Assignment 1: Prescribing For Children And Adolescents AND Assignment 2: Study Plan

Assignment 2: Study Plan

Based on your practice exam question results from Week 2, identify strengths and areas of opportunity and create a tailored study plan to use throughout this course to help you prepare for the national certification exam. This will serve as an action plan to help you track your goals, tasks, and progress. You will revisit and update your study plan in NRNP 6675, and you may continue to refine and use it until you take the exam. Assignment 1: Prescribing For Children And Adolescents AND Assignment 2: Study Plan

Photo Credit: [Jacob Ammentorp Lund]/[iStock / Getty Images Plus]/Getty Images

To Prepare

• Reflect on your practice exam question results from Week 2. Identify content-area strengths and opportunities for improvement.
• Also reflect on your overall test taking. Was the length of time allotted comfortable, or did you run out of time? Did a particular question format prove difficult?

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The Assignment

• Based on your practice test question results, and considering the national certification exam, summarize your strengths and opportunities for improvement. Note:Your grade for this Assignment will not be derived from your test results but from your self-reflection and study plan.
• Create a study plan for this quarter to prepare for the certification exam, including three or four SMART goals and the tasks you need to complete to accomplish each goal. Include a timetable for accomplishing them and a description of how you will measure your progress.
• Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study. Assignment 1: Prescribing For Children And Adolescents AND Assignment 2: Study Plan

Rubric Detail

 

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Name: NRNP_6665_Week3_Assignment2_Rubric

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	Excellent	Good	Fair	Poor
Based on your practice test question results and considering the national certification exam, summarize your strengths and opportunities for improvement.	23 (23%) – 25 (25%) The response provides an accurate, clear, and complete summary of both the strengths and opportunities for improvement.	20 (20%) – 22 (22%) The response provides an accurate summary of both the strengths and opportunities for improvement.	18 (18%) – 19 (19%) The response provides a somewhat vague and/or inaccurate summary of both the strengths and opportunities for improvement.	0 (0%) – 17 (17%) A summary of both the strengths and opportunities for improvement are incomplete or missing.
Create a study plan, including three or four SMART goals and the tasks you need to complete to accomplish each goal. Include a timetable for accomplishing them and a description of how you will measure your progress.	27 (27%) – 30 (30%) The response provides three or four clear and appropriate SMART goals for the study plan, including tasks to complete to accomplish each goal. A clear timeline is provided for the study plan as well as a description of how progress toward goal completion will be measured.	24 (24%) – 26 (26%) The response provides three or four appropriate SMART goals and objectives for the practicum experience. Appropriate tasks, timeline, and description of how progress will be measured are provided.	21 (21%) – 23 (23%) The response provides three or four somewhat vague or general goals for the study plan. Tasks, timeline, and description of how progress toward goals will be measured are vague or somewhat inappropriate.	0 (0%) – 20 (20%) The response provides three or four unclear or inappropriate goals for the study plan, or goals are missing. Tasks, timeline, and a description for how progress will be measured are incomplete or missing.
Describe resources you would use to accomplish your goals and tasks, such as ways to participate in a study group or review course, mnemonics and other mental strategies, and print or online resources you could use to study.	27 (27%) – 30 (30%) The response provides a clear description of appropriate resources to support the study plan that are tailored to individual need.	24 (24%) – 26 (26%) The response provides a description of appropriate resources to support the study plan that are somewhat tailored to individual need.	21 (21%) – 23 (23%) The response provides a description of general resources that are not tailored to individual need.	0 (0%) – 20 (20%) The response provides a description of inappropriate resources to support the study plan, or the description of resources is vague or missing.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.	5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.	3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.	0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. Purpose statement, introduction, and conclusion were not provided.
Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors	4 (4%) – 4 (4%) Contains one or two grammar, spelling, and punctuation errors	3.5 (3.5%) – 3.5 (3.5%) Contains several (three or four) grammar, spelling, and punctuation errors	0 (0%) – 3 (3%) Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.	5 (5%) – 5 (5%) Uses correct APA format with no errors	4 (4%) – 4 (4%) Contains one or two APA format errors	3.5 (3.5%) – 3.5 (3.5%) Contains several (three or four) APA format errors	0 (0%) – 3 (3%) Contains many (five or more) APA format errors
Total Points: 100

