NURS 6531 Week 1 discussion Competencies for Nurse Practitioners

Week 1 discussion

Competencies for Nurse Practitioners

The Consensus Model for APRN Regulation has brought about
changes in the competencies for nurse practitioners. There are Core
Competencies for all nurse practitioner populations and include both MSN and
DNP degrees. Review your Learning Resources Page to examine the Core
Competencies.

Family/Across the
Lifespan competencies

Adult-Gerontology NP competencies

The major categories of family/across the lifespan
competencies include the following: Scientific Foundation; Leadership; Quality;
Practice Inquiry; Technology and Information Literacy; Policy; Health Delivery
System; Ethics; and Independent Practice.
In this Discussion, you explore the nine competencies, and their
application to the clinical setting.

The adult-gerontology NP competencies are different and
students in that specialty should become familiar with them.

To prepare:

Review this week’s media presentation with Dr. Terry
Buttaro, as well as the “Nurse Practitioner Self-Appraisal Guide” in the
Learning Resources. Review the Consensus Model for APRN Regulation and the
National Organization for Nurse Practitioner Faculties Core Competencies and
population foci competencies.

Consider the following nine competencies (Note: By Day 1 of
this week, your Instructor will assign you to post on one of these nine
competencies):

Scientific Foundation

Leadership

Quality

Practice Inquiry

Technology and Information Literacy

Policy

Health Delivery System

Ethics

Independent Practice

Reflect on the category that was assigned to you by the
Course Instructor. Think about how you would implement this competency in a
clinical setting. Consider evidence-based clinical practice.

Post on or before Day 3 a brief description of the
competency that was assigned to you. With your competency description in mind,
explain how you would implement it in a clinical setting. Support your
rationale with evidence from current research.

Week 2 discussion

Diagnosing Skin, Eye, Ear, and Throat Disorders

When entering examination rooms, advanced practice nurses
often immediately begin assessing patients by looking for external
abnormalities such as skin irritations or cloudy eyes. By making these simple
observations, they can determine how to proceed with their patient evaluations.
During the patient evaluation, advanced practice nurses will use initial
observations to guide them in acquiring the necessary medical history,
performing additional assessments, and ordering the appropriate diagnostics.
The information obtained during this evaluation process will help in the
development of a differential diagnosis. Once a diagnosis is made, the advanced
practice nurse can consider potential treatment options and work with the
patient to develop a plan of care. For this Discussion, consider the following
four case studies of patients presenting with skin, eye, ear, and throat
disorders

Case Study 1:

A 46-year-old male presents to the office complaining of a
pruritic skin rash that has been present for a few weeks. He initially noted
the rash on his chest, but it then spread to his back and arms. He notes that
it does not seem to be on his legs. He recently came home from a trip to
Florida, but denies fever, chills, new soaps or detergents, other travel, or
known insect bites. He takes occasional ibuprofen for knee pain, but denies
taking other medications or having other health problems. He has no known drug
allergies. The physical examination reveals a male with a deep tan and notable
scattered 1–1.5-centimeter, flat, circular, light-colored patches on his chest,
back, and upper extremities.

Case Study 2:

An 86-year-old widowed female is brought to the office by
her daughter-in-law. The patient complains of constant tearing and an itchy,
burning sensation in both eyes. The patient states this is not a new problem,
but it has worsened in the past week and is affecting her vision. The patient complains that her eyes are dry.
She thinks the problem must be caused by one of her medications. Her patient medical history is positive for
hypertension, atrial fibrillation, and heart failure. She has an allergy to
erythromycin that causes rash and elevated liver enzymes. Medications currently
prescribed include Furosemide 40 milligrams po twice a day, diltiazem 240
milligrams po daily, lisinopril 20 milligrams po daily, and warfarin 3
milligrams po daily. The physical examination reveals a frail older female with
some facial dryness and slight scaling.
Her visual acuity is 20/60 OU, 20/40 OD, 20/60 OS. The eyelids are
erythematous and edematous with yellow crusting around the lashes. Sclera are
injected, conjunctiva are pale, and pupils are equal and reactive to light and
accommodation.

