Nursing

Assignment: Clinical Guidelines for Healthcare
Assignment: Clinical Guidelines for Healthcare
Grand Rounds
Guidelines with Scoring Rubric
Purpose
The purpose of this assignment is to enhance the student’s clinical reasoning, confidence and learning of various pediatric and women health topics through facilitated discussion.
Description
In Weeks 2 and 6, you will create a Grand Rounds presentation on the topic assigned to you by the faculty member.
Course Outcomes
Through this assignment, the student will demonstrate the ability to:
1. Describe the most commonly prescribed drugs use in primary care for the chose condition.
2. Utilize clinical guidelines, research articles or other materials to support your findings.
3. Identify any practice barriers, issues, or problems (including cultural diversity and healthcare literacy).
4. Discuss best practices for optimal outcomes.
Due Dates: Pediatric Grand Rounds Due Week 2 (please see specific days/times below)
Total Points Possible: Week 2 – 150 points
Requirements:
Keep in mind the following guidelines and grading criteria while taking part in this assignment:
The Grand Rounds presentation will consist of a patient scenario that is assigned to you by your faculty in week one. The presentation is a video recording in Kaltura. Recording of the presentation should be interesting, professional, and focused to the topic. Wear your lab coat and name tag/badge during the recording.
Record and upload presentation by Wednesday, 11:59 p.m. MT. Begin facilitating discussion and continue to lead it throughout the week.
Participate in ongoing interactive dialogue by responding to a minimal of two (2) of your peer’s discussion questions by Friday, 11:59 p.m. MT.
Participate in all faculty directed questions to your presentation by Sunday, 11:59 p.m. MT.
Utilize a minimal of three peer reviewed scholarly articles from Chamberlain Online Library and a minimal of 2 current (within last 5 years) evidence based clinical guidelines to support your findings.
Discuss Pathophysiology, epidemiology, risk factors, clinical physical assessment findings of the assigned topic.
List and discuss a minimal of three (3) differential diagnoses.
Discuss any diagnostic studies to confirm diagnosis of assigned topic
Discuss prevention (if not applicable, discuss why).
Discuss Treatment including nonpharmacologic management and pharmacologic management
Discuss patient and/or family education.
Discuss best practices for optimal outcomes.
By Wednesday, 11:59 p.m. MT – In addition to submitting your presentation, you will also need to lead a discussion on your topic in the discussion thread. The initial post and Kaltura presentation are both due by Wednesday 11:59 p.m. MT. NOTE: By Wednesday, you will also initiate a discussion to lead.
Discussion Lead Requirement: Develop three (3) questions on your topic you can ask to initiate the discussion and keep it going.
By Friday, 11:59 p.m. MT, respond substantively to a minimal of two (2) peers’ presentation questions **If all students have a response, then choose the student with the least responses to their posting.
By Sunday, 11:59 p.m. MT, summarize your grand rounds presentation by posting a summary reply to your initial post in the discussion thread. Summarize the discussion as well as conclusions from the collective group discussion. Include evidence based references at the bottom of the summary AND respond to ALL faculty questions regarding your presentation.
Grand Rounds Presentation Criteria
Category
Points
Description
Introduction
20
Introduction of topic that include pathophysiology, epidemiology, and risk factors.
Clinical Assessment
5
Discussed typical clinical assessment findings for chosen topic.
Differential Diagnoses
20
List AND discuss of a minimal of three (3) differential diagnoses with scholarly support.
Diagnostic Studies/Labs
10
Discuss diagnostic studies and labs that can be used to confirm diagnosis.
Prevention and Treatment Options
10
Discuss prevention and treatment options for chosen topic.
Education
10
Discuss patient and family education.
Identify Outcomes
10
Discuss best practices for optimal outcomes.
Lead Discussion
10
Facilitate discussion relevant to the presentation topic by incorporating three (3) discussion question for peers.
