriers to communication did you experience? How did you overcome them? Were there unanticipated challenges to the interview? Was there information you wished you had obtained? How will you alter the approach next time?
    Grammar, Spelling, Clarity of Thought Writing should reflect your synthesis of ideas based on prior knowledge, newly acquired information, and appropriate writing skills. Scoring of your work in written communication is based on proper use of grammar, spelling, and how clearly you express your thoughts and reasoning in writing.
    Total
    PREPARING THE ASSIGNMENT: A Health History Worksheet that can be used to help you organize the Family Medical History information you will obtain from the Adult Participant is located in the Resources section of the Expand page for Unit 2. The use of this tool is optional. There are three parts to this assignment. Health History Assessment (50 points) Using the following components of a health history assessment and your textbook for explicit details about each category, complete a health assessment/history on an individual of your choice. The person interviewed must be 18 years of age or older and should NOT be a family member or close friend. The purpose of this restriction is to avoid any tendency to anticipate answers or to influence how the questions are answered. Your goal in choosing an interviewee is to simulate the interaction between you and an individual for whom you would provide care. It is important that you inform the person of your assignment and assure him/her that the information obtained will be kept confidential. Please be sure to avoid the use of any identifiers in preparing the assignment. Health History components to be included: · Demographic data · Perception of health · Past Medical History (including medications, allergies, and vaccinations/immunizations) · Family Medical History · Review of Systems · Developmental considerations · Cultural considerations · Psychosocial considerations · If you were to perform a physical assessment, which body system would be a top priority for evaluation and why? · List two teaching/learning need priorities for this individual (Consider Age, Psychosocial, Cultural, Lifespan concerns) · Collaborative resources (Think Community, Family, Groups, Health Care System) Reflection (40 points) Reflection is used to intentionally examine our thought processes, actions, and behaviors in order to evaluate outcomes. Provide a written reflection that describes your experience with conducting this Health History. First, reflect on your interaction with the interviewee holistically. Consider the interaction in its entirety: include the environment, your approach to the individual, time of day, and other features relevant to therapeutic communication and to the interview process (if needed, refer to your text for a description of therapeutic communication and of the interview process). Finally, be sure your reflection addresses each of these questions: · How did your interaction compare to what you have learned? · What went well? · What barriers to communication did you experience? · How did you overcome them? What will you do to overcome them in the future? · Were there unanticipated challenges to the interview? · Was there information you wished you had obtained? · How will you alter your approach next time? Written Communication (10 points) Your writing should reflect your synthesis of ideas based on prior knowledge, newly acquired information, and appropriate writing skills. Scoring of your work in written communication is based on proper use of grammar, spelling and how clearly you express your thoughts and reasoning in your writing. ]]>