NR507 Week 6 Recorded Disease Process Presentation assignment

Sample Answer for NR507 Week 6 Recorded Disease Process Presentation assignment Included After Question

NR507 Week 6 Recorded Disease Process Presentation assignment

NR507 Week 6 Recorded Disease Process Presentation assignment

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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.

A Sample Answer For the Assignment: NR507 Week 6 Recorded Disease Process Presentation assignment

Title: NR507 Week 6 Recorded Disease Process Presentation assignment

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

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.

NR507 Week 6 Recorded Disease Process Presentation assignment Rubric

NR507 Week 6 Recorded Disease Process Presentation

NR507 Week 6 Recorded Disease Process Presentation assignment
NR507 Week 6 Recorded Disease Process Presentation assignment
NR507 Week 6 Recorded Disease Process Presentation
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeApplication of Course Knowledge
70.0 pts

Exceptional- 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 pts

Exceeds- 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 pts

Meets- 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 pts

Needs Improvement- The recorded presentation contains inaccurate information and is not consistent with current practice. No clear linkages provided. Analysis is minimal.

 0.0 pts

Developing- The recorded presentation offers no insight or application to the assignment or course content.
70.0 pts
This criterion is linked to a Learning OutcomeSupport from Evidence-Based Practice (EBP)
60.0 pts

Exceptional- Scholarly literature is present throughout the presentation. Guidelines regarding disease prevention and pharmacological and non-pharmacological interventions are addressed and clearly analyzed.

 52.0 pts

Exceeds- 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 pts

Meets- 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 pts

Needs Improvement- Citations to non-scholarly websites given as rationale to support disease prevention and pharmacological and non-pharmacological interventions.

 0.0 pts

Developing- Presentation contains no evidence-based practice reference or citation.
60.0 pts
This criterion is linked to a Learning OutcomeSummary of Disease Process
50.0 pts

Exceptional- Summarizes the disease using concise statements that reflect all content covered in the presentation. Implications for practice addressed.

 44.0 pts

Exceeds- Summarizes the disease using concise statements that reflect all content covered in the presentation. Implications for practice not clearly evident.

 41.0 pts

Meets- Summarizes the disease using concise statements with some content not reflected in the summary. Implications for practice not clearly evident or missing.

 20.0 pts

Needs 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 pts

Developing- No summary of the disease process provided. Implications for practice not addressed.
50.0 pts
This criterion is linked to a Learning OutcomeProfessionalism/ Organization
10.0 pts

Exceptional- 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 pts

Exceeds- The recorded presentation is lacking 1-2 components from the 50 point criteria

 8.0 pts

Meets- The recorded presentation is lacking 3-4 components from the 50 point criteria.

 4.0 pts

Needs 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 pts

Developing- 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 OutcomeGrammar, Syntax, Spelling, & Punctuation
10.0 pts

Exceptional- Grammar, spelling, and/or punctuation are accurate, or with zero to one error.

 9.0 pts

Exceeds- Two to four errors in grammar, spelling, and syntax noted.

 8.0 pts

Meets- Five to seven errors in grammar, spelling, and syntax noted.

 4.0 pts

Needs Improvement- Eight to nine errors grammar, spelling, and syntax noted.

 0.0 pts

Developing- 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

 

Submission

 Submitted!

Aug 19 at 8:53pm

Submission Details

 

Download week_6_final_presentation.mp4

Grade: 200 (200 pts possible)

Graded Anonymously: no

 View Rubric Evaluation

Comments:

Fride, Excellent job!! Your PowerPoint included clear presentation of all the required topics, including guidelines for disease prevention and pharmacologic and non-pharmacologic interventions, summary of the disease, and implications for practice. You appropriately cited scholarly literature published within the last five years, along with in-text citations. Your presentation flowed in a logical, smooth manner, with clear audio and video, and accurate grammar, syntax, and APA format. I especially liked your discussion about the diagnosis. Way to go! Dr. Arredondo

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NR507 Week 6 Recorded Disease Process Presentation assignment Grading Rubric

Performance Category 100% or highest level of performance

100%

16 points

 Very good or high level of performance

88%

14 points

 Acceptable level of performance

81%

13 points

 Inadequate demonstration of expectations

68%

11 points

 Deficient level of performance

56%

9 points

 

 Failing level

of performance

55% or less

0 points
 Total Points Possible= 50           16 Points    14 Points 13 Points        11 Points           9 Points          0 Points
Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic topics.