Case Study 3:

A middle-aged male presents to the office complaining of a
two-day history of a left earache. The onset was gradual, but has steadily been
increasing. It has been constantly aching since last night, and his hearing
seems diminished to him. Today he thinks the left side of his face may even be
swollen. He denies upper respiratory infection, known fever, or chills. His
patient medical history is positive for Type 2 diabetes mellitus, hypertension,
and hyperlipidemia. The patient has a known allergy to Amoxicillin that results
in pruritus. Medications currently prescribed include Metformin 1,000
milligrams po twice a day, lisinopril 20 milligrams po daily, Aspirin 81
milligrams po daily, and simvastatin 40 milligrams po daily. The physical exam
reveals a middle aged male at a weight of 160 pounds, height of 5’8”,
temperature of 98.8 degrees Fahrenheit, heart rate of 88, respiratory rate of
18, and blood pressure of 138/76. Further examination reveals the following:

Face: Faint asymmetry with left periauricular area slightly
edematous

Eyes: sclera clear, conj wnl

L ear: + tenderness L pinna, + edema, erythema, exudates
left external auditory canal, TM not visible

R ear: no tenderness, R external auditory canal clear
without edema, erythema, exudates

+ tenderness L preauricular node, otherwise no
lymphadenopathy

Cardiac: S1 S2 regular. No S3 S4 or murmur.

Lungs: CTA w/o rales, wheezes, or rhonchi.

Case Study 4:

A middle-aged female presents to the office complaining of
strep throat. She states she suddenly developed a sore throat yesterday
afternoon, and it has gotten worse since then. During the night she felt like
she was chilled and feverish. She denies known recent contact with anyone else
who had strep throat, but states she has had strep before and it feels like she
has strep now. She takes no medications, but is allergic to penicillin. The
physical examination reveals a slender female lying on the examination table.
She has a temperature of 101 degrees Fahrenheit, heart rate of 112, respiratory
rate of 22, and blood pressure of 96/64. The head, eyes, ears, nose, and throat
evaluation is positive for bilateral tonsillar swelling without exudates. Her
neck is supple with bilateral, tender, enlarged anterior cervical nodes.

To prepare:

Review this week’s media presentations and Parts 5–8 of the
Buttaro et al. text.

Select one of the four case studies provided. Reflect on the
provided patient information including history and physical exams.

Think about a differential diagnosis. Consider the role the
patient history and physical exam played in your diagnosis.

Reflect on potential treatment options based on your
diagnosis.

Post on or before Day 3 an explanation of the differential
diagnosis for the patient in the case study that you selected. Describe the
role the patient history and physical exam played in the diagnosis. Then,
suggest potential treatment options based on your patient diagnosis.

Week 3 discussion

Hypertension

In clinical settings, advanced practice nurses frequently
use various strategies to treat and manage patients with hypertension and other
cardiovascular disorders. These strategies often include pharmacologic and
nonpharmacologic therapies, natural remedies, and/or changes in patient
behavior. For hypertension patients, behavioral changes including increased
exercise, healthier diet, and smoking cessation have proven to be particularly
beneficial. However, it is important to recognize that treatment and management
plans centered around changes in behavior often require greater patient
commitment. This creates the need for patient-provider collaboration, as well
as appropriate patient education. When patients are actively involved in their
own care and better understand implications of their disorders, they are more
likely to adhere to treatment plans.

To prepare:

Review Part 11 of the Buttaro et al. text and the National
Heart Lung Blood Institute article in this week’s Learning Resources.

Reflect on your Practicum Experiences and observations.
Select a case from these experiences that involves a patient who presented with
a hypertension problem. When referring to your patient, make sure to use a
pseudonym or other false form of identification. This is to ensure the privacy
and protection of the patient.

Think about the patient’s history including drug treatments
and behavioral factors such as diet, exercise, smoking, etc.

Review the National Heart Lung Blood Institute article in
the Learning Resources. Reflect on health promotion strategies for the patient.
Consider ways to reinforce hypertension management.

Post on or before Day 3 a description of a patient who
presented with a hypertension problem during your Practicum Experience. Explain
the patient’s history including drug treatments and behavioral factors. Then,
suggest two health promotion strategies for the patient. Include suggestions
for reinforcing hypertension management.