Name: NRNP_6665_Week3_Assignment2_Rubric

Assignment 1: Prescribing for Children and Adolescents

Off-label prescribing is when a physician gives you a drug that the U.S. Food and Drug Administration (FDA) has approved to treat a condition different than your condition. This practice is legal and common. In fact, one in five prescriptions written today are for off-label use.Assignment 1: Prescribing For Children And Adolescents AND Assignment 2: Study Plan

—Agency for Healthcare Research and Quality

Photo Credit: Getty Images/Ingram Publishing

Psychotropic drugs are commonly used for children and adolescents to treat mental health disorders, yet many of these drugs are not FDA approved for use in these populations. Thus, their use is considered “off-label,” and it is often up to the best judgment of the prescribing clinician. As a PMHNP, you will need to apply the best available information and research on pharmacological treatments for children in order to safely and effectively treat child and adolescent patients. Sometimes this will come in the form of formal studies and approvals for drugs in children. Other times you may need to extrapolate from research or treatment guidelines on drugs in adults. Each individual patient case will need to be considered independently and each treatment considered from a risk assessment standpoint. What psychotherapeutic approach might be indicated as an initial treatment? What are the potential side effects of a particular drug?

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For this Assignment, you consider these questions and others as you explore FDA-approved (“on label”) pharmacological treatments, non-FDA-approved (“off-label”) pharmacological treatments, and nonpharmacological treatments for disorders in children and adolescents.

_Reference:

_{Agency for Healthcare Research and Quality. (2015). Off-label drugs: What you need to know. https://www.ahrq.gov/patients-consumers/patient-involvement/off-label-drug-usage.html}

To Prepare

• Your Instructor will assign a specific disorder for you to research for this Assignment.
• Use the Walden library to research evidence-based treatments for your assigned disorder in children and adolescents. You will need to recommend one FDA-approved drug, one off-label drug, and one nonpharmacological intervention for treating this disorder in children and adolescents.

The Assignment (1–2 pages)

• Recommend one FDA-approved drug, one off-label drug, and one nonpharmacological intervention for treating your assigned disorder in children and adolescents.
• Explain the risk assessment you would use to inform your treatment decision making. What are the risks and benefits of the FDA-approved medicine? What are the risks and benefits of the off-label drug?
• Explain whether clinical practice guidelines exist for this disorder and, if so, use them to justify your recommendations. If not, explain what information you would need to take into consideration.
• Support your reasoning with at least three scholarly resources, one each on the FDA-approved drug, the off-label, and a non-medication intervention for the disorder. Attach the PDFs of your sources.

Rubric Detail

 

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Name: NRNP_6665_Week3_Assignment1_Rubric