Interactive Dialogue with Student Peers
10
By Friday, 11:59 p.m. MT, Interactive dialogue with at least two peer’s initial presentation by responding substantively to all questions posed and citing related research to support.
Summary Requirement
10
By Sunday 11:59 p.m. MT, add summary post to own grand rounds presentation that summarizes the discussion. Include conclusions from the collective group discussion on the topic.
Evidence Based Research/Articles
10
Include minimal of three (3) evidence based research and/or Peer Reviewed articles from Chamberlain Online Library.
Evidence Based Practice Clinical Guidelines
10
Include a minimal of two (2) current (within last 5 years) EBP clinical guidelines.
Interactive Dialogue with Faculty
10
Responds to ALL faculty directed questions on initial presentation. Includes scholarly support from EBP clinical guidelines and/or peer reviewed journal articles obtained from Chamberlain Online Library.
Presentation Development
5
Overall Presentation is clear, concise, and organized; demonstrated ethical scholarship in accurate representation and attribution of sources; recorded in Kaltura. Labcoat and name badge are present.
Total
150
A quality assignment will meet or exceed all of the above requirements.

Interoperability and Transitions of Care Paper
Interoperability and Transitions of Care Paper
Week 4 The Influence of DICOM Paper
In a two-page paper, describe the implementation, use, and necessity of DICOM in a new organization. Discuss the advantages of having DICOM and its effects on meaningful use and interoperability.
In addition to course resources, use a minimum of two additional scholarly resources.
Examples of scholarly sources include professional journal articles and books obtained from library databases, national guidelines, and informatics organizations, published within the last five years. Compose your paper in APA format. A title page is not necessary, but you do need to include a reference page.
Week 3 HL7, Interoperability, and Transitions of Care Paper
Write a two- to three-page paper discussing how the Health Level Seven (HL7) Clinical Document Architecture (CDA) and Continuity of Care Document (CCD) promote interoperability and transitions of care. In your paper, discuss the ways this affects technical, semantic, and process interoperability using examples from your own practice.
Utilize your course readings and a minimum of three outside scholarly resources in your paper.
Examples of scholarly sources include professional journal articles and books obtained from library databases, national guidelines, and informatics organizations, published within the last five years. Compose your paper in APA format. A title page is not necessary, but you do need to include a reference page.
Week 1 Achieving Interoperability in Times of Change Paper
A hospital system has acquired a cancer treatment center that does not currently have an electronic health record system.
Complete the two-system merger interactive scenario to get started.
Then briefly research the functions, significance, and factors that affect implementation of EHR technology discussed in the textbook.
Compose your paper discussing each listed component in APA format, citing a minimum of two scholarly resources in addition to the assigned reading. Examples of scholarly sources include professional journal articles and books obtained from library databases, national guidelines, and informatics organizations, published within the last five years. A title page is not necessary, but you do need to include a reference page.
Your paper should be 2 to 3 pages in length.

