Sample Answer for NURS 6501 Module 7 Week 10: Assignment Case Study Analysis IN-Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders Included After Question
Sample Answer for NURS 6501 Module 7 Week 10: Assignment Case Study Analysis IN-Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders Included After Question
NURS 6501 Module 7 Week 10: Assignment Case Study Analysis IN-Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders
Literature, cinema, and other cultural references have long examined differences between women and men. These observations extend well beyond obvious and even inconspicuous traits to include cultural, behavioral, and biological differences that can impact pathophysiological process and, ultimately, health.
Understanding these differences in traits and their impact on pathophysiology can better equip acute care nurses to communicate to patients of both sexes. Furthermore, APRNs who are able to communicate these differences can better guide care to patients, whatever their gender.
This week, you examine fundamental concepts of women’s and men’s health disorders. You also explore common infections and hematologic disorders, and you apply the key terms and concepts that help communicate the pathophysiological nature of these issues to patients.
Learning Objectives
Students will:
- Analyze concepts and principles of pathophysiology across the life span
- Analyze processes related to women’s and men’s health, infections, and hematologic disorders
- Identify racial/ethnic variables that may impact physiological functioning
- Evaluate the impact of patient characteristics on disorders and altered physiology
Learning Resources
Required Readings (click to expand/reduce)
McCance, K. L. & Huether, S. E. (2019). Pathophysiology: The biologic basis for disease in adults and children (8th ed.). St. Louis, MO: Mosby/Elsevier.
- Chapter 24: Structure and Function of the Reproductive Systems (stop at Tests of reproductive function); Summary Review
- Chapter 25: Alterations of the Female Reproductive System (stop at Organ prolapse); pp. 787–788 (start at Impaired fertility) (stop at Disorders of the female breast); Summary Review
- Chapter 26: Alterations of the Male Reproductive System (stop at Hormone levels); Summary Review
- Chapter 27: Sexually Transmitted Infections, including Summary Review
- Chapter 28: Structure and Function of the Hematological System (stop at Clinical evaluation of the hematological system); Summary Review
- Chapter 29: Alterations of Erythrocytes, Platelets, and Hemostatic Function, including Summary Review
- Chapter 30: Alterations of Leukocyte and Lymphoid Function, including Summary Review
Document: NURS 6501 Final Exam Review (PDF document)
Note: Use this document to help you as you review for your Final Exam in Week 11.
Required Media (click to expand/reduce)
Module 7 Overview with Dr. Tara Harris
Dr. Tara Harris reviews the structure of Module 7 as well as the expectations for the module. Consider how you will manage your time as you review your media and Learning Resources throughout the module to prepare for your Knowledge Check and your Assignment. (3m)
Note: The approximate length of the media program is 5 minutes.
Online Media from Pathophysiology: The Biologic Basis for Disease in Adults and Children
In addition to this week’s media, it is highly recommended that you access and view the resources included with the course text, Pathophysiology: The Biologic Basis for Disease in Adults and Children. Focus on the videos and animations in Chapters 24, 26, 28, and 30 that relate to the reproductive and hematological systems. Refer to the Learning Resources in Week 1 for registration instructions. If you have already registered, you may access the resources at https://evolve.elsevier.com/
Knowledge Check: Women’s and Men’s Health, Infections, and Hematologic Disorders
In this exercise, you will complete a 5-essay type question Knowledge Check to gauge your understanding of this module’s content.
Possible topics covered in this Knowledge Check include:
-
- Sexually transmitted diseases
- Prostate
- Epididymitis
- Factors that affect fertility
- Reproductive health
- Alterations and fertility
- Anemia
- ITP and TTP
- DIC
- Thrombocytopeni
Photo Credit: Getty Images
Complete the Knowledge Check By Day 7 of Week 10
To complete this Knowledge Check:
Module 7 Knowledge Check
A Sample Answer For the Assignment: NURS 6501 Module 7 Week 10: Assignment Case Study Analysis IN-Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders
Title: NURS 6501 Module 7 Week 10: Assignment Case Study Analysis IN-Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders
Various factors affect fertility. The presence of the STDs such as Chlamydia and gonorrhea are examples of some of the common forms of STDs that lead to infertility in a person. The reason inflammatory markers tend to rise in STD/PID is the high level of white cell count. The high level of white cells count indicates that the pelvic inflammatory disease is excessively severe (Low, N. & Broutet N. J. 2017). Hence, the inflammatory response is an indication of the presence of an infection and is a response as the first line of defense (Chaparro & Suchdev, 2019).