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	Excellent	Good	Fair	Poor
In 1–2 pages, address the following: • Recommend one FDA-approved drug, one off-label drug, and one nonpharmacological intervention for treating your assigned disorder in children and adolescents.	23 (23%) – 25 (25%) The response accurately and concisely explains one FDA-approved drug, one off-label drug, and one nonpharmacological intervention that would be appropriate for treating the assigned disorder in children and adolescents.	20 (20%) – 22 (22%) The response accurately explains one FDA-approved drug, one off-label drug, and one nonpharmacological intervention that would be appropriate for treating the assigned disorder in children and adolescents.	18 (18%) – 19 (19%) The response somewhat vaguely or inaccurately explains one FDA-approved drug, one off-label drug, and one nonpharmacological intervention that would be appropriate for treating the assigned disorder in children and adolescents.	0 (0%) – 17 (17%) The response vaguely or inaccurately explains interventions that would be appropriate for treating the assigned disorder in children and adolescents. Interventions may not represent the three types of interventions required, or response may be missing.
• Explain the risk assessment you would use to inform your treatment decision making. What are the risks and benefits of the FDA-approved medicine? What are the risks and benefits of the off-label drug?	23 (23%) – 25 (25%) The response accurately and concisely explains the risk assessment you would use to inform your treatment decision making. A concise and accurate explanation of the risks and benefits of each pharmacological intervention is provided.	20 (20%) – 22 (22%) The response accurately explains the risk assessment you would use to inform your treatment decision making. An adequate explanation of the risks and benefits of each pharmacological intervention is provided.	18 (18%) – 19 (19%) The response somewhat vaguely or inaccurately explains the risk assessment you would use to inform your treatment decision making. The explanation of the risks and benefits of each pharmacological intervention is somewhat vague or inaccurate.	0 (0%) – 17 (17%) The response vaguely or inaccurately explains the risk assessment you would use to inform your treatment decision making. The risks and benefits of each pharmacological intervention is vague or inaccurate. Or, the response is missing.
• Explain whether clinical practice guidelines exist for this disorder and, if so, use them to justify your recommendations. If not, explain what information you would need to take into consideration.	23 (23%) – 25 (25%) The response accurately and concisely uses either clinical guidelines (if available) or other information from the literature to justify intervention recommendations.	20 (20%) – 22 (22%) The response accurately uses either clinical guidelines (if available) or other information from the literature to justify intervention recommendations.	18 (18%) – 19 (19%) The response somewhat vaguely or inaccurately uses either clinical guidelines (if available) or other information from the literature to justify intervention recommendations.	0 (0%) – 17 (17%) The response vaguely or inaccurately uses either clinical guidelines (if available) or other information from the literature to justify intervention recommendations. Or, the response is missing.
• Support your reasoning with at least three scholarly resources, one each on the FDA-approved drug, the off-label, and a non-medication intervention for the disorder. Be sure they are current (no more than 5 years old). Attach the PDFs of your sources.	9 (9%) – 10 (10%) The response provides at least three current, evidence-based resources from the literature to support the intervention recommendations. The resources reflect the latest clinical guidelines and provide strong justification for decision making.	8 (8%) – 8 (8%) The response provides at least three current, evidence-based resources from the literature to support the intervention recommendations.	7 (7%) – 7 (7%) Three evidence-based resources are provided to support the intervention recommendations, but they may only provide vague or weak justification.	0 (0%) – 6 (6%) Two or fewer resources are provided to support the intervention recommendations. The resources may not be current or evidence based.
Written Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.	5 (5%) – 5 (5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.	4 (4%) – 4 (4%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.	3.5 (3.5%) – 3.5 (3.5%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.	0 (0%) – 3 (3%) Paragraphs and sentences follow writing standards for flow, continuity, and clarity <60% of the time. No purpose statement, introduction, or conclusion were provided.
Written Expression and Formatting – English Writing Standards: Correct grammar, mechanics, and proper punctuation	5 (5%) – 5 (5%) Uses correct grammar, spelling, and punctuation with no errors	4 (4%) – 4 (4%) Contains one or two grammar, spelling, and punctuation errors	3.5 (3.5%) – 3.5 (3.5%) Contains several (three or four) grammar, spelling, and punctuation errors	0 (0%) – 3 (3%) Contains many (five or more) grammar, spelling, and punctuation errors that interfere with the reader’s understanding
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/narrative in-text citations, and reference list.	5 (5%) – 5 (5%) Uses correct APA format with no errors	4 (4%) – 4 (4%) Contains one or two APA format errors	3.5 (3.5%) – 3.5 (3.5%) Contains several (three or four) APA format errors	0 (0%) – 3 (3%) Contains many (five or more) APA format errors
Total Points: 100

Name: NRNP_6665_Week3_Assignment1_Rubric

 

Community Teaching Plan Proposal

Planning Before Teaching:

Name and Credentials of Teacher::<Enter your name and credentials>
Estimated Time Teaching Will Last: Approximately 45-50 minutes.	Location of Teaching: :<Enter location>
Supplies, Material, Equipment Needed: Whiteboard and whiteboard marker, condoms, pen and paper, a projector and projector screen, and a laptop.	Estimated Cost: A maximum of 80 dollars to buy condoms and pen and paper. The laptop is owned by the teacher while the screen and whiteboard are owned by the institution.
Community and Target Aggregate: Teenagers aged grades 9 and 10.
Topic: Primary Prevention/Health Promotion

 

Identification of Focus for Community Teaching

Prevention of Sexually Transmitted Diseases

Epidemiological Rationale for Topic

There is a high tendency of teenagers to take part in active sexual behaviors which results in deteriorating sexual health. Available statistical data on CDC is disturbing (Tumina, Yona & Waluyo, 2021).  The most striking facts include;

• Almost 19 million new STDs exist among people between 15-24 years
• 46% of the total population engage in active sex.
• 39% do not use protection during sex.
• 77% do not utilize birth control.
• 8,300 people between 13-24 years in more than 40 states are HIV positive.

 

Nursing Diagnosis:

The high risk of STD infection has been highly associated with ignorance about STD prevention measures as it is evidenced by teens taking part in active sexually related behaviors.

