NR 536 Week 5 Assignment Develop an Evolving Case Study

NR 536 Week 5 Assignment Develop an Evolving Case Study

The Developing an Evolving Case Study assignment is due on Sunday of Week 5 at 11:59 p.m. MT. The guidelines and rubric are listed below, as well as in the downloadable document.

Developing an Evolving Case Study Guidelines and RubricPreview the document

Developing an Evolving Case Study Template (Links to an external site.)

Purpose

This assignment provides the opportunity for the student to develop an evolving case study that would be useful as part of a small group activity in the clinical setting. It should not be written for a simulation learning activity. Using a concept presented in Weeks 2, 3, and 4, the student incorporates the elements expected of an evolving case study, as well as pathophysiology, pharmacology, and physical assessment.

Course Outcomes

Through this assignment, the student will demonstrate the ability to do the following.

CO 1: Synthesize educational theories and knowledge from nursing and health sciences to foster experiential learning strategies and positive healthcare outcomes. (PO 1)

CO 2: Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize holistic, person-centered outcomes in complex disease states. (POs 1, 2, 3, 5)

CO 3: Integrate caring and person-centered concepts within diverse practice settings to maximize healthcare and learner outcomes. (PO 2)

CO 4: Employ a spirit of inquiry to foster professional development to facilitate the achievement of educational outcomes. (PO 3)

CO 6: Promote positive health and education outcomes by fostering the use of evidence-based and interprofessional strategies in experiential settings. (PO 5)

Requirements

Description of the Assignment

This assignment requires the student to develop an evolving case study that would be useful in either the clinical or classroom setting. It is not written for a simulation learning activity. The evolving case study must focus on a concept assigned from Giddens (2017) required textbook during Weeks 2, 3, and 4. In addition, the student must identify Socratic questions related to the pathophysiology, pharmacology, and health assessment used in the evolving case study. The study demonstrates the following.

Initial presentation (i.e., Stage 1) regarding the health status of the patient

Progress to Stage 2 with the occurrence of event that requires the identification of the appropriate response from learners

Ends with Stage 3 that is based upon the action identified by learners

Development of Socratic questions useful for debriefing following completion of the evolving case study are required.

Criteria for Content

Overview of the assignment:

The evolving case study starts with background information that provides an overview; description of the patient; and the report provided to the participants using the format of situation, background, assessment, and recommendation (SBAR). Progressing over time with a fictional patient’s health status changing, this evolving case study presents the situation in three stages. Stage 1 is the initial stage where the patient’s healthcare situation is presented, followed by a trigger that represents a health challenge, or worsening of the health. Participants identify the appropriate interventions to maintain a stable health status, as well as recognize via assessment the deterioration in the fictional patient’s health. Stage 2 continues the presentation of the patient with progressive decline in health status requiring the identification of appropriate actions by participants. A trigger for Stage 3 will be identified based on the stabilization of the fictional patient. Outcome of the evolving case study is suggested as part of Stage 3. Preparation for debriefing of participants is considered by the identification of Socratic questions.

Required content for the assignment is the following.

Part 1: Overview of evolving case study

Description of the evolving case study

Identify the purpose

Identify the type of learner that the case study is developed for

Identify the concept to be demonstrated by the fictional patient

Description of the setting

Part 2: Description of fictional patient by identifying each of the following elements

Name

Gender/age/weight/height

Allergies

Past medical history

History of present illness

Social history

Primary medical diagnosis

Surgeries and/or procedures with dates

Part 3: Develop the report that learners receive prior to the start of the evolving case study using SBAR

Time of report

Identify person providing the report

Identify each of the following for SBAR

Situation

Background

Assessment

Recommendation

Part 4: Stage 1: Start of the healthcare situation with required elements

Evolving case study information to be presented to the learner

One action that a learner SHOULD identify and is APPROPRIATE for the situation

Socratic question for each area to ask learner at end of Stage 1

Pathophysiology

Physical assessment

Pharmacology

Trigger for Stage 2

Part 5: Stage 2: Deterioration in fictional patient’s health status with required elements

Evolving case study information to be presented to the learner

One action that a learner SHOULD identify and is APPROPRIATE for the situation

Socratic question for each area to ask learner at end of Stage 2

Pathophysiology

Physical assessment

Pharmacology

Trigger for Stage 3

Part 6: Stage 3: Stabilization of fictional patient with required elements

Evolving case study information to be presented to the learner

One action that a learner SHOULD identify and is APPROPRIATE for the situation

Socratic question for each area to ask learner at end of Stage 3

Pathophysiology

Physical assessment

Pharmacology

Expected ending for case study if learner’s actions are APPROPRIATE for the situation

Part 7: Debriefing

Socratic Question 1 (focusing on overall Stage 1)

Socratic Question 2 (focusing on overall Stage 2)

Socratic Question 3 (focusing on overall Stage 3)

Socratic Question 4 (focusing on the overall case study)

Preparing the Assignment

Criteria for Format and Special Instructions

The assignment should not exceed eight pages in length, excluding the title page and reference page.

The use of the template for Week 5 Assignment is required.

Expectations regarding graduate level include all of the following elements.

Correct spelling, grammar, and punctuation

Exceptional writing style with clarity, flow, and organization of information throughout the paper

Congruence with APA mechanics of style

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 536 Week 5 Assignment Develop an Evolving Case Study

ADDITIONAL INSTRUCTIONS FOR THE CLASS

Discussion Questions (DQ)

Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.

Also Read:  NR 536 Week 3 Assignment  Developing Critical Thinking Questions

Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.

One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.

I encourage you to incorporate the readings from the week (as applicable) into your responses.

Weekly Participation

Your initial responses to the mandatory DQ do not count toward participation and are graded separately.

In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.

Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).

Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.

APA Format and Writing Quality

Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).

Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.

I highly recommend using the APA Publication Manual, 6th edition.

Use of Direct Quotes

I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.

As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.

It is best to paraphrase content and cite your source.

LopesWrite Policy

For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.

Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.

Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?

Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.

Late Policy

The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.

Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.

If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.

I do not accept assignments that are two or more weeks late unless we have worked out an extension.

As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.

Communication

Communication is so very important. There are multiple ways to communicate with me:

Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.

Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.