HLT 143 Virginia Western Community College Arthritis Chronic Illness Professional Interview Paper
HLT 143 Virginia Western Community College Arthritis Chronic Illness Professional Interview Paper
HLT 143 Introduction to Medical Terminology Professional Interview Paper Paper Details & Guideline 1. Paper is typed, double-spaced, and font-size ranges between 10-12 points. Margins are set at 1 inch. 2. Please be mindful of your grammar and spelling. If you have difficulty with this area, please visit the Writing Center. You WILL lose points for grammar and spelling. A healthcare professional must be able to write well. 3. Any reference format is acceptable. However, the proper writing rules for the chosen format apply whether using MLA, APA, etc. 4. Interview someone with a chronic illness or condition. 5. Be careful of patient confidentiality. You CANNOT mention patients’ names or any information that may identify them in any way. Doing so will result in an automatic grade of a “0” for the paper. You may use something like the following: “I interviewed a 60 year old female who is diagnosed with breast cancer. For the purpose of this paper I will call her Mrs. Smith.” Or a first name for example ‘Jane’. Then you will be able to use: Mrs. Smith stated that she was diagnosed 10 years ago.” 6. Respect their dignity as well. 7. Include a definition, symptoms, diagnosis, treatment options, prognosis, etc., of the illness/condition you chose. 8. Ask how the illness or condition has impacted or changed their life. Compare and contrast their life before and after the illness or condition. 9. Research the illness or condition through two professional sources for information. a. Acceptable Sources: 1. National Institutes of health 2. John Hopkins 3. Professional journals b. Unacceptable Sources: 1. Roanoke Times 2. Good Housekeeping 3. Yahoo 4. Wikipedia 10. Describe why you chose this particular condition or illness. This is the only section that has a length requirement. It must be a minimum of five sentences. Think carefully when choosing the condition. 11. Use a cover page that includes the title of the paper and your name. 12. List your references on one separate page. 13. The length of the paper is not set. It will be up to you. One page is too short. Six pages or more is getting too long. Three to five pages can convey the information usually. Name: HLT 143 Introduction to Medical Terminology Medical Interview Paper Grading Rubric Please note: medical interviews must be new (i.e., must be interviewed between this semester) and must involve conditions or illnesses other than your own. 4 points 3 points 2 points Illness/Condition All information covered in detail. (definition, symptoms, prognosis, diagnosis, treatment) Each point listed but no detail or information given for some topics. Very sparse information given Impact of Illness on Interviewee’s Life Excellent perspective of ways condition has changed interviewee’s life Able to give a clear and meaningful explanation Most information covered in detail. (definition, symptoms, prognosis, diagnosis, treatment) Able to portray how illness or condition has changed interviewee’s life Able to give a satisfactory explanation Able to list changes in interviewee’s life Not listed at all Can explain but does not meet 5 sentence requirement No explanation given All paper details met with no spelling or grammar errors. All paper details met with rare spelling or grammar errors; OR No spelling or grammar errors with some paper detail errors. All paper details met with several spelling or grammar errors; OR No spelling or grammar errors with minimum paper detail errors. All paper details met with many spelling or grammar errors; OR No spelling or grammar errors with many paper detail errors. Minimum two, professional source, proper citations throughout paper Minimum two, professional source, Minimal/improper citations throughout paper Minimum two, questionable source, minimal citations One or no professional sources, no citations throughout paper Reason for choosing this condition or illness (min. 5 sentences) Spelling, Grammar, Paper Details References Condition: Total Points Possible = 20 Total Points Earned Grade 1 point HLT 143 Introduction to Medical Terminology Chapter 16 Key Terms Terms: acne pore Layers of skin Nevus, nevi sebum sebaceous glands dysplastic nevi stratified sweat glands Basal cell carcinoma cyst melanin Squamous cell carcinoma integumentary system albino Malignant melanoma hair follicles collagen Skin biopsy alopecia ulcer pruritus petechial, petechiae gangrene urticarial (hives) callus psoriasis burns keloid eczema cellulitis PPD albin/o erythr/o melan/o caus/o jaund/o poli/o cautet/o leuk/o ichthy/o cutane/o cirrh/o lip/o derm/o dermat/o cyan/o myc/o erythm/o erthemat/o squam/o onych/o seb/o xer/o py/o Combining forms: adip/o
| Excellent | Good | Fair | Poor | ||
| Main Postinga | 45 (45%) – 50 (50%)
Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.
Supported by at least three current, credible sources.
Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
40 (40%) – 44 (44%)
Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.
At least 75% of post has exceptional depth and breadth.
Supported by at least three credible sources.
Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style. |
35 (35%) – 39 (39%)
Responds to some of the discussion question(s).
One or two criteria are not addressed or are superficially addressed.
Is somewhat lacking reflection and critical analysis and synthesis.
Somewhat represents knowledge gained from the course readings for the module.
Post is cited with two credible sources.
Written somewhat concisely; may contain more than two spelling or grammatical errors.
Contains some APA formatting errors. |
0 (0%) – 34 (34%)
Does not respond to the discussion question(s) adequately.
Lacks depth or superficially addresses criteria.
Lacks reflection and critical analysis and synthesis.
Does not represent knowledge gained from the course readings for the module.
Contains only one or no credible sources.
Not written clearly or concisely.
Contains more than two spelling or grammatical errors.
Does not adhere to current APA manual writing rules and style. |
|
| Main Post: Timeliness | 10 (10%) – 10 (10%)
Posts main post by day 3. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not post by day 3. |
|
| First Response | 17 (17%) – 18 (18%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
15 (15%) – 16 (16%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
13 (13%) – 14 (14%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 12 (12%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Second Response | 16 (16%) – 17 (17%)
Response exhibits synthesis, critical thinking, and application to practice settings.
Responds fully to questions posed by faculty.
Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.
Demonstrates synthesis and understanding of learning objectives.
Communication is professional and respectful to colleagues.
Responses to faculty questions are fully answered, if posed.
Response is effectively written in standard, edited English. |
14 (14%) – 15 (15%)
Response exhibits critical thinking and application to practice settings.
Communication is professional and respectful to colleagues.
Responses to faculty questions are answered, if posed.
Provides clear, concise opinions and ideas that are supported by two or more credible sources.
Response is effectively written in standard, edited English. |
12 (12%) – 13 (13%)
Response is on topic and may have some depth.
Responses posted in the discussion may lack effective professional communication.
Responses to faculty questions are somewhat answered, if posed.
Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited. |
0 (0%) – 11 (11%)
Response may not be on topic and lacks depth.
Responses posted in the discussion lack effective professional communication.
Responses to faculty questions are missing.
No credible sources are cited. |
|
| Participation | 5 (5%) – 5 (5%)
Meets requirements for participation by posting on three different days. |
0 (0%) – 0 (0%) | 0 (0%) – 0 (0%) | 0 (0%) – 0 (0%)
Does not meet requirements for participation by posting on 3 different days. |
|
| Total Points: 100 | |||||