NURS 6540 Week 2 discussion Discussion: Assessment Tools

NURS 6540 Week 2 discussion Discussion: Assessment Tools

Sample Answer for NURS 6540 Week 2 discussion Discussion: Assessment Tools Included After Question

NURS 6540 Week 2 discussion Discussion: Assessment Tools

Week 2 discussion

Discussion: Assessment Tools

As geriatric patients age, their health and functional
stability may decline resulting in the inability to perform basic activities of
daily living. In your role as the advanced practice nurse, you must assess
whether the needs of these aging patients are being met. Comprehensive
geriatric assessments are used to determine whether these patients have
developed or are at risk of developing age-related changes that interfere with
their functional status. Since the health status and living situation of
geriatric patients often differ, there are a variety of assessment tools that
can be used to evaluate wellness and functional ability.

For this Discussion, consider which assessment tools would
be appropriate for the patients in the following three case studies:

NURS 6540 Week 2 discussion Discussion: Assessment Tools
NURS 6540 Week 2 discussion Discussion: Assessment Tools

Case Study 1

Mr. Smith, age 77, reports for an annual physical
examination. He says he is doing well. His only known problem is
osteoarthritis. He also requests a flu shot. He takes no medications other than
Tylenol for arthritis pain. When he walks into the exam room, you notice that
he is