Week 4 discussion

DQ1

Blood Clots

Blood clots form in various locations of the body and are not
unique to any specific age group or gender. While there are certain risk
factors that may make a patient more likely to develop blood clots, essentially
any patient is a potential candidate. Unfortunately, blood clots often go
unrecognized until something happens. Even if the patient identifies a problem
and seeks medical care, blood clots are frequently misdiagnosed resulting in
serious medical complications and sometimes death. Why does this happen? How
can you, as the advanced practice nurse, protect your patients from
misdiagnosis?

Consider the following case studies:

Case Study 1:

A 44-year-old African American male had a partial colectomy
to have a cancerous tumor removed. The patient did really well after surgery
and was discharged from post-op recovery to the surgical unit at a medical
center. Approximately one hour after surgery, the patient complained of gas
pains and shortness of breath. The patient continued to complain of gas pains
after administration of morphine sulfate. Providers failed to diagnose a
pulmonary embolism that resulted in the loss of the patient’s life.

Case Study 2:

A 50-year-old white male went to the emergency department
with complaints of right leg pain. The patient is an avid runner, and knowing
this, the provider diagnosed the patient with a right leg muscle strain. The
patient was sent home with Flexeril as needed and Motrin 800 mg q8h as
needed. One week later, the patient
followed up with his primary care doctor with continued right leg pain. His
doctor instructed him to continue to take the muscle relaxant and Motrin, and
advised that the pain should subside in 5–10 days. The following day the right
leg pain increased, prompting the patient to return to the emergency
department. Multiple providers failed to diagnose a blood clot in the patient’s
right leg.

To prepare:

Review Part 11 of the Buttaro et al. text in this week’s
Learning Resources.

Select one of the cased studies provided. Reflect on what
went wrong in this case study, as well as why patient blood clots continue to
be misdiagnosed.

Think about how you might have prevented the misdiagnosis of
the patient the case study. Consider strategies for obtaining patient history,
ordering diagnostics, and recommending potential treatment options.

Post on or before Day 3 a description of what went wrong in
the case study that you selected, as well as why patient blood clots continue
to be misdiagnosed. Then, explain how you might have prevented the misdiagnosis
of the patient in the study. Include strategies for obtaining patient history,
ordering diagnostics, and recommending potential treatment options.

DQ2

Types of Anemia

In clinical settings, patients often present with many
different types of anemia. Each type of anemia has its own causes and
implications. For this reason, you must be able to differentiate between types
of anemia as well as identify factors that put patients at greater risk of
experiencing related complications. As you prepare for this Discussion,
consider the following patient case studies:

Case Study 1:

An 82-year-old female presents to the office complaining of
fatigue, dizziness, weakness, and increasing dyspnea on exertion. She has a
past medical history of atrial fibrillation, hypertension, and hyperlipidemia.
Medications include warfarin 2 milligrams po daily, lisinopril 10 milligrams po
daily, and simvastatin 10 milligrams po daily. There are no known drug
allergies. The physical exam reveals a 5’2” older female. Her weight is 128
pounds, blood pressure is 144/80, heart rate is 98, temperature is 98 degrees
Fahrenheit, and O2 saturation is 98%. Further examination reveals the following:

Eyes: + pallor conjunctiva

Cardiac: irregular rhythm. No S3 S4 or M. NO JVD

Lungs: CTA w/o rales, wheezes, or rhonchi

Abdomen: soft, BS +, + epigastric tenderness. No
organomegaly, rebound, or guarding

Rectal: no stool in rectal vault

Case Study 2:

A 28-year old female presents for a routine physical. She
has no complaints. Her personal medical history reveals asthma that is well
controlled with an albuterol inhaler prn and Advair 250/50 1 puff BID. Social
history reveals she is a nursing student who is a non-smoker, rarely uses
alcohol, and is mostly vegetarian. Her physical exam is negative, and she is
sent for a CBC/differential and lipid profile. Laboratory results reveal the
following: Hemoglobin 10, Hematocrit 30.1, MCV increased.