Discussion: Geriatric Assessment Tools
Discussion: Geriatric Assessment Tools
Discussion: Geriatric Assessment Tools
Week 3: Geriatric Assessment Tools No unread replies.No replies. Review the course library page list of available screening tools. Choose two that are appropriate for primary care and discuss the following: · explain the purpose of the tool · scoring guidelines · how you apply the assessment in practice *If you would like to present a screening tool that is not listed, contact your instructor for approval. part 2 Week 3: Psychiatric Disorders and Screening No unread replies.No replies. Anxiety and depression are the most common psychiatric problems you will encounter in your primary care practice. Review this case study HPI: KB, 55-year-old Caucasian female who presents to office with complaints of fatigue. The fatigue has been present for 6 months and seems worse in the morning, improving slightly through the day. KB reports a lack of energy and “loss of joy”. States” I really don’t feel like going anywhere or doing anything” Reports she often has difficulty staying on task and completing projects for work. She reports not feeling hungry and does not feel rested when she wakes up in the morning. KB is a widow for 2 years, social events that are couples only can make her symptoms worse. She tries to do at least one social activity a week but it can be really exhausting. Her husband died in their car while she was driving him to the hospital and sometimes driving in that car makes all the memories come back. She recently got a puppy, which she thought would help with the loneliness but the care of the puppy seems overwhelming at times. Rest and exercise, specifically yoga and meditation seem to make her feel better. At this time she does not want to do either. She has not tried any medications, prescribed or otherwise. She reports drinking a lot of coffee, but that does not seem to help. Current medications: Excedrin PM about once a week when she can’t sleep, seems to help a bit. NKDA. PMH: no major illnesses. Immunizations up to date. SH: widowed, employed full time as a manager. Drinks wine, 1 glass every night. No tobacco, no illicit drugs. Previously married while living in France, reports an abusive relationship. The French government gave custody of her son to the ex-husband. She returned to US without her son 10 years ago. She sees her son two times a year, they skype and text “all the time” but she misses him. FH: Parents are alive and well. Has one son, age 21, he is healthy but lives in France with his father. ROS CONSTITUTIONAL: reports weight loss of 2-3 pounds, no fever, chills, or weakness reported HEENT: Eyes: No visual loss, blurred vision, double vision or yellow sclera. Ears, Nose, Throat: No hearing loss, sneezing, congestion, runny nose or sore throat. CARDIOVASCULAR: No chest pain, chest pressure or chest discomfort. No palpitations or edema. RESPIRATORY: No shortness of breath, cough or sputum. GASTROINTESTINAL: Reports decreased appetite for about 3 months. No nausea, vomiting or diarrhea. No abdominal pain or blood. NEUROLOGICAL: No headache, dizziness, syncope, paralysis, ataxia, numbness or tingling in the extremities. No change in bowel or bladder control. GENITOURINARY: no burning on urination. Last menstrual period 4 years ago. PSYCHIATRIC: See above. No history of diagnosed depression or anxiety. Reports experiencing great anxiety during her first marriage due to verbal and concern for physical abuse, reports feeling very sad and anxious when divorcing and leaving her son in France years ago. Did not seek treatment at that time. She started to feel better after about 4 months. ENDOCRINOLOGIC: No reports of sweating, cold or heat intolerance. No polyuria or polydipsia ALLERGIES: No history of asthma, hives, eczema or rhinitis. Discussion Questions: 1. Research screening tools for depression and anxiety. · Choose one screening tool for depression and one screening tool for anxiety that you feel are appropriate to screen KB. · Explain why you chose that particular tool for KB. If you can, attempt to score KB based on the information provided (not all data may be provided). Include what questions could be scored, and your calculated score for the questions you scored. Interpret the score based on the screening tool interpretation ranges. 2. Identify your next step for evaluation and treatment for KB. · What medication, if any, would you recommend for treatment? Provide the EBP rationale. This rationale should include the medication class, mechanism of action of the medication and why this medication is appropriate for KB. Include initial prescribing information. · If the medication works as expected, when should KB expect to start feeling better?

