NR 507 WEEK 6 ASSIGNMENT: RECORDED DISEASE PROCESS PRESENTATION

NR 507 Week 6 Assignment: Recorded Disease Process Presentation

NR 507 WEEK 6 ASSIGNMENT: RECORDED DISEASE PROCESS PRESENTATION

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Purpose: The purpose of the Disease Process Presentation is for learners to:

  1. Develop professional presentation/communication skills.
  2. Demonstrate an advancing understanding of pathophysiological processes of body systems that result in the diagnosis and treatment of patients who present with these disorders in these systems.
  3. …. the ability to analyze the literature to obtain the most current, evidence-based resources on the assigned disease process.
  4. Demonstrate and practice professional communication and leadership, while advancing the education of peers.

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Requirements: For Week 6 of the course, there is no case study given to you by the faculty. Instead you will be creating a recorded presentation that demonstrates your understanding of a selected disease process. This presentation will be uploaded into the course via Kaltura (see course resource for directions).

Address the following Criteria:

  1. Introduce the disease with a brief definition and description.
  2. Discuss the Risk Factors and the connection to the Etiology of the initial injury to the cell/tissue/organ.
  3. Discuss health care provider implications for prevention of the disease.
  4. Show the progression from the initial injury to the defect in the tissue, organ and system functioning.
  5. Link changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease.
  6. Provide a brief description of how the disease is …..
  7. Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease.
  8. Summarizes the disease on final slide with concluding remarks; includes implication for nurse practitioner practice.
  9. Utilizes at least two current (within 5 years), peer-review scholarly sources to support presentation content.
  10. Reference slide and in-text citations depict references correctly cited according to APA.

 

NR 507 Week 6: Recorded Disease Process Presentation Peer Review

NR 507 Week 6: Recorded Disease Process Presentation Peer Review

The Recorded Disease Process Presentation assignment must be submitted for faculty grading by Sunday, 11:59 p.m. MT at the end of Week 6. The guidelines and grading rubric are located in the Course Resource section.

This assignment will follow the late assignment policy specified in the course syllabus.

NR 507 Week 6: Recorded Disease Process Presentation Peer Review Reminder: The Recorded Disease Process Presentation assignment must also be uploaded into the discussion area by Tuesday, 11:59 p.m. MT of Week 6. All questions must be addressed by Sunday, 11:59 p.m. MT at the end of Week 6.

Week 6: Recorded Disease Process Presentation Peer Review Rubric

NR507 Week 6 Recorded Disease Process Presentation

NR507 Week 6 Recorded Disease Process Presentation
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Application of Course Knowledge
70.0 ptsExceptional- The recorded presentation includes clear presentation of all required concepts: -Introduction of disease with brief definition and description. -Risk factors with link to etiology provided. -Implications of health care provider in disease prevention. -Shows progression from the initial injury to the defect in the tissue, organ, and system functioning. – Links changes in the tissue, organ, and system functioning to the initial presenting signs and symptoms seen in primary care of the disease. – Provides a brief description of how the disease is diagnosed. – Provide a brief description of the pharmacological and non-pharmacological interventions used to treat and manage the disease. All concepts are presented with logical thought process. 61.0 ptsExceeds- The recorded presentation includes clear presentation of all required concepts and linkages, but may lack some applicability to topic or misses one criteria in some way. 57.0 ptsMeets- The recorded presentation has limited perspective, unclear linkages, insights and/or applicability to topic or does not meet one or more of the criteria of the assignment. 28.0 ptsNeeds Improvement- The recorded presentation contains inaccurate information and is not consistent with current practice. No clear linkages provided. Analysis is minimal. 0.0 ptsDeveloping- The recorded presentation offers no insight or application to the assignment or course content.
70.0 pts
This criterion is linked to a Learning Outcome Support from Evidence-Based Practice (EBP)
60.0 ptsExceptional- Scholarly literature is present throughout the presentation. Guidelines regarding disease prevention and pharmacological and non-pharmacological interventions are addressed and clearly analyzed. 52.0 ptsExceeds- Where applicable in in the recorded presentation, analysis is partially supported by evidence from appropriate sources published within the last 5 years. In-text citations and full references are provided. Evidence-based, peer reviewed journal article cited but may not fully support disease prevention and pharmacological and non-pharmacological interventions. 49.0 ptsMeets- Where applicable in the recorded presentation, analysis is partially supported by evidence. Sources may not be scholarly in nature or may be older than 5 years. Guidelines are not used. In-text citations and/or full references may be incomplete or missing. 24.0 ptsNeeds Improvement- Citations to non-scholarly websites given as rationale to support disease prevention and pharmacological and non-pharmacological interventions. 0.0 ptsDeveloping- Presentation contains no evidence-based practice reference or citation.
60.0 pts
This criterion is linked to a Learning Outcome Summary of Disease Process
50.0 ptsExceptional- Summarizes the disease using concise statements that reflect all content covered in the presentation. Implications for practice addressed. 44.0 ptsExceeds- Summarizes the disease using concise statements that reflect all content covered in the presentation. Implications for practice not clearly evident. 41.0 ptsMeets- Summarizes the disease using concise statements with some content not reflected in the summary. Implications for practice not clearly evident or missing. 20.0 ptsNeeds Improvement- Summary of the disease process is lacking concise statements and all content not reflected in the summary. Implications for practice not addressed or not clearly evident. 0.0 ptsDeveloping- No summary of the disease process provided. Implications for practice not addressed.
50.0 pts
This criterion is linked to a Learning Outcome Professionalism/ Organization
10.0 ptsExceptional- The recorded presentation has clear audio and video. The content flows in a logical, smooth manner. Verbal pauses are limited or absent. Student speaks in a clear cadence and speed. 9.0 ptsExceeds- The recorded presentation is lacking 1-2 components from the 50 point criteria 8.0 ptsMeets- The recorded presentation is lacking 3-4 components from the 50 point criteria.  4.0 ptsNeeds Improvement- Presentation presents findings that are sometimes unclear to follow and may not always be relevant to topic and concepts are difficult to follow. 0.0 ptsDeveloping- The audio/video is hard to hear/see. Slides contain lengthy content (student reading from slides). Presentation style lacks flow of ideas and thoughts.
10.0 pts
This criterion is linked to a Learning Outcome Grammar, Syntax, Spelling, & Punctuation
10.0 ptsExceptional- Grammar, spelling, and/or punctuation are accurate, or with zero to one error. 9.0 ptsExceeds- Two to four errors in grammar, spelling, and syntax noted. 8.0 ptsMeets- Five to seven errors in grammar, spelling, and syntax noted. 4.0 ptsNeeds Improvement- Eight to nine errors grammar, spelling, and syntax noted. 0.0 ptsDeveloping- Post contains ten or greater errors grammar, spelling, and/ or punctuation or repeatedly makes the same errors after faculty feedback.
10.0 pts
Total Points: 200.0
  1. Introduce the disease with a brief definition and description.