 

Readiness for Learning:

• High sexual affinity towards the opposite sex.
• High degree of curiosity concerning sexual bodies.
• Too many enquiries about their body and sex
• Active sexual relationships with others. Community Teaching Plan Proposal

The learning theory that will be applied is ‘Social Development Theory’. The theory contends that any form of social progress precedes development and cognition and awareness are the end products in any socialization behavior. I strongly believe that the author’s biggest influence in their lives is peers. Teens find it hard to run away from their peers. Throughout the teaching process, demonstration and encouraging interactions will be utilized with the hope that the teens will learn more from others. Using the example of Facebook will be ideal because too many youths have been engrained in it. Such examples will enhance the understanding of the proposal’s content.

Goal:

1) Minimize the number of teenagers and young adults with Chlamydia trachomatis.

2) Reduce the rate at which gonorrhea is being spread.

3) Significantly minimize community transmission of syphilis at both primary and secondary transmission stages.

4) Reduce the total number of women having HPV.

5) Minimize the total number of young adults who are suffering from genital herpes.

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How Does This HP2020 Objective Relate to Alma Ata’s Health for All Global Initiatives

HP2020 and Alma’s Ata’s Global Initiative are related because they all serve to combat HIV/AIDS and control and prevention of endemic diseases. The fundamental goal of Alma is the elimination of existing health disparities in the United States and the world (Ullah, Muhammad, & Bakhsh, 2020). HP 2020 admits that such disparities are in existence in the US and it recognizes that the transmission and spread of STD are primarily based on behavioral, economic, and social factors of people.

 

Develop Behavioral Objectives

Behavioral Objective and Domain	Content	Strategies/Methods
1. Learners will be able to detect and understand the path followed during the transmission of STDs in people with multiple sex partners	1.STDs are majorly transmitted through unprotected sexual contact with infected people. One person can intend to have protected sex with one person and unprotected with others. The risks are still there and very high.	1. During the introductory part of the class, an infographic summarizing how different people can be infected will be employed. A video and visual diagram will also be paramount.
2. Learners should outline at least two STDs and the major ways through which they are transmitted.	2. Lecture notes and slides will outline important information on the same. They will list symptoms of these diseases.	2. Learners will form groups after the lecture so that they will be able to discuss the facts they have been taken through. They will be allowed to factiously interpret these facts.
3. Learners to define what abstinence is and discuss at least two skills involved in abstinence.	3. Abstinence is the act of refusing to take part in active sexual intercourse. This will limit the exchange of genital fluids (Chee, et al., 2021). Refusal skills include; avoiding any tempting situation, saying NO firmly, and use of refusal body language. Community Teaching Plan Proposal	3. The lesson will comprise of refusal skills that will be projected on the board. A role-play scenario will be provided as well.
1.      Learners to successfully inspect proper procedures and techniques when putting on a condom.	4. Any condom to be used should be new. The condom should be sealed in the packet. Put on the condom only after the  penis is erect and lastly. One condom should be used once.	4. A video demonstrating proper inspection of the condom and the procedure that is to be followed when putting it on.

 

 

Creativity

 

• Transmission theory will be explained using a visual aid and infographic diagrams.
• The power slides will reverse teachers’ roles when learners will be engaged in question-and-answer games.
• The use of videos will allow learners to understand the materials well even without memorization details.

 

Planned Evaluation of Objectives

1. Open dialogue: Chances are there that the abstinence lesson will not be easy for several students. On this note, open dialogue and question-and-answer sessions will yield answers that will determine the mode of learning to be used.

2. Pre-test and post-test of the knowledge that they have gathered. I will ask the learners a few questions about STDs before commencing the lesson to see the kind of knowledge they have in place.

3. Questionnaire: How well was the visual representation in detecting and explaining the spread of STDs? Was the simulation good in enhancing understanding?

4. Pre and Post condom use assessment: Before showing them the video, I will ask the learners about the right ways of using a condom. After watching the video with them, I will ask them if there is something different they can do about the use of condoms. 

Planned Evaluation of Goal

• The school and community counselor to be interviewed at the end of the year
• Inquire the number of students who turned up for counseling after the teaching.
• A regular visit to the local STDs clinic and gather information about the impact since the seminar.
• Ask the institutional nurse about the number of students who have come for medical advice regarding STDs.