Assignment: HIMSS Position Paper
Assignment: HIMSS Position Paper
Assignment: HIMSS Position Paper
Week 1 discussion Discussion Prompt 1 Review the major tenets of the HIMSS position paper Transforming Nursing Practice Through Technology and Informatics by clicking on the link here or in the required resources for this week. Contrast it to a healthcare setting familiar to you. Describe your organization’s status in regards to the position paper Discussion Prompt 2 Nursing informatics is dynamic and continues to evolve over time. What information technology (e.g., bar coding, EHR, mobile devices) have you witnessed that positively affected and supported safe patient care? Share specific examples and explain why and how you feel they have supported patient safety. Week 2 discussion Discussion Prompt 1 How is organizational culture and the SIPOC tool utilized in project planning? Describe the importance of understanding the strategic vision and alignment of the organization where the system change occurs and how this affects information technology implementation. Discussion Prompt 2 State two major theories and models underpinning informatics and apply one of the theories to a clinical system problem in a healthcare organization. Justify your choice of this theory to the selected problem. Week 3 discussion Discussion Prompt 1 Think about the Systems Life Cycle Scenario Activity you completed. Describe how clinical nurse experts assigned to an IT team selecting and implementing an EHR for a healthcare organization might address the issues of user experience and usability. Explain the importance of usability testing in the adoption of health information technology (HIT) and provide an example of HIT best practices. Discussion Prompt 2 Select a usability questionnaire of your choice from the web link below, and measure your interaction with the newest HIT system or device in your clinical practice. Are you surprised by this usability score? Why or why not? http://edutechwiki.unige.ch/en/Usability_and_user_experience_surveys Week 4 discussion Discussion Prompt 1 Discuss an example of a project that did not have a clear problem statement, and include information on how the problem statement could have been more effective. (You can refer to projects that you have observed in committees and performance improvement projects if you do not have personal experience.) Discussion Prompt 2 Identify policy and standards of a healthcare organization, and identify the governing licensing and accrediting bodies and their judicial relationship with that healthcare organization. Describe legitimate consequences and/or negative actions if these policies and standards are not accomplished by the healthcare organization. Remember to consider external licensing and accreditation organizations as well as the standing healthcare organization’s own internal policies. Week 5 discussion Discussion Prompt 1 Discuss how to apply two of the identified EBP into the Requirements Phase II of your identified clinical IT problem. Create and share high-level project goals within the system life cycle using the SMART technique to develop them. Discussion Prompt 2 Discuss how dashboards contribute to the success of good project management and how you will incorporate it into your current project. Note if it creates efficiency or redundancy in your actions and its overall effect on the project progress. Week 6 discussion Discussion Prompt 1 Compare and contrast the scope statement and the statement of work. Discussion Prompt 2 In regards to your chosen HIT project, what barriers do you anticipate the project manager will face trying to meet the requirements for the meaningful use stage? Bullet your responses and prioritize them in order of importance, explaining your rationale. Week 7 discussion Discussion Prompt 1 After reviewing the required resources this week on quality measures, discuss a quality outcome measure that you could apply to your HIT project. Be specific on how you would determine the success or failure of the outcome with the implementation of the tool. Discussion Prompt 2 Discuss the importance of a well-defined project timeline and the risks of not having a project timeline. Week 8 discussion Discussion Prompt 1 Apply Rogers’ theory of innovation and discuss the role as a clinical leader with a strong user voice when new information technology systems evolve in your healthcare organization. Discussion Prompt 2 Describe the benefits link between IT implementation and tangible and intangible benefits such as patient safety, cost savings, and time saved experienced by an organization with SLC projects.

Assignment:Create Patient Education Pamphlet
Assignment:Create Patient Education Pamphlet
Week 4 discussion
Topic 1
Create a pamphlet to be used as patient education material about a topic of your choice that can be used in your nursing practice. Evaluate the readability by comparing two different readability tests: the Fog index and the SMOG formula. Describe your results.
Or
Topic 2
Identify an experience where you had to assess the needs, interests, and goals of a patient with an ethnic background, different from yours, that resulted in a positive learning experience. How did you turn the situation into a positive learning experience? Did you personally have to deal with any stereotypical beliefs?
Week 3 discussion
Topic 1
Reflect on a lesson you would like to teach to a friend or family member. Determine the level of your learning objectives using Bloom’s taxonomy. Construct three learning objectives containing appropriate active verbs. Identify a possible teaching strategy for each of your objectives. Indicate how you plan to measure each objective.
Click here to download an organizer.
Or
Topic 2
You have been assigned to teach a class using gaming, in which 75% of the students are from a particular ethnic group (you decide the content area, class size, and ethnic group). Choose the topic of your choice and take into account the ethnic group’s special needs. Describe your approach, and provide details regarding the assumed characteristics of the ethnic group. Identify the tools or technology, services, and resources needed for developing the instructional gaming material.