Acute bacterial prostatitis is caused by the presence of common strains of bacteria. The infections begin when the bacteria that are present in the urine find their way onto the prostate area. Most of the time, the common forms of treatment entail antibiotics to ensure that the infection is effectively treated. Notably, prostate massage should not be performed for patients that have acute prostatitis condition, given that it will end up causing sepsis (Le, 2016). It is rare to witness sepsis that arises from prostatitis but can occur among patients whose immunity has been compromised.
A patient that has been diagnosed with ITP needs splenectomy given that the immune system of the patient treats the platelets as foreign material to the body and hence will destroy them. The spleen is the part that is responsible for the removal of the damaged platelets from the body. For this reason, removing the spleen of the patient is a strategy that will ensure that there are more platelets in the body (Chaparro & Suchdev, 2019).
The presence of macrocytic anemia is an indication that the red blood cells have low levels of hemoglobin in the body. Hemoglobin is a form of protein that contains high levels of iron that is responsible for the transportation of oxygen around the body. The underlying causes of macrocytic anemia include deficiency in B-12 or folate in the body (Le, 2016). For this reason, the condition is sometimes called vitamin deficiency anemia.
Microcytic anemia is defined as a state in which there is the presence of small and hypochromic red blood cells in the peripheral of the blood smear that is characterized by a low level of the MCV. A low level of MVC means less than 83 microns 3. Hence, the most common cause of microcytic anemia is iron deficiency.
The different kinds of anemia include:
- Hypochromic microcytic anemias include iron-deficient anemia, thalassemia, and sideroblastic anemia.
- Normochromic microcytic anemia
- Anemia of inflammation of chronic diseases including infectious diseases such as tuberculosis, HIV/AIDS, and inflammatory diseases such as rheumatoid arthritis.
- Hypochromic microcytic anemias are caused by a genetic condition that is regarded as congenital spherocytic anemia.
Other causes of microcytic anemia include:
- Lead toxicity
- Copper deficiency
- Excess zinc leading to deficiency in copper
- Excessive alcohol consumption
- Drug abuse
References
Chaparro, C. M., & Suchdev, P. S. (2019). Anemia epidemiology, pathophysiology, and etiology in low‐ and middle‐income countries. Annals of the New York Academy of Sciences. https://doi.org/10.1111/nyas.14092
Le, C. H. (2016). The prevalence of anemia and moderate-severe anemia in the US population (NHANES 2003-2012). PLOS ONE, 11(11), e0166635. https://doi.org/10.1371/journal.pone.0166635
Low, N. & Broutet N. J. (2017). Sexually transmitted infections – Research priorities for new challenges. PLoS Medicine, (12), e1002481
A Sample Answer 2 For the Assignment: NURS 6501 Module 7 Week 10: Assignment Case Study Analysis IN-Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders
Title: NURS 6501 Module 7 Week 10: Assignment Case Study Analysis IN-Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders
HH is a 68 yo M who has been admitted to the medical ward with community-acquired pneumonia for the past 3 days. His PMH is significant for COPD, HTN, hyperlipidemia, and diabetes. He remains on empiric antibiotics, which include ceftriaxone 1 g IV qday (day 3) and azithromycin 500 mg IV qday (day 3). Since admission, his clinical status has improved, with decreased oxygen requirements. He is not tolerating a diet at this time with complaints of nausea and vomiting.