Case Study 3:

A 78-year-old female presents to the emergency room after a
fall 3 days ago. She recently had a right above-the-knee amputation and was
leaning over to pick something up when she fell. She did not want to come to
the hospital, but she is having difficulty managing at home because of the pain
in her left leg where she fell. Her patient medical history reveals RAKA,
peripheral vascular disease, Type 2 diabetes, and stage 3 chronic kidney
disease. Current medications include quinapril 20 milligrams PO daily, Lantus
30 units at bedtime, and Humalog to scale before meals. There are no known drug
allergies. The physical exam is negative and x-rays reveal no acute injuries.
Laboratory studies reveal a normal white blood cell count: Hgb of 8 and HCT 24.
The MCV is normal.

To prepare:

Review Chapter 213 in Part 18 of the Buttaro et al. text.

Select one of the three case studies. Reflect on the
provided patient information including history, physical exams, and lab
reports.

Think about a differential diagnosis. Consider the role the
patient history, physical exam, and lab reports played in the diagnosis.

Reflect on the pathophysiology of the type of anemia that
you diagnosed, as well as potential treatment options. Consider the causes of
this type of anemia. Think about whether the patient should be referred for
specialized care.

Week 5 discussion

Examining Chest X-Rays

Chest x-rays are an invaluable diagnostic tool as they can
help identify common respiratory disorders such as pneumonia, pleural effusion,
and tumors, as well as cardiovascular disorders such as an enlarged heart and
heart failure. As an advanced practice nurse, it is important that you are able
to differentiate a normal x-ray from an abnormal x-ray in order to identify
these disorders. The ability to articulate the results of a chest x-ray with
the physician, radiologist, and patient is an essential skill when facilitating
care in a clinical setting. In this Discussion, you practice your
interprofessional collaboration skills as you interpret chest x-rays and
exchange feedback with your colleagues.

Consider the four patient x-rays (Note: By Day 1 of this
week, your Instructor will assign you to post on one of these x-rays):

X-ray 1

Note: Please view the Week 5 Discussion area to view the
image for X-ray 1.

X-ray 2:

Note: Please view the Week 5 Discussion area to view the
image for X-ray 2.

X-ray 3:

Note: Please view the Week 5 Discussion area to view the
image for X-ray 3.

X-ray 4:

Note: Please view the Week 5 Discussion area to view the
image for X-ray 4.

To prepare:

Review Part 10 of the Buttaro et al. text in this week’s
Learning Resources, as well as the provided x-rays.

Reflect on what you see in the x-ray assigned to you by the
Course Instructor.Consider whether the patient in your assigned x-ray has an
enlarged heart, enlarged blood vessels, fluid in the lungs, and/or pneumonia in
the lungs

Week 6 discussion

Diagnosing Gastrointestinal Disorders

In primary care settings, patients often present with
abdominal pain. Although this is frequently a sign of a gastrointestinal (GI)
disorder, abdominal pain could also be the result of other systemic disorders,
making this type of pain difficult to assess. While abdominal pain is most
common, many other GI symptoms also overlap multiple disorders, further
increasing the difficulty in diagnosing and treating patients. This makes
provider-patient communication essential. You must be able to formulate
questions that will prompt the patient to provide the necessary information, as
this will guide your assessment and diagnosis. For this Discussion, consider
potential diagnoses for the patients in the following case studies.

Case Study 1:

A 49-year-old man presents to the office complaining of
vague abdominal discomfort over the past few days. He states he does not feel
like eating and has not moved his bowels for the last 2 days. His patient
medical history includes an appendectomy at age 22 and borderline hypertension,
which he is trying to control with diet and exercise. He takes no medications
and has no known allergies. Positive physical exam findings include a
temperature of 99.9 degrees Fahrenheit, heart rate of 98, respiratory rate of
24, and blood pressure of 150/72. The abdominal exam reveals abdominal
distention, diminished bowel sounds, and lower left quadrant tenderness without
rebound.

