NR 603 WEEK 5 PART 1&2
APEA PREDICTOR EXAM ASSIGNMENT GUIDELINES
Purpose
The purpose of this assignment is for learners to:
- Identify opportunities for improvement in their knowledge base.
- Improve their knowledge base and understanding of a disease process identified as an opportunity area on the APEA predictor exam.
- Have the opportunity to integrate knowledge and skills learned throughout all core courses in the FNP track and previous clinical courses.
- Demonstrate the ability to analyze the literature be able to perform an evidenced-based review of their case, diagnosis, and plan, while guiding and taking feedback from peers regarding the case.
- Demonstrate professional communication and leadership, while advancing the education of peers.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO 1- Interpret subjective and objective data to develop appropriate diagnoses and evidence based management plans for patients and families with complex or multiple diagnoses across the lifespan.
CO 4 -Develop management plans based on current scientific evidence and national guidelines.
Requirements
For Week 5 of the course the faculty will not be providing a case study. Instead you will choose from an area that you have an opportunity for improvement that was identified on your APEA predictor exam. You will research that area of content in relation to complaints and disorders that commonly occur in family practice. Please work up a case study that begins with a chief complaint commonly seen in primary care based on that disorder. The case should be clear and include all elements of a normal case that might be presented in class (subjective, objective, assessment, and full five (5) point plan). The clinical logs will be helpful for this process, or notes you have taken in clinical regarding cases. The case should be clear, organized, and meet the following guidelines:
Week 5 Part 1: Due by Wednesday 11:59 p.m. MT of Week 5.
Step 1. Review your Week 4 APEA Predictor Exam Results and focus on the “Percent Correct by Knowledge Area” Choose a knowledge area on which you scored the lowest to work on this week.
Step 2. Once you’ve chosen the subject, research and work up a common chief complaint from that system that you haven’t learned already in the program and present your findings in the discussion threads. Push yourself to explore diagnoses in this area that are still common to primary care, but not a repeat of content learned in this or other courses.
Step 3. Respond to at least one other student’s CC work up as well as any questions posed to you by faculty.
Work up includes:
- Chief complaint, PMHx, Demographics, PSHx, allergies, lifestyle
- Associated risk factors/demographics that contribute to the chief complaint and differential diagnoses
- Three common differential diagnoses represented by the CC including pathophysiology and rationale;
- Discuss how the three differential diagnoses differ from each other in: occurrence, pathophysiology and presentation (NOTE: Simply listing the diagnoses and their occurrence, pathophysiology and presentations separately does not confer an understanding of how they differ. Your discussion should compare and contrast these items against each other among the three differentials chosen);
- Relevant testing required to diagnose/evaluate severity of the three differential diagnoses; and
- Review of relevant National Guidelines related to the Diagnosis and Diagnostic testing for these diagnoses
Part 2- Due By Sunday 11:59 p.m. MT at the end of Week 5
Post your First line treatment plan based on one dx your differential list in SOAP format
Responds to at least one Student’s CC write up and all faculty questions posed directly to you.
Grading Rubric Part 1
| 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 |
| Total Points Possible = 130 | |||||
| Application of Course Knowledge
|
40 Points | 35 Points
|
33 Points | 16 Points | 0 Points |
| Post contributes unique perspectives/insights applicable to the identified area of content/chief complaint presentation.
Demonstrates course knowledge by thorough, thoughtful, evidence-based support Work-up must include the following with citations: · Chief complaint, PMHX, SHX, Allergies · Associated risk factors/demographics that contribute to the chief complaint · Three common differential diagnoses represented by the CC including pathophysiology and rationale · How the three differential diagnoses differ from each other in: occurrence, etiology and presentation
|
Post contributes unique perspectives or insights, but may lack some applicability/specificity to identified area of content/chief complaint presentation.
|
Post has limited perspective, insights and/or applicability to identified area of content/chief complaint presentation.
|
Post perspectives are not consistent with current practice.
|
Post offer no insight or application to the identified area of content/chief complaint presentation. Post represents content already covered in this course or other courses in the curriculum.
|
|
| Support from Evidence-Based Practice (EBP)
|
40 Points | 35 Points
|
33 Points | 16 Points | 0 Points |
| Discussion post supported by evidence from appropriate sources published within the last five years. In-text citations and full references are provided.
|
Discussion post is partially supported by evidence from appropriate sources published within the last five years.
In-text citations and full references are provided. Evidence-based reference(s) used but may not fully support the treatment plan.
|
Sources may not be scholarly in nature or may be older than five years.
In-text citations and/or full references may be incomplete or missing.
|
Citations to non-scholarly websites given as rationale to support differential diagnoses and diagnostic testing.
|
Discussion post contains no evidence-based practice reference or citation.
*Students should note that factitious sources, sources that are clearly not read by the student and used, or sources that have incorrect dates will result in an automatic ZERO for this section for the week. |
|
| Organization | 10 Points | 9 Points
|
8 Points | 4 Points | 0 Points |
| Discussion post presented in a logical, meaningful, and understandable sequence.
|
Discussion post is relevant to the topic but may be unclear or difficult to follow in places.
OR Unclear or difficult to follow in places. |
Discussion post not fully relevant to the topic. May be unclear or difficult to follow in places.
|
Discussion post sometimes unclear to follow and may not always be relevant to identified topic.