Ht: 5’8” Wt: 89 kg
Allergies: Penicillin (rash)
Discussion
Community-acquired pneumonia remains the single most common cause of death from infectious diseases in the elderly population. Adults aged over 65 years are a rapidly expanding cohort with growth rates more than twice that of younger populations with an expected 20% of the world’s population reaching elderly status by 2050, the burden of CAP will be even more significant in the coming years. Moreover, the annual incidence of CAP in elderly patients is estimated to be 25–44 cases per 1000 persons (Stupak et al., 2009). In the above case study patient is an elderly 68yrs old who has been admitted to the medical ward with community-acquired pneumonia for the past 3 days with his PMH is significant for COPD, HTN, hyperlipidemia, and diabetes who remains on empiric antibiotics, which include ceftriaxone 1 g IV qday (day 3) and azithromycin 500 mg IV qday (day 3). Since admission, his clinical status has improved, with decreased oxygen requirements however he is not tolerating a diet at this time with complaints of nausea and vomiting. Therefore, the following treatment and health needs are important.
Patient’s Health needs
- Treatment and need for longer hospitalization stay with longer IV ABX treatment
Mr. HH is 68ys old elderly patient and he is at risk of infection for a longer period. To prevent the spread of infection, he might need more than 7days of IV ABX treatment even though he is improving. Moreover, he is not tolerating the diet currently and complains of nausea and vomiting. Therefore, he may require a longer hospitalization stay with a longer duration of parenteral IV ABX therapy before switching to an oral antibiotic along with antiemetic medication. The oral course of ABX can be started once his nausea/vomiting stop and able to tolerate the diet. Moreover, Pharmacists should evaluate medication choices, check for allergies and interactions, and educate patients about side effects and the importance of compliance.
- Need for treatment of his co-morbidities
Mr. HH has other significant co-morbidities like COPD, HTN, hyperlipidemia, and diabetes and should be treated with a bronchodilator and steroids for COPD, anti-hypertensive for HTN, Statin and Cholesterol for hyperlipidemia and Metformin or insulin for diabetes along with treatment of community-acquired pneumonia.
- Need for hydration and nutritional diet
Particular attention should also be paid to nutritional status, fluid administration, functional status, and comorbidity stabilizing therapy in this group of frail patients (Simonetti et al., 2014).
Mr. HH is an elderly patient and risk of malnutrition since he is not tolerating his diet and complain of nausea and vomiting. Continuous iv fluids should be given for hydration and a nutritionist Consult should be done and parenteral nutrition should be started according to the needs of the patient.
- Need for financial support
The patient’s financial status for treatment should be assessed by the case manager. If a Patient has Medicare or Medicaid, it will be covered by insurance but if the patient does not have insurance or financial support then the hospital should provide financial support via a charity fund or a discount should be given if possible.
- Need for physical and psychological support
Physical support should be given by providing physical and occupational therapy to increase the activity of daily living, breathing exercises, and self-care. Help patient to maintain hygiene throughout the hospital stay. Similarly, emotional support should be provided by allowing him to express his feeling and allowing family time for emotional support that prevents depression.
Recommended Treatment
- In the presence of comorbid illness (chronic heart disease excluding hypertension; chronic lung disease – COPD and asthma; chronic liver disease; chronic alcohol use disorder; diabetes mellitus; smoking; splenectomy; HIV or other immunosuppression), a respiratory fluoroquinolone (high-dose levofloxacin, moxifloxacin, gemifloxacin) or a combination of oral beta-lactam (high dose amoxicillin or amoxicillin-clavulanate, cefuroxime, cefpodoxime) and macrolide is recommended (Regunath & Oba, 2022).
- For patients with a CURB 65 score of greater than or equal to 2, inpatient management is recommended. A respiratory fluoroquinolone monotherapy or combination therapy with beta-lactam (cefotaxime, ceftriaxone, ampicillin-sulbactam, or ertapenem) and macrolide are recommended options for nonintensive care settings (Regunath & Oba, 2022).
- The pneumonia severity index score can be used to assess the severity and need for more hospitalization in patients with community-acquired pneumonia
- Diagnostic tests like chest X-ray, CT, or MRI can be done to identify infiltration or effusion
- A complete blood count with differentials, serum electrolytes, and renal and liver function tests are indicated for confirming evidence of inflammation and assessing severity.
- A chest x-ray will be needed to identify an infiltrate or effusion, which, if present, will improve diagnostic accuracy.
- Blood and sputum cultures should be collected, preferably before the institution of antimicrobial therapy, but without delay in treatment.