Case Study 2:

A 40 year-old female presents to the office with the chief
complaint of diarrhea. She has been having recurrent episodes of abdominal
pain, diarrhea, and rectal bleeding. She has lost 9 pounds in the last month.
She takes no medications, but is allergic to penicillin. She describes her life as stressful, but
manageable. The physical exam reveals a pale middle- aged female in no acute
distress. Her weight is 140 pounds (down from 154 at her last visit over a year
ago), blood pressure of 94/60 sitting and 86/50 standing, heart rate of 96 and
regular without postural changes, respiratory rate of 18, and O2 saturation
99%. Further physical examination reveals:

Skin: w/d, no acute lesions or rashes

Eyes: sclera clear, conj pale

Ears: no acute changes

Nose: no erythema or sinus tenderness

Mouth: membranes pale, some slight painful ulcerations,
right buccal mucosa, tongue beefy red, teeth good repair

Neck: supple, no thyroid enlargement or tenderness, no
lymphadenopathy

Cardio: S1 S2 regular, no S3 S4 or murmur

Lungs: CTA w/o rales, wheezes, or rhonchi

Abdomen: scaphoid, BS hyperactive, generalized tenderness,
rectal +occult bloo

Case Study 3:

A 52-year-old male presents to the office for a routine physical.
The review of symptoms reveals anorexia, heartburn, and weight loss over the
past 6 months. The heartburn is long standing, occurring most days during the
week. He takes TUMS or Rolaids to relieve the discomfort. The patient describes
occasional use of ibuprofen for back pain, but denies other medications
including herbals. He has no known allergies. He was adopted so does not know
his family history. Social history reveals that, although he stopped smoking
ten years ago, he smoked for 20 years. He occasionally consumes alcohol on the
weekends only. The only positive physical exam finding for this patient was
slight epigastric tenderness. The remainder of his exam was negative and the
rectal exam was negative for blood.

To prepare:

Review this week’s media presentations and Part 12 of the
Buttaro et al. text in the Learning Resources.

Select one of the three case studies listed above. Reflect
on the provided patient information including history and physical exams.

Think about a differential diagnosis. Consider the role the
patient history and physical exam played in diagnosis.

Reflect on potential treatment options based on your
diagnosis.

Week 7 discussion

Urinary Frequency

Urinary frequency is a genitourinary disorder that presents
problems for adults across the lifespan. It can be the result of various
systemic disorders such as diabetes, urinary tract infections, enlarged
prostates, kidney infections, or prostate cancer. Many of these disorders have
very serious implications requiring thorough patient evaluations. When
evaluating patients, it is essential to carefully assess the patient’s
personal, medical, and family history prior to recommending certain physical
exams and diagnostic testing, as sometimes the benefits of these exams do not
outweigh the risks. In this Discussion, you examine a case study of a patient
presenting with urinary frequency. Based on the provided patient information,
how would you diagnose and treat the patient?

Consider the following case study:

A 52-year-old African American male presents to an urgent
care center complaining of urinary frequency and nocturia. The symptoms have
been present for several months and have increased in frequency over the past
week. He has been unable to sleep because of the need to urinate at least
hourly all day and night. He does not have a primary care provider and has not
seen a doctor in more than 10 years. His father died when he was a child in an
automobile accident, and his mother is 79 years old and has hypertension. The
patient has no siblings. His social history includes the following: banker by
profession, divorced father of two grown children, non-smoker, and occasionally
consumes alcohol on weekends only.

To prepare:

Review Part 13 of the Buttaro et al. text in this week’s
Learning Resources.

Review the case study and reflect on the information
provided about the patient.

Think about the personal, medical, and family history you
need to obtain from the patient in the case study. Reflect on what questions
you might ask during an evaluation.

Consider types of physical exams and diagnostics that might
be appropriate for evaluation of the patient in the study.

Reflect on a possible diagnosis for the patient.

Review the Marroquin article in this week’s Learning
Resources. If you suspect prostate cancer, consider whether or not you would
recommend a biopsy.

Think about potential treatment options for the patient.

Post on or before Day 3 a description of the history that
you need to obtain from the patient in the case study. Include a list of
questions that you might ask the patient. Then, describe types of physical
exams and diagnostics that might be appropriate for evaluation of the patient.
Finally, explain a possible diagnosis, as well as potential treatment options
for the patient based on this diagnosis.