Week 2 discussion
Topic 1
Select two stages of development. Identify the main characteristics of each stage that influence the ability to learn. Describe three main teaching strategies for each of the developmental stages selected.
Or
Topic 2
Discuss a clinical experience in which you had to incorporate one or more learning styles such as visual, kinesthetic, and auditory. Explain the outcomes and how you created an effective learning experience.

Assignment: Clinical IT Problem.
Assignment: Clinical IT Problem.
Assignment: Clinical IT Problem.
Week 5 discussion Discussion Prompt 1 Discuss how to apply two of the identified EBP into the Requirements Phase II of your identified clinical IT problem. Create and share high-level project goals within the system life cycle using the SMART technique to develop them. Discussion Prompt 2 Discuss how dashboards contribute to the success of good project management and how you will incorporate it into your current project. Note if it creates efficiency or redundancy in your actions and its overall effect on the project progress.The term denotes the processes via which clinical decisions are made in order to improve patient health. The processes include diagnosis (specification of disease by linking symptoms with causes of disease), therapy planning (actions targeted to alleviate the causes of disease), monitoring (actions that are targeted to steer patient status on a healthy course) and prevention (actions that are targeted to support maintenance of healthy status).
We shall now look at each of these components in more detail:
a) Identification data: This is the child’s personal information. It includes the child’s names, age, sex, tribe, religion, next of kin (parents) and address (residential), and the date of seeing the child in the health unit. After all these have been recorded the child should then be weighed and the weight recorded also.
b) Presenting complaint: The presenting complaint is the problem(s) that has caused the caretaker to bring the child for medical help. For instance, it may be:
fever (the child feels hot)
cough
vomiting
diarrhoea
It is important to establish the duration of each complaint. For example, if the child has a cough, ask “How long has the child been coughing?” If there is more than one complaint, ask which complaint came first, which was next and finally, which came last. You should then present these complaints in order beginning with the one that came first.
When writing down the patient’s history, always use the caretaker’s words. For instance, if the mother says that the child feels hot, then write: “the child feels hot.” Avoid describing it as a high temperature.
c) History of the presenting complaint: The history of the presenting complaint is additional information about the presenting complaint. You must ask more questions about the symptoms that the mother has mentioned. This means asking questions like:
“When did the illness begin?”
“How did it start?”
“Was it sudden or was the onset slow?”
Find out when each symptom began and whether it seems to be getting better or worse. Ask about associated symptoms. For example, a cough may present with difficulty in breathing, diarrhoea may present with blood in stool or with vomiting. Fever may be constant or on and off. Ask and then listen until the mother has finished talking. Avoid interrupting her as much as possible to be sure you have all the information she can offer. You can then ask leading questions to help her remember what she might have forgotten. She may answer in the positive or negative.
d) Systemic review

Discussion: Healthcare Initiatives.
Discussion: Healthcare Initiatives.
Discussion: Healthcare Initiatives.
Week 1 discussion Discussion Prompt 1 Review the seven critical success factors for healthcare initiatives. Choose four of the seven and discuss their effects on the success of implementing or upgrading an EHR. What might be potential areas of concern for an EHR that heavily uses third-party services to supply critical clinical functionality, such as decision support or medical reference links? In what circumstances might a clinical infrastructure based on either third-party service providers or mobile applications be desirable? What cautions should we place on these technologies in the same circumstances? Discussion Prompt 2 Describe a workflow issue you have encountered in practice and explain how you could use a gap analysis to plan for change.
Health encompasses many facets of life including water access, disease prevention and treatment, literacy, nutrition, and a sense of wellbeing. We work with Maasai communities and local health officials to develop community driven healthcare projects which have a lasting impact on those in need. To develop these projects, we make community visits, listening to the concerns of the Maasai and local healthcare professionals. As a team effort, action plans are developed and implementation of projects are coordinated. The dynamics of improving community health are complex. Thus, KHCI is involved in a range of healthcare projects tailored to each community.