- Urine for Legionella and pneumococcal antigens must be considered as they aid in diagnosis when cultures are negative.
- Influenza testing is recommended during the winter season. If available, testing for respiratory viruses on nasopharyngeal swabs by molecular methods can be considered. CURB 65 (confusion, urea greater than or equal to 20 mg/dL, respiratory rate greater than or equal to 30/min, blood pressure systolic less than 90 mmHg or diastolic less than 60 mmHg),
- Pneumonia Severity Index (PSI) are tools for severity assessment to determine the treatment setting, such as outpatient versus inpatient, but accuracy is limited when used alone or in the absence of effective clinical judgment.
- Serology for tularemia, endemic mycoses, or psittacican be sent in the presence of epidemiologic clues
Education Strategy
The interpersonal level communication helps to use the community volunteer to alert the surrounding people about health hygiene, the impact of community-acquired pneumonia, treatment, antibiotic therapy, diagnosis, tests, and other health care services. Which can be conveyed even by conducting small-group educational programs. Moreover, elderly patients like HH should be provided education on the following topic:
The following education strategy for the Community-acquired Pneumonia
- Staying compliance with medication helps in full recovery
- Vaccination
- All adults 65 years and older and those considered at risk for pneumonia must receive the pneumococcal vaccination. There are two vaccines available: PPSV 23 and PCV 13.
- For all unvaccinated adults 65 years or older, first vaccinate with PCV 13, followed by PPSV 23 at least a year later for immune-competent patients and at least eight weeks or more apart for patients who are immune-compromised or asplenic.
- Influenza vaccination is recommended for all adult patients at risk for complications from influenza. Inactivated flu shots (trivalent or quadrivalent, egg-based or recombinant) are usually recommended for adults.
- Cessation of smoking: – Smoking is injurious to health and will damage the lungs by deteriorating their health condition. Educate patient on smoking cessation therapy and offer therapy like nicotine treatment
- Hand Hygiene and mask
Proper hand hygiene and the use of a face mask while traveling in crowded places helps to prevent the transmission of disease and encouraged to wash hand with soap water or hand sanitizer
- Diet and exercise: – Eating a well balanced diet like protein-rich food, and green leafy vegetables help to increase the immune system and prevent infection as well as malnutrition. Breathing exercise helps to improve respiration
- Follow up with PCP to monitor the health status
Reference
Regunath H, Oba Y. Community-Acquired Pneumonia. [Updated 2022 Nov 15]. In: StatPearls [Internet]. Treasure Island (FL): StatPearls Publishing; 2022 Jan-. Available from: https://www.ncbi.nlm.nih.gov/books/NBK430749/
Stupka, J. E., Mortensen, E. M., Anzueto, A., & Restrepo, M. I. (2009). Community-acquired pneumonia in elderly patients. Aging health, 5(6), 763–774. https://doi.org/10.2217/ahe.09.74Links to an external site.
Simonetti, A. F., Viasus, D., Garcia-Vidal, C., & Carratalà, J. (2014). Management of community-acquired pneumonia in older adults. Therapeutic advances in infectious disease, 2(1), 3–16. https://doi.org/10.1177/2049936113518041
A Sample Answer 3 For the Assignment: NURS 6501 Module 7 Week 10: Assignment Case Study Analysis IN-Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders
Title: NURS 6501 Module 7 Week 10: Assignment Case Study Analysis IN-Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders
Various factors affect fertility. The presence of the STDs such as Chlamydia and gonorrhea are examples of some of the common forms of STDs that lead to infertility in a person. The reason inflammatory markers tend to rise in STD/PID is the high level of white cell count. The high level of white cells count indicates that the pelvic inflammatory disease is excessively severe (Low, N. & Broutet N. J. 2017). Hence, the inflammatory response is an indication of the presence of an infection and is a response as the first line of defense (Chaparro & Suchdev, 2019).
Acute bacterial prostatitis is caused by the presence of common strains of bacteria. The infections begin when the bacteria that are present in the urine find their way onto the prostate area. Most of the time, the common forms of treatment entail antibiotics to ensure that the infection is effectively treated. Notably, prostate massage should not be performed for patients that have acute prostatitis condition, given that it will end up causing sepsis (Le, 2016). It is rare to witness sepsis that arises from prostatitis but can occur among patients whose immunity has been compromised.