Week 8 discussion

Electrolyte Disorders

When an electrolyte disorder occurs, it disrupts the balance
of ionized salts in the blood. Since electrolytes regulate physiological
functions in the body, if left untreated, electrolyte disorders can cause harm
to multiple body systems. This results in a variety of symptoms which are
sometimes severe and life threatening. In this Discussion, you explore common
electrolyte disorders and their potential causes, as well as the impact of the
disorders on patients.

To prepare:

Review Chapters 207, 208, and 241 of the Buttaro et al.
text, as well as the Adams et al. and Assadi articles in this week’s Learning
Resources.

Select one of the following electrolyte disorders:
hyperkalemia and hypokalemia; hypercalcemia and hypocalcemia; hypernatremia and
hyponatremia; hypermagnesemia and hypomagnesemia. Reflect on signs and symptoms
of this disorder.

Consider potential causes of the disorder that you selected.
Reflect on whether that disorder is iatrogenic or a result of prescribed drugs.

Think about the impact of this electrolyte disorder on
patients. Consider how the disorder affects other body systems.

Post on or before Day 3 a description of the electrolyte
disorder that you selected as well as signs and symptoms. Then, explain potential
causes of the disorder including whether it is iatrogenic or a result of
prescribed drugs. Finally, describe the impact of the disorder on patients and
their body systems.

Week 9 discussion

Chronic Back Pain

Patients frequently present with complaints of pain such as
chronic back pain. They often seek medical care with the intent of receiving
drugs to manage the pain. Typically, for this type of pain, narcotic drugs are
often prescribed. This can pose challenges for you as the advanced practice
nurse prescribing the drugs. While there is a process for evaluating back pain,
it can be difficult to assess the intensity of a patient’s pain because pain is
a subjective experience. Only the person experiencing the pain truly knows
whether there is a need for drug treatments. This makes it important for you,
as the prescriber, to watch for red flags and warning signs of abuse. In this
Discussion, you explore the ethical implications of prescribing narcotics to
patients with chronic back pain.

To prepare:

Review this week’s media presentation on evaluating back
pain, as well as Chapter 15 of the Buttaro et al. text in the Learning
Resources. Reflect on the evaluation process for a patient with a history of
back pain.

Consider how you might evaluate a patient that presents with
back pain. Think about potential red flags and warning signs of drug abuse.

Reflect on the ethical implications of prescribing narcotics
for chronic back pain.

Think about what you would prescribe and why.

Post on or before Day 3 a description of how you might
evaluate a patient who presents with back pain. Then, describe potential red
flags and warning signs of drug abuse. Explain the ethical implications of
prescribing narcotics for chronic back pain. Finally, explain what you would
prescribe for patients and why.

Week 10 discussion

Stroke Prevention Media

Note: You will complete this week’s Discussion after you
complete this week’s Assignment

In this Discussion, you provide and receive feedback on the stroke
prevention media created in this week’s Assignment. This exchange between you
and your colleagues is an opportunity to practice your interprofessional
collaboration skills, which are an essential rudiment of nursing practice. In
clinical settings, you must be able to articulately express your thoughts and
communicate with colleagues. This Discussion is designed to help you improve
this skill, as well as encourage you to listen to your colleagues and
acknowledge that all views are valid and worthy of consideration. As you review
the stroke prevention media piece created by your colleagues, keep the best
interests of the specific patient population in mind. Use the feedback you
receive to refine your own stroke prevention media prior to submitting the final
Assignment in Week 11.

Post on or before Day 4 a description of the stroke
prevention media piece that you created. Include the details of your
educational media, and if possible, a copy of the actual media piece. Explain
why you selected the particular type of media and how and why it is suitable
for your patient population.