 

Planned Evaluation of Lesson and Teacher

• Allowing the teens to fill in a questionnaire about the instructor. The questionnaire will have questions like how effective was the presentation? How impactful was the speaker? How would you rate the instructor? How can the instructor enhance the presentation?
• I would leave a space for comments from the learners.
• Barriers

• Presence of disruptive and absent-minded students.
• Possibility of different levels of education, level and understanding, and education levels.
• Feeling of embarrassment when presenting this sensitive issue. 

 

Therapeutic Communication

Introduction

During the introduction, I will commence with a demonstration of the topic and what learners should expect in the whole presentation. I will call a student whom together we shall present. I will ask the other students to sit next to a person they are not familiar with and shake hands. This will allow them to share any private information. an explanation will go hand with physical movements amongst couples. Once shaking is over, I will prank the students that I realized I have obtained STI through shaking hands. I will allow them to discuss the same matter. Community Teaching Plan Proposal

Ending

I will stress the major ways through which an STI can be obtained. This will be done using short videos. This is because the short videos have the capacity of hitting the message home with peace. Kids are good visual learners in general. 

References

Chee, P. V., Ho, G. Y., Liew, Z. S., Wong, S., & Loo, E. (2021). The Effectiveness of a Pro-Abstinence Sex Education Curriculum in Singapore. retrieved from https://commons.erau.edu/ww-research-methods-rsch202/14/

Tumina, M. S., Yona, S., & Waluyo, A. (2021). The experiences of women from Atoin Meto tribe who performed Sifon ritual in the context of HIV/AIDS transmission. Journal of Public Health Research, 10(s1). Retrieved from https://jphres.org/index.php/jphres/article/view/2337

Ullah, H. Muhammad, & Bakhsh, HP (2020). Online Oriented Classes: Merits and Demerits of the Point of View of Ghazians at Ghazi University Dera Ghazi Khan. Global Educational Studies Review, 3, 175-190. Retrieved from https://www.gesrjournal.com/papers/uKlbFDHKku.pdf

ASSIGNMENT 1

Community Teaching Plan: Teaching Experience Paper

Assessment Description

The RN to BSN program at Grand Canyon University meets the requirements for clinical competencies as defined by the Commission on Collegiate Nursing Education (CCNE) and the American Association of Colleges of Nursing (AACN), using nontraditional experiences for practicing nurses. These experiences come in the form of direct and indirect care experiences in which licensed nursing students engage in learning within the context of their hospital organization, specific care discipline, and local communities.

Note: This is an individual assignment. In 1,500-2,000 words, describe the teaching experience and discuss your observations. The written portion of this assignment should include:

1. Summary of teaching plan
2. Epidemiological rationale for topic
3. Evaluation of teaching experience
4. Community response to teaching
5. Areas of strengths and areas of improvement

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the last 5 years, appropriate for the assignment criteria, and relevant to nursing practice.

Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to LopesWrite. A link to the LopesWrite technical support articles is located in Course Resources if you need assistance. Community Teaching Plan Proposal

 

SEE RUBRIC BELOW:

Community Teaching Plan: Teaching Experience Paper – Rubric

Collapse All Community Teaching Plan: Teaching Experience Paper – Rubric

Comprehensive Summary of Teaching Plan

15 points

Criteria Description

Comprehensive Summary of Teaching Plan

5. Excellent

15 points

Focus of community teaching is clear, consistent with community teaching plan, detailed, and well supported. The presentation demonstrates an ability to create effective teaching plans relative to a population.

4. Good

12.75 points

Community teaching plan is clear with a detailed summary of each component. Minor rationale is needed for clarity or support.

3. Satisfactory

11.25 points

Summary of community teaching plan is offered, but some elements are vague. Some rationale or evidence is needed for clarity and support.

2. Less Than Satisfactory

9.75 points

Summary of community teaching plan is incomplete. Overall, the teaching plan is unclear.

1. Unsatisfactory

0 points

Summary of community teaching plan is omitted.

Epidemiological Rationale for Topic

15 points

Criteria Description

Epidemiological Rationale for Topic

5. Excellent

15 points

Strong epidemiological rationale is provided and demonstrates support for the topic presented.

4. Good

12.75 points

Epidemiological rationale is provided and provides general support for the topic. Some detail is needed for clarity.