A patient that has been diagnosed with ITP needs splenectomy given that the immune system of the patient treats the platelets as foreign material to the body and hence will destroy them. The spleen is the part that is responsible for the removal of the damaged platelets from the body. For this reason, removing the spleen of the patient is a strategy that will ensure that there are more platelets in the body (Chaparro & Suchdev, 2019).
The presence of macrocytic anemia is an indication that the red blood cells have low levels of hemoglobin in the body. Hemoglobin is a form of protein that contains high levels of iron that is responsible for the transportation of oxygen around the body. The underlying causes of macrocytic anemia include deficiency in B-12 or folate in the body (Le, 2016). For this reason, the condition is sometimes called vitamin deficiency anemia.
Microcytic anemia is defined as a state in which there is the presence of small and hypochromic red blood cells in the peripheral of the blood smear that is characterized by a low level of the MCV. A low level of MVC means less than 83 microns 3. Hence, the most common cause of microcytic anemia is iron deficiency.
The different kinds of anemia include:
- Hypochromic microcytic anemias include iron-deficient anemia, thalassemia, and sideroblastic anemia.
- Normochromic microcytic anemia
- Anemia of inflammation of chronic diseases including infectious diseases such as tuberculosis, HIV/AIDS, and inflammatory diseases such as rheumatoid arthritis.
- Hypochromic microcytic anemias are caused by a genetic condition that is regarded as congenital spherocytic anemia.
Other causes of microcytic anemia include:
- Lead toxicity
- Copper deficiency
- Excess zinc leading to deficiency in copper
- Excessive alcohol consumption
- Drug abuse
References
Chaparro, C. M., & Suchdev, P. S. (2019). Anemia epidemiology, pathophysiology, and etiology in low‐ and middle‐income countries. Annals of the New York Academy of Sciences. https://doi.org/10.1111/nyas.14092
Le, C. H. (2016). The prevalence of anemia and moderate-severe anemia in the US population (NHANES 2003-2012). PLOS ONE, 11(11), e0166635. https://doi.org/10.1371/journal.pone.0166635
Low, N. & Broutet N. J. (2017). Sexually transmitted infections – Research priorities for new challenges. PLoS Medicine, (12), e1002481
Rubric Detail
Select Grid View or List View to change the rubric’s layout.
Content
Name: NURS_6501_Module7_Case Study_Assignment_Rubric
| Excellent | Good | Fair | Poor | ||
| Develop a 1- to 2-page case study analysis, examining the patient symptoms presented in the case study. Be sure to address the following as it relates to the case you were assigned (omit section that does not pertain to your case, faculty will give full points for that section):
Explain the factors that affect fertility (STDs) |
Points Range: 23 (23%) – 25 (25%)
The response accurately and thoroughly describes the patient symptoms. The response includes accurate, clear, and detailed explanations of the processes related to women’s and men’s health, infections, and hematologic disorders and is supported by evidence and/or research, as appropriate, to support the explanation. |
Points Range: 20 (20%) – 22 (22%)
The response describes the patient symptoms. The response includes accurate, explanations of the processes related to women’s and men’s health, infections, and hematologic disorders and is supported by evidence and/or research, as appropriate, to support the explanation. |
Points Range: 18 (18%) – 19 (19%)
The response describes the patient symptoms in a manner that is vague or inaccurate. The response includes explanations of the processes related to women’s and men’s health, infections, and hematologic disorders, with explanations that are vague or based on inappropriate evidence/research. |
Points Range: 0 (0%) – 17 (17%)
The response describes the patient symptoms in a manner that is vague and inaccurate, or the description is missing. The response does not include explanations of the processes related to women’s and men’s health, infections, and hematologic disorders, or the explanations are vague or based on inappropriate evidence/research. |
|
| Explain why inflammatory markers rise in STD/PID | Points Range: 18 (18%) – 20 (20%)
The response includes an accurate, complete, detailed, and specific analysis of the concepts and principles of pathophysiology across the life span and is supported by evidence and/or research, as appropriate, to support the explanation. |
Points Range: 16 (16%) – 17 (17%)
The response includes an accurate explanation of how the highlighted processes interact to affect the patient and is supported by evidence and/or research, as appropriate, to support the explanation. |
Points Range: 14 (14%) – 15 (15%)
The response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate evidence/research. |
Points Range: 0 (0%) – 13 (13%)
The response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate or missing evidence/research. |
|
| Explain why prostatitis and infection happen. Also explain the causes of systemic reaction. | Points Range: 18 (18%) – 20 (20%)