OR Lacks relevance to identified topic. |
Discussion post is not relevant to case study.
|
|
| Interactive Dialogue | 30 Points | 26 Points
|
24 Points | 12 Points | 0 Points |
| Presents chief complaint work up findings and responds substantively to at least one CC write up posted by a peer including evidence from appropriate sources, and all direct faculty questions posted.
|
Presents case study findings and responds substantively to at least one CC write up posted by a peer. Does include evidence from appropriate sources.
Responds to some direct faculty questions posted. |
Responds to a student peer and/or faculty questions but the post doesn’t include reflection on critical thinking behind the answers chosen.
Does not include evidence from appropriate sources. |
Responds to a student peer and/or faculty, but the nature of the response is not substantive.
Does not include evidence from any sources. |
Does not respond to at least one CC posted by a peer and/or does not respond to faculty questions posted by Sunday.
*A zero may be assessed here for not responding to questions posed by faculty.
|
|
| Grammar, Syntax, APA
|
10 Points | 9 Points
|
8 Points | 4 Points | 0 Points |
| APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors. | Two to four errors in APA format, grammar, spelling, and syntax noted. | Five to seven errors in APA format, grammar, spelling, and syntax noted. | Eight to nine errors in APA format, grammar, spelling, and syntax noted. | Post contains ten or greater errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback. | |
| Participation
Enters first post to part one by Wednesday 11:59 p.m. MT; first post to part two by Sunday 11:59 p.m. MT; and enters peer/faculty response by Sunday 11:59 p.m. MT. |
0 points deducted | Points deducted for late or missing posts | |||
| Enters first post to part one by Wednesday 11:59 p.m. MT; first post to part two by Sunday 11:59 p.m. MT; and enters peer/faculty response by Sunday 11:59 p.m. MT. | 10% if submitted after Wednesday 11:59 p.m. MT and before the cut-off of Sunday 11:59 p.m. MT. Students will not receive credit for work in the threads submitted after Sunday 11:59 p.m. MT.
|
||||
Grading Rubric Part 2
| 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 |
| Total Points Possible = 70 | |||||
| Application of Course Knowledge
|
30 Points
|
26 Points
|
24 Points | 12 Points | 0 Points
|
| Case presentation summary demonstrates course knowledge by thorough, thoughtful, evidence-based support in
· Specific diagnostic testing · Treatment plan based on one of the three differentials presented incorporating feedback from instructor
|
Case presentation summary includes the final diagnosis with rationale and answers four out of five (4/5) of the items outlined in the assignment guidelines.
|
Case presentation summary does not does not include at three out of five (3-5) of the items outlined in the assignment. Some evidence-based rationale may be missing.
|
Three or more elements from case presentation or the summary is missing.
|
Case presentation summary offer no insight or application to the identified area of content/chief complaint presentation.
|
|
| Support from Evidence-Based Practice (EBP)
|
30 Points | 26 Points
|
24 Points | 12 Points | 0 Points |
| Case presentation summary is supported by evidence from appropriate sources published within the last five years. In-text citations and full references are provided.
|
Case presentation summary is partially supported by evidence from appropriate sources published within the last five years.
In-text citations and full references are provided. Evidence-based reference(s) used but may not fully support the treatment plan.
|
Sources may not be scholarly in nature or may be older than five years.
In-text citations and/or full references may be incomplete or missing.
|
Citations to non-scholarly websites given as rationale to support diagnosis, treatment plan.
|
Case presentation summary contain no evidence-based practice reference or citation.
*Students should note that factitious sources, sources that are clearly not read by the student and used, or sources that have incorrect dates will result in an automatic ZERO for this section for the week. |
|
| Organization | 5 Points | 4 Points
|
3 Points | 1 Points | 0 Points |
| Case presentation summary presented in a logical, meaningful, and understandable sequence.
|
Case presentation summary is relevant to the topic but may be unclear or difficult to follow in places.
|
Case presentation summary is not fully relevant to the topic. May be unclear or difficult to follow in places.
|
Case presentation summary is sometimes unclear to follow and may not always be relevant to identified topic.
OR One of the two parts lacks relevance to identified topic. |
Case presentation summary is not relevant to case study.
|
|
| Grammar, Syntax, APA
|
5 points | 4 points | 2 points | 1 point | 0 points |
| APA format, grammar, spelling, and/or punctuation are accurate, or with zero to one errors. | Two to four errors in APA format, grammar, spelling, and syntax noted. | Five to seven errors in APA format, grammar, spelling, and syntax noted. | Eight to nine errors in APA format, grammar, spelling, and syntax noted. | Post contains ten or greater errors in APA format, grammar, spelling, and/or punctuation or repeatedly makes the same errors after faculty feedback. | |
| Participation
Enters first post to part one by Wednesday 11:59 p.m. MT; first post to part two by Sunday 11:59 p.m. MT; and enters peer/faculty response by Sunday 11:59 p.m. MT. |
0 points deducted
Enters first post to part one by Wednesday 11:59 p.m. MT; first post to part two by Sunday 11:59 p.m. MT; and enters peer/faculty response by Sunday 11:59 p.m. MT. |
Points deducted for late or missing posts
10% (10 points deducted from the assignment total of 100) deducted per part for late submission.
|
|||