3. Satisfactory

11.25 points

Epidemiological rationale is summarized and provides some support for the topic. More information or evidence is needed for support.

2. Less Than Satisfactory

9.75 points

Epidemiological rationale is unclear or incorrect.

1. Unsatisfactory

0 points

Epidemiological rationale for the topic is omitted.

Evaluation of Teaching Experience

20 points

Criteria Description

Evaluation of Teaching Experience

5. Excellent

20 points

A comprehensive evaluation of teaching experience is presented. Insight into self-appraisal in regard to teaching is demonstrated.

4. Good

17 points

Evaluation of the teaching experience is generally presented. Some detail is needed for clarity.

3. Satisfactory

15 points

Evaluation of teaching experience is summarized. Some aspects are vague. More detail is needed to fully illustrate an assessment of the experience.

2. Less Than Satisfactory

13 points

Evaluation of teaching experience is unclear or underdeveloped. The narrative is not written in a manner that evaluates the experience.

1. Unsatisfactory

0 points

Evaluation of teaching experience is omitted or incomplete.

Community Response to Teaching Provided

15 points

Criteria Description

Community Response to Teaching Provided

5. Excellent

15 points

A detailed description of community response to teaching is presented.

4. Good

12.75 points

A description of community response to teaching is generally presented. Some information is needed for support or clarity.

3. Satisfactory

11.25 points

A summary of the community response to teaching is presented. Some areas are unclear. More information is needed for support or clarity.

2. Less Than Satisfactory

9.75 points

Community response to teaching is partially summarized. More information is needed.

1. Unsatisfactory

0 points

Community response to teaching is omitted.

Areas of Strength and Improvement

15 points

Criteria Description

Areas of Strength and Improvement

5. Excellent

15 points

Areas of strength and improvement are thoroughly discussed. The author demonstrates insight into personal strengths and areas where improvement would be beneficial.

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4. Good

12.75 points

Areas of strength and improvement are discussed.

3. Satisfactory

11.25 points

Areas of strength and improvement are generally discussed.

2. Less Than Satisfactory

9.75 points

Areas of strength and improvement are partially discussed.

1. Unsatisfactory

0 points

Areas of strength and improvement are omitted.

Thesis Development and Purpose

5 points

Criteria Description

Thesis Development and Purpose

5. Excellent

5 points

Thesis is comprehensive and contains the essence of the paper. Thesis statement makes the purpose of the paper clear.

4. Good

4.25 points

Thesis is clear and forecasts the development of the paper. Thesis is descriptive and reflective of the arguments and appropriate to the purpose.

3. Satisfactory

3.75 points

Thesis is apparent and appropriate to purpose.

2. Less Than Satisfactory

3.25 points

Thesis is insufficiently developed or vague. Purpose is not clear.

1. Unsatisfactory

0 points

Paper lacks any discernible overall purpose or organizing claim.

Argument Logic and Construction

5 points

Criteria Description

Argument Logic and Construction

5. Excellent

5 points

Clear and convincing argument presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.

4. Good

4.25 points

Argument shows logical progression. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.

3. Satisfactory

3.75 points

Argument is orderly but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose. Sources used are credible. Introduction and conclusion bracket the thesis.

2. Less Than Satisfactory

3.25 points

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.

1. Unsatisfactory

0 points

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5 points

Criteria Description

Mechanics of Writing (includes spelling, punctuation, grammar, language use)

5. Excellent

5 points

Writer is clearly in command of standard, written, academic English.

4. Good

4.25 points

Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech.

3. Satisfactory

3.75 points

Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed.

2. Less Than Satisfactory

3.25 points

Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.

1. Unsatisfactory

0 points

Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.

Paper Format (use of appropriate style for the major and assignment)

2 points

Criteria Description

Paper Format (use of appropriate style for the major and assignment)

5. Excellent

2 points

All format elements are correct.

4. Good

1.7 points

Appropriate template is fully used. There are virtually no errors in formatting style.

3. Satisfactory

1.5 points

Appropriate template is used. Formatting is correct, although some minor errors may be present.

2. Less Than Satisfactory

1.3 points

Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent.

1. Unsatisfactory

0 points

Template is not used appropriately, or documentation format is rarely followed correctly.

Documentation of Sources

3 points

Criteria Description

Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)

5. Excellent

3 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.

4. Good

2.55 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

3. Satisfactory

2.25 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.

2. Less Than Satisfactory

1.95 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.