KHCI is an all-volunteer nonprofit whose goal is to maximize the use of donor dollars for programs. All trips to Kenya and site visits to locations are paid for by the individual participants and no donor funds are used for this purpose.Kenyan Health Care Initiatives (KHCI; a 501 (c) 3 nonprofit) founded to address the needs identified by Dr. Stroup and local Maasai leaders of the Il Ngwesi Group Ranch to improve public health. Our projects are community driven. This means establishing detailed needs assessments based on a combination of local and governmental input to develop an action plan. KHCI has adopted a comprehensive strategy including infrastructure development and public outreach to improve Maasai pastoralists’ lives.

Assignment: Creating Implementation Plan
Assignment: Creating Implementation Plan
Assignment: Creating Implementation Plan
Week 7 discussion This week you will be creating an Implementation Plan that will be attached to your final EBP. For the discussion board this week—outline your implementation steps 1-2-3. As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By the due date assigned, go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources. Supporting one—Challenging one. By the end of the week , comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer.
The plan contains an overview of the system, a brief description of the major tasks involved in the implementation, the overall resources needed to support theimplementation effort (such as hardware, software. facilities, materials, and personnel), and any site-specific implementation requirements.

Assignment: Research Tool Tips
Assignment: Research Tool Tips
Assignment: Research Tool Tips
Week 4 discussion Using the following table—search the 5 databases based on your PICOT Question—under findings note the number of relevant articles found—under features discuss what you liked about that database. ON the discussion board summarize your search—attach your chart for those that would like to see your search. Exploring the Literature Picot Question: Research Tool Search Tips Search Terms & Limits Findings Features CINAHL CINAHL is an SSU subscription-only resource that offers full text access to;336 scholarly journals and indexes over 3,000 journals from the fields of nursing and allied health. Look at the Major Subject Heading in the Full Record Use the Limits Feature: Example: Publication Type=Systematic Review Try the CINAHL Heading search: Keyword search: Limits: CINAHL Heading search: Limits: PubMed PubMed is a free health science citation & abstracts index from the National Center for Biotechnology Information at the U.S. National Library of Medicine. Look at MeSH Terms in Full Record Use the Limits Feature: Examples: Article Type=Meta-Analysis; Age=All Adult Look for the open access Free articles! Keyword search: Limits: MESH search: Limits: Cochrane Library Cochrane Library provides access to the Cochrane Library of Systematic Reviews.Full text of reviews are subscription only.Index/summaries are a public resource. Use the Simple Search and the Advance Search Features Allows you to search with MeSH Terms Check out the New Reviews Browse reviews by topic Keyword search: Limits: MESH search: Limits: National Guidelines Clearinghouse The National Guideline Clearinghouse™ (NGC) is a public resource for evidence- based clinical practice guidelines. Detailed search provides limits and advance search features Browse by Disease/Condition or Treatment/Intervention Add guidelines to “My Collection” and select Compare Guidelines to view side-by-side comparisons of principle data Keyword search: Also browse by: TRIP Database TRIP is a clinical search engine to locate publicly available clinical evidence. Limit to: Systematic Reviews Guidelines-US Keyword search: Limits: Other Databases: As you work on your capstone project proposal, you will want to share your progress with your peers and instructor and seek or provide guidance or share insights. By the due date assigned, go to the Discussion Area and post responses to the discussion question. All responses should be posted to the appropriate topic in this Discussion Area. It is important to support what you say with relevant citations in the APA format from both the course materials and outside resources. Include the South University online library in your research activities utilizing not only the nursing resource database, but also those pertaining to education, business, and human resources. Supporting one—Challenging one. By the end of the week, comment on the responses of at least two other students by supporting a minimum of one post and challenging a minimum of one post. You will want to focus on their point of view, asking pertinent questions, adding to the responses by including information from other sources, and respectfully challenging a point of view, supported by references to other sources. Be objective, clear, and concise. Always use constructive language. All comments should be posted to the appropriate topic in this Discussion Area. Please only start a new thread with your original post. Hit reply to respond to a peer.