    Question: How is CF classified in terms of genetic disorder?

You did present great information on the definition and description of cystic fibrosis; however, you did not mention that CF is an autosomal recessive disease. Cystic fibrosis transmembrane conductance regulator is cable of mutating in a variety of ways and can alter the function of phenylalanine at codon 508 (Davies et al, 2007).   Deletion of phenylalanine at codon 508 is the commonest cause of CF and the severity of the disease is determined by the degree mutation.

 Feedback/ comments: failure in the bodies innate defense mechanism is the root cause of respiratory and organ failure in CF patients like you rightly indicated. Reduction in volume of airway surface because of mucus build results in faulty mucociliary clearance (Davies et al, 2017). Failure in the innate defense mechanisms in getting of pathogens elicits an excessive inflammatory response to pathogens thereby causing irreversible airway damage evidenced by bronchiectasis and respiratory failure commonly noticeable in CF patients.

  • Implication for nurse practitioner practice

  Question:  Are there other implication for nurse practitioner practice?

  You did an excellent job stating the need for advanced practice nurse to play more in evidence-based practice research.  Research is useful in finding more effective treatment and management to CF thereby improving their quality of care and promotes a better outcome.

 Feedback/comment:   In addition to your suggestion I will through in the following in support of your view.

Patient-centered Care: Nurses must use a holistic approach to managing and treating CF patients. This means, other than addressing the patient’s medical diagnosis, other human dimensions that affect their quality of life must be addressed as well.  For instance, patient with ineffective coping mechanism leading to psychological problem such as anxiety and depression must be treated using pharmacological and non-pharmacological approach, by proving the patient with educational materials, social support, referring the patient to social worker, and collaborating with interdisciplinary personal for proper treatment to deal with the psychological need as identified by the nurse practitioner

Droplet precaution: The nurse practitioner (NP) should always educate their patients to practice droplet precaution by educating the patient to wear protective, especially in a crowded environment to reduce their risk of droplet infection.

Six feet rule:  Patients that do not have a surgical mask must adhere to the six feet rule to minimize their risk of getting of getting infected (Saiman et al,2013)

Education:  NPs must educate all staff about the disease process as well as educate patients and their family using educational material appropriate to their literacy level.

Davies, J. C., Walton, E. W., & Bush, A. (2007). Cystic fibrosis. BMJ,3335 (7632), 1255-1259. Retrieved from https://www.ncbi.nlm.nih.gov

Saimanet al .(2013). Infection Prevention and Control Clinical Care Guidelines. Retrieved August 16, 2018, from https://www.cff.org

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