Week 11 discussion

Diabetes

In the United States, 25.6 million adults age 20 years or
older have diabetes (American Diabetes Association, 2011). If not properly
treated and managed, these millions of diabetic patients are at risk for
several alterations including heart disease, stroke, kidney failure,
neuropathy, and blindness. Proper treatment and management is the key for
diabetic patients, and as the advanced practice nurse providing care for these
patients, it is your responsibility to facilitate this process. Patient
education is critical, as is working with patients to establish a regular
pattern for daily activities such as eating and taking medications. When
developing care plans for patients, you must keep the projected outcomes of
treatment in mind, as well as patient preferences and other factors that might
impact adherence to treatment and management plans. In this Discussion, you
draw from your Practicum Experience and consider factors that impact the education
and treatment of patients with diabetes.

To prepare:

Review Chapter 205 in Part 17 of the Buttaro et al. text.

Reflect on the clinical presentation of diabetes, as well as
your Practicum Experiences and observations. Select a case from these experiences
that involve a diabetic patient. When referring to the patient, make sure to
use a pseudonym or other false form of identification. This is to ensure the
privacy and protection of the patient.

Recall the medical details of the patient in the case that
you selected including patient history, clinical presentation, physical exams,
diagnostics, and the recommended treatment plan.

Select one of the following patient factors: genetics,
gender, ethnicity, age, or behavior. Reflect on how this factor might impact
the treatment plan and patient education strategies.

Post on or before Day 3 a description of the case that you
selected including the diabetic patient’s medical details. Then, explain how
the factor that you selected might impact the treatment plan and patient
education strategies.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS:NURS 6531 Week 1 discussion Competencies for Nurse Practitioners

 

Grading Rubric Guidelines

Performance Category	10	9	8	4	0
Scholarliness Demonstrates achievement of scholarly inquiry for professional and academic decisions.	Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions Evaluates literature resources to develop a comprehensive analysis or synthesis. Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion	Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions. Evaluates information from source(s) to develop a coherent analysis or synthesis. Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion. Demonstrates little or no understanding of the topic.	Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions. Information is taken from source(s) without any interpretation/evaluation. The posting uses information that is not valid, relevant, or reliable	No evidence of the use of scholarly inquiry to inform or change professional or academic decisions. Information is not valid, relevant, or reliable
Performance Category	10	9	8	4	0
Application of Course Knowledge – Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources; Applies concepts to personal experience in the professional setting and or relevant application to real life.	Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources. Applies concepts to personal experience in their professional setting and or relevant application to real life Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content	Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson. Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life Does not demonstrate a solid understanding of the principles and concepts presented in the lesson	Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post. Posts are superficial and do not reflect an understanding of the lesson content Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life	Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category	5	4	3	2	0
Interactive Dialogue Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days. (5 points possible per graded thread)	Exceeds minimum post requirements Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days. Replies to a post posed by faculty and to a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days Replies to a question posed by a peer Summarizes what was learned from the lesson, readings, and other student posts for the week.	Meets expectations of 2 posts on 2 different days. The main post is not made by the Wednesday deadline Does not reply to a question posed by a peer or faculty	Has only one post for the week Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments	Does not post to the thread No connections are made to the topic
	Minus 1 Point	Minus 2 Point	Minus 3 Point	Minus 4 Point	Minus 5 Point
Grammar, Syntax, APA Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted. Points deducted for improper grammar, syntax and APA style of writing. The source of information is the APA Manual 6th Edition	2-3 errors in APA format. Written responses have 2-3 grammatical, spelling, and punctuation errors. Writing style is generally clear, focused, and facilitates communication.	4-5 errors in APA format. Writing responses have 4-5 grammatical, spelling and punctuation errors. Writing style is somewhat focused.	6-7 errors in APA format. Writing responses have 6-7 grammatical, spelling and punctuation errors. Writing style is slightly focused making discussion difficult to understand.	8-10 errors in APA format. Writing responses have 8-10 grammatical, spelling and punctuation errors. Writing style is not focused, making discussion difficult to understand.	Post contains greater than 10 errors in APA format. Written responses have more than 10 grammatical, spelling and punctuation errors. Writing style does not facilitate communication. The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
	0 points lost				-5 points lost
Total Participation Requirements per discussion thread	The student answers the threaded discussion question or topic on one day and posts a second response on another day.				The student does not meet the minimum requirement of two postings on two different days
Early Participation Requirement per discussion thread	The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week.				The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.