1. Unsatisfactory

0 points

Sources are not documented.

 

 

 

Medical Surgical I: Pharmacology

Name: 

1. Mrs. T. calls the pediatrician’s office and asks whether she should give acetaminophen, aspirin, or ibuprofen to her child for a fever. Her son is 3 years old and weighs 40 lb. What should you suggest for her son, and what dosage?

2. Mr. Z. is starting therapy for gout and is now taking allopurinol. Discuss the teaching needs for this disease and medication, including dietary guidelines.

3. Rheumatoid arthritis has been diagnosed in Mrs. S., and she will be taking an NSAID as part of her therapy. What should be assessed before she starts this type of medication?

4. Mr. R. comes to the clinic complaining of hearing problems. He says he hears a “funny noise” all the time. During the assessment and history, you discover that he has been taking aspirin for joint pain for about 2 weeks. He cannot tell you how much but says he takes “three or four pills three or four times a day.” What is the proper dosage for aspirin? Is Mr. R. showing signs and symptoms of aspirin toxicity?

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5. Mrs. R. calls the clinic to ask about her medications. She wants to use an OTC pain reliever for headaches, but she remembered that she needed to check with her physician because she is taking an oral anticoagulant. She has acetaminophen, ibuprofen, and aspirin products at home. What should you tell her? Basic Surgical Nursing Assignment

Case Scenario

A.R. is a 66-year-old male patient who comes to the clinic today with complaints of a painful big toe. Upon examination, the nurse notes that the toe is very red and swollen at the joint. A.R. advises the nurse not to touch his toe because it hurts so badly that he “cannot even wear a sock.” The nurse notes a significant decrease in the mobility of the big toe as well. A.R. has a history of ulcers, and the nurse notes that he consumes “several” alcoholic beverages each day. The physician sends A.R. to the laboratory for a uric acid level, and the results demonstrate a significant elevation. The physician makes a diagnosis of gouty arthritis and gives A.R. a prescription for febuxostat (Uloric) and colchicine.

What is the mechanism of action of colchicine, and how will this drug help A.R.?

Answer: 

Rationale:

What is the mechanism of action of febuxostat, and how will this drug help A.R.?

Answer: 

Rationale: 

What side effects of febuxostat will the nurse teach the patient about? Basic Surgical Nursing Assignment

Answer: 

Rationale: 

Literature Evaluation Table Assignment

In nursing practice, accurate identification and application of research is essential to achieving successful outcomes. The ability to articulate research data and summarize relevant content supports the student’s ability to further develop and synthesize the assignments that constitute the components of the capstone project.

The assignment will be used to develop a written implementation plan.

For this assignment, provide a synopsis of the review of the research literature. Using the “Literature Evaluation Table,” determine the level and strength of the evidence for each of the eight research articles you have selected. The articles should be current (within the last 5 years) and closely relate to the PICOT question developed earlier in this course. The articles may include quantitative research, descriptive analyses, longitudinal studies, or meta-analysis articles. A systematic review may be used to provide background information for the purpose or problem identified in the proposed capstone project. Literature Evaluation Table Assignment

Literature Evaluation Table

Student Name:

Change Topic (2-3 sentences):

 

Criteria	Article 1	Article 2	Article 3	Article 4
Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative)
Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone Project

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Criteria	Article 5	Article 6	Article 7	Article 8
Author, Journal (Peer-Reviewed), and Permalink or Working Link to Access Article
Article Title and Year Published
Research Questions (Qualitative)/Hypothesis (Quantitative)
Purposes/Aim of Study
Design (Type of Quantitative, or Type of Qualitative)
Setting/Sample
Methods: Intervention/Instruments
Analysis
Key Findings
Recommendations
Explanation of How the Article Supports EBP/Capstone