Assignment: Published Medical Literature.
Assignment: Published Medical Literature.
Assignment: Published Medical Literature.
Clinical Practice Guideline Assignment Guidelines with Scoring Rubric Purpose Clinical guidelines provide recommendations on the diagnosis and management of certain conditions. Recommendations are based on evidence from a rigorous systematic review and synthesis of the published medical literature. Interpreting and learning to apply guidelines into practice is necessary to develop and enhance diagnostic reasoning skills. Activity Learning Outcomes Through this assignment, the student will demonstrate the ability to: 1) Locate a current, primary care clinical practice guideline for a specific condition. (CO 3) 2) Read and interpret the guidelines for use in practice. (CO 3) 3) Evaluate the recommendations and apply to patients in the clinical setting as appropriate. (CO 3) Due Date: Students will RANDOMLY be assigned a topic by your instructor in Week 1. Students will post a brief PowerPoint summary presentation by Wednesday 11:59 p.m. MT of Week 7. This will allow others to view their peer’s presentations in order to provide peer evaluations before Sunday. Presentations submitted after Wednesday 11:59 p.m. MT of Week 7 will receive an automatic 0. Total Points Possible: 150 REQUIREMENTS: 1. Students will be randomly assigned a disease topic from the instructor in Week 1. 2. Each student will locate and examine a current CPG for the assigned topic. 3. A copy (or reference) of the intended CPG should be submitted to the instructor by Week 3 for approval. 4. In Week 7, students will summarize the CPG and give a brief, oral presentation according to the directions and rubric listed below. 5. In addition to the presentation, a written transcript (for the instructor) must be submitted to the Week 7 assignment box. 6. Students will share a copy of the CPG along with a link to their presentation. 7. Presentations and transcripts are due before Wednesday 11:59 p.m. MT of Week 7, Presentations and/or papers submitted after the deadline will receive an automatic 0. PREPARING THE PAPER • The presentation should be developed using the guidelines listed below. All presentations must be in PowerPoint format. • The PowerPoint file should be uploaded to Voice Thread in order to add the narrated portion. • The presentation should be “published” or shared with the class for viewing by posting a link in the discussion forum along with a copy of the CPG before Wednesday 11:59 p.m. MT of Week 7. • The written transcript should also be submitted to the drop-box for the instructor’s reference before Wednesday 11:59 p.m. MT of Week 7. • Correct grammar, punctuation, and spelling should be observed in the slides and script. Category Points % Description Disease & Background 15 10% Identify the disease condition and give a brief statement of incidence and prevalence in the U.S. Discuss the pathophysiology of the disease and typical clinical presentation seen in patients with the condition. Publication & Applicability in Primary Care 30 20% Identify the author, organization or group that developed the CPG. State the year of the original guideline publication as well as any subsequent revisions (your reference should be the most recent version). Discuss the applicability for use of this CPG in the primary care setting. Key Action statements and Body of Evidence 45 30% Provide each of the CPG’s “Key Action” or “Guideline Statements” AND the body of evidence strength for each [If the statement has applicability to other groups, only discuss the relevant primary care ones]. Application in your Clinical Rotation 45 30% Using an example of a patient from your clinical rotation with the same condition, discuss how the diagnosis and treatment of your patient compared to the recommendations given in the guidelines. Presentation Qualitys 15 10% PowerPoint and Voicethread are used for the presentation. Slides are well organized and aesthetically pleasing. Student’s narration is understandable and well-paced. Written transcript provided. References cited on slides. Total 150 100% A quality assignment will meet or exceed all of the above requirements. GRADING RUBRIC Criterion Exceptional Outstanding or highest level of performance Exceeds Very good or high level of performance Meets Satisfactory level of performance Needs Improvement Poor or failing level of performance Developing Unsatisfactory level of performance Content Possible Points = 135 Disease & Background Student identifies the disease condition and gives a brief statement of incidence and prevalence in the US. The student briefly summarizes the disease pathophysiology and identifies the typical clinical presentation seen in a patient with the disease (4 critical elements). 