The response includes an accurate, complete, detailed, and specific explanation of how the highlighted processes interact to affect the patient and is supported by evidence and/or research, as appropriate, to support the explanation. |
Points Range: 16 (16%) – 17 (17%)
The response includes an accurate explanation of how the highlighted processes interact to affect the patient and is supported by evidence and/or research, as appropriate, to support the explanation. |
Points Range: 14 (14%) – 15 (15%)
The response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate evidence/research. |
Points Range: 0 (0%) – 13 (13%)
The response includes a vague or inaccurate explanation of how the highlighted processes interact to affect the patient, with explanations that are based on inappropriate or missing evidence/research. |
|
| Explain why a patient would need a splenectomy after a diagnosis of ITP. | Points Range: 5 (5%) – 10 (10%)
The response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation. |
Points Range: 4 (4%) – 4 (4%)
The response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation. |
Points Range: 3 (3%) – 3 (3%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, and/or explanations are based on inappropriate evidence/research. |
Points Range: 0 (0%) – 2 (2%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, or the explanations are based on inappropriate or no evidence/research. |
|
| Explain anemia and the different kinds of anemia (i.e., micro and macrocytic). | Points Range: 5 (5%) – 10 (10%)
The response includes an accurate, complete, detailed, and specific explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation. |
Points Range: 4 (4%) – 4 (4%)
The response includes an accurate explanation of racial/ethnic variables that may impact physiological functioning and is supported by evidence and/or research, as appropriate, to support the explanation. |
Points Range: 3 (3%) – 3 (3%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, and/or explanations are based on inappropriate evidence/research. |
Points Range: 0 (0%) – 2 (2%)
The response includes a vague or inaccurate explanation of racial/ethnic variables that may impact physiological functioning, or the explanations are based on inappropriate or no evidence/research. |
|
| Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. |
Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. |
Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. The purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. |
Points Range: 3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%-79% of the time. The purpose, introduction, and conclusion of the assignment are vague or off topic. |
Points Range: 0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. |
|
| Written Expression and Formatting – English Writing Standards:
Correct grammar, mechanics, and proper punctuation |
Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. |
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. |
Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. |
Points Range: 0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. |
|
| Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. | Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors. |
Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. |
Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. |
Points Range: 0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors. |
|
| Total Points: 100 | |||||
Name: NURS_6501_Module7_Case Study_Assignment_Rubric
NURS 6501 Module 7 Week 10: Assignment Case Study Analysis IN-Concepts of Women’s and Men’s Health, Infections, and Hematologic Disorders 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:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three or more of the following elements
|
| 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:
|
Presentation of information was good, but was superficial in places and included all of the following elements:
|
Presentation of information was minimally demonstrated in the all of the following elements:
|
Presentation of information is unsatisfactory in one of the following elements:
|
Presentation of information is unsatisfactory in two of the following elements:
|
Presentation of information is unsatisfactory in three of the following elements
|
| 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:
|
Demonstrated 3 of the following:
|
Demonstrated 2 of the following:
|
Demonstrated 1 or less of the following:
|
||
| 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:
AND
AND
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
AND/OR
|
The following was present:
AND/OR
AND/OR
|
| 0 Points Deducted | 5 Points Lost | |||||
| Participation
Requirements |
Demonstrated the following:
|
Failed to demonstrate the following:
|
||||
| 0 Points Lost | 5 Points Lost | |||||
| Due Date Requirements | Demonstrated all of the following:
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.
A minimum of one peer and one instructor responses are to be posted within the course no later than Sunday, 11:59 pm MT. |