Fall Prevention

The problem is fall prevention which can be handled by nurses and certified nurse assistants (CNA) who are highly educated to help patients, especially in hospital settings to prevent major accidents. Fall prevention generally involves the process of managing a patient from underlying fall risk factors through the utilization of hospital setting design and environments. There exist 5P’s interventions that guide falling where nurses are educated on how to conduct them on an hourly basis to ensure they address and document all the P’s factors which include: pain, potty, prevention, positioning, and personal items (Duckworth et al,2019). The common nursing interventions in which nursing professionals must be equipped with is the ability to familiarize with the patient environment, personal possessions of the patients should always be kept out of reach, maintain call light within reach of the patients and endure that patient can successfully demonstrate call light use (Christiansen et al,2020). Patient education is key in reducing cases of falls in that they should post alert signs, especially at the patient doors, keep beds in low positions and use bed alarms and that nurses could be administered hourly rounds (Royset et al,2019). Additionally, the rights steps that help in preventing falls are those that ensure that patients stay physically active, gets enough sleep, wakes up slowly, undergo eyes and ears test, and limit alcohol intake (Wang et al,2022).
The setting in which fall prevention can be easily observed is in hospitals and care homes. All health care settings ensure they set interventions that can help in maintaining the risk and rates of prevention of falls among patients. This depends on each health care in that it must follow morbidity plans and set up other measures that can guide all the patients towards safety. Health care settings and caregiving homes can set up devices that can act as call buttons to reach patients even in night hours and reduce negative impacts on specific populations (Radecki, Reynolds & Kara,2018). Individualized program toileting, elimination of environmental hazards, minimization of alarm uses as well as wellness and strengthening activities help in promoting fall prevention (Dykes et al,2020). All these interventions can be used to reduce and prevent falls this is because falls can cause disabilities, reduce independence and lessen the quality of life. Literature Evaluation Table Assignment
Fall prevention especially in hospitals is an effort for both patients and caregivers which is responsible for reducing the risk of patients falling in these facilities. High-risk fall prevention is aimed at raising awareness and enhancing knowledge among participants that would help mitigate the risks that come with the problem. The effect of fall-related issues has been noted to reduce a good percentage, severe fall injuries is at 43% and 61% of the falls are related to cause fractures, and many of the risk factors are fall induced (Zhao et al,2019). The significance of fall prevention is that it is among the leading cause of death among adults, severe injuries, and admissions for trauma and that it influences the quality of life which must be prevented through education practices and creating awareness (Ximenes et al,2019). Fall prevention implies that hospital settings must set strategies to mitigate falling risks among patients to promote quality life and meet its purpose and goals in the offering of effective services. The best solution for nursing practice is to educate all nurses and patients on strategies and interventions to reduce falls which will impact nursing practice positively. Nurses, however, have a large role in taking part in fall prevention strategies to ensure direct care is offered to the patients through using evidence-based practices to deal with problematic areas. Literature Evaluation Table Assignment

 

References
Duckworth, M., Adelman, J., Belategui, K., Feliciano, Z., Jackson, E., Khasnabish, S., … & Dykes, P. C. (2019). Assessing the effectiveness of engaging patients and their families in the three-step fall prevention process across modalities of an evidence-based fall prevention toolkit: an implementation science study. Journal of medical internet research, 21(1), e10008.
Dykes, P. C., Burns, Z., Adelman, J., Benneyan, J., Bogaisky, M., Carter, E., … & Bates, D. W. (2020). Evaluation of a patient-centered fall-prevention tool kit to reduce falls and injuries: a nonrandomized controlled trial. JAMA network open, 3(11), e2025889-e2025889.
Radecki, B., Reynolds, S., & Kara, A. (2018). Inpatient fall prevention from the patient’s perspective: a qualitative study. Applied Nursing Research, 43, 114-119.
Wang, L., Zhang, L., Roe, E., Decker, S., Howard, G., Luth, A., … & Whitman, B. (2022). The Perceived Knowledge of Fall Prevention in Nurses Working in Acute Care Hospitals in China and the United States. Journal of Patient Safety, 18(2), e580-e584.
Ximenes, M. A. M., Fontenele, N. Â. O., Bastos, I. B., Macêdo, T. S., Galindo, N. M., Caetano, J. Á., & Barros, L. M. (2019). Construction and validation of educational booklet content for fall prevention in hospitals. Acta Paulista de Enfermagem, 32, 433-441.
Zhao, Y. L., Bott, M., He, J., Kim, H., Park, S. H., & Dunton, N. (2019). Evidence on fall and injurious fall prevention interventions in acute care hospitals. JONA: The Journal of Nursing Administration, 49(2), 86-92.
Røyset, B., Talseth-Palmer, B. A., Lydersen, S., & Farup, P. G. (2019). Effects of a fall prevention program in elderly: a pragmatic observational study in two orthopedic departments. Clinical interventions in aging, 14, 145. Literature Evaluation Table Assignment