15 Points 13 Points 12 Points 6 Points 0 Points Student identifies the disease topic. AND Student states the incidence and prevalence in the U.S. AND Student provides a pathophysiology statement. AND Student states the typical clinical presentation seen in a patient with the disease. One (1) critical element is missing. Two (2) critical elements are missing. Three (3) critical elements are missing. Four (4) critical elements are missing. OR Presentation was not submitted. Publication & Applicability in Primary Care Student identifies the author, organization or group that developed the CPG. Student denotes the year of the original guideline publication as well as any subsequent revisions (student’s reference should be the most recent version). The student discusses the applicability for use of this CPG in the primary care setting (4 critical elements). 30 Points 26 Points 24 Points 12 Points 0 Points Student correctly identifies the author(s), organization(s), or group(s) that developed the CPG. AND Student states the year of the original CPG guideline. AND Student notes all subsequent revisions of the guideline (with the students version being the most recent). AND Student discusses how this CPG is applicable to primary care. One (1) critical element is missing. Two (2) critical elements are missing. Three (3) critical elements are missing. Four (4) critical elements are missing. OR Presentation was not submitted. Key Action Statements & Body of Evidence The student provides each of the CPG’s “Key Action” or “Guideline Statements” AND the body of evidence strength for each [If the statement has applicability to other groups, only discuss the relevant primary care ones (3 critical elements). 45 Points 39 Points 37 Points 18 Points 0 Points Student presents ALL relevant recommendations. AND Student denotes the evidence strength for EACH recommendation. AND Student discusses ONLY the ones applicable to primary care. All three (3) critical elements are addressed but some information may be only partially noted. One (1) critical element is missing. Two (2) critical elements are missing. Three (3) critical elements are missing. OR Presentation was not submitted. Application in Clinical Using an example of a patient from their clinical rotation with the same condition, the student discusses how the diagnosis and treatment of their patient compared to the recommendations given in the guidelines. Specific examples of what was done well or what could have been done better is noted (3 critical elements). 45 Points 39 Points 37 Points 18 Points 0 Points The student uses a patient example from their clinical setting with the same condition. AND The student discusses how the diagnosis & treatment of their patient compared to those recommended in the guideline. AND Specific example are given on what was done well or what could have been done better. All three (3) critical elements are addressed but some information may be only partially noted. One (1) critical element is missing. Two (2) critical elements are missing. Three (3) critical elements are missing. OR Presentation was not submitted. Content Subtotal _____of 135 points Format Possible Points = 15 Points Presentation The student used PowerPoint and Voicethread. Presentation was professional in quality. Slides were well organized and aesthetically pleasing. Student’s narration was understandable and well-paced. References were noted. Presentation was under 15min in length. Transcript and presentation posted before Wednesday 11:59 p.m. MT of Week 7 deadline (6 critical elements). 15 Points 13 Points 12 Points 6 Points 0 Points Student uses Power Point and Voicethread which demonstrates a professional quality. AND Student’s slides were well organized. AND Student’s narration was understandable and well-paced. AND References were noted. AND Presentation was <15 minutes. AND A written transcript was posted with the presentation before the deadline. Two (2) critical elements were missing. Three (3) critical elements were missing. Four to five (4-5) critical elements were missing. Six to seven (6-7) critical elements were missing. OR Presentation or written transcript was not submitted before Wednesday 11:59 p.m. MT of Week 7. Format Subtotal _____of 15 points Total Points _____of 150 points