 Presentation of information was exceptional and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information was minimally demonstrated in all of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in one of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
  

Presentation of information is unsatisfactory in two of the following elements:

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.
 Presentation of information is unsatisfactory in three or more of the following elements

  • Provides evidence of scholarly inquiry relevant to required TD topic(s).
  • Presents specific information from scholarly sources to develop a comprehensive presentation of facts.
  • Uses at least one outside scholarly reference that is relevant, less than 5 years old (use of older references requires instructor permission) and reliable for the required topic.*
  • Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information
 16 Points  14 Points  13 Points 11 Points 9 Points  0 Points
Application of Course Knowledge

Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations

 Presentation of information was exceptional and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was good, but was superficial in places and included all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information was minimally demonstrated in the all of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in one of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from and scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in two of the following elements:

  • Applies principles, knowledge and information from scholarly resources to the required topic.
  • Applies facts, principles or concepts learned from scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
 Presentation of information is unsatisfactory in three of the following elements

  • Applies principles, knowledge and information and scholarly resources to the required topic.
  • Applies facts, principles or concepts learned scholarly resources to a professional experience.
  • Application of information is comprehensive and specific to the required topic.
   10 Points 9 Points  6 Points  0 Points
Interactive Dialogue

Initial post should be a minimum of 300 words (references do not count toward word count)

The peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)

Responses are substantive and relate to the topic.

 Demonstrated all of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 3 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 2 of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
 Demonstrated 1 or less of the following:

  • Initial post must be a minimum of 300 words.
  • The peer and instructor responses must be a minimum of 150 words each.
  • Responses are substantive
  • Responses are related to the topic of discussion.
  8 Points 7 Points  6 Points         5 Points          4 Points  0 Points
Grammar, Syntax, APA

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

Error is defined to be a unique APA error. Same type of error is only counted as one error.

 The following was present:

  • 0-3 errors in APA format

AND

  • Responses have 0-3 grammatical, spelling or punctuation errors

AND

  • Writing style is generally clear, focused on topic,and facilitates communication.
 The following was present:

  • 4-6 errors in APA format.

AND/OR

  • Responses have 4-5 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is somewhat focused on topic.
 The following was present:

  • 7-9 errors in APA format.

AND/OR

  • Responses have 6-7 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is slightly focused on topic making discussion difficult to understand.
  

The following was present:

  • 10- 12 errors in APA format

AND/OR

  • Responses have 8-9 grammatical, spelling and punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.
  

The following was present:

  • 13 – 15 errors in APA format

AND/OR

  • Responses have 8-10 grammatical, spelling or punctuation errors

AND/OR

  • Writing style is not focused on topic, making discussion difficult to understand.

AND/OR

  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor.
 The following was present:

  • 16 to greater errors in APA format.

AND/OR

  • Responses have more than 10 grammatical, spelling or punctuation errors.

AND/OR

  • Writing style does not facilitate communication
  0 Points Deducted 5 Points Lost
Participation

Requirements

Demonstrated the following:

  • Initial, peer, and faculty postings were made on 3 separate days
 Failed to demonstrate the following:

  • Initial, peer, and faculty postings were made on 3 separate days
  0 Points Lost 5 Points Lost
Due Date Requirements Demonstrated all of the following:

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

Demonstrates one or less of the following.

  • The initial posting to the graded threaded discussion topic is posted within the course no later than Wednesday, 11:59 pm MT.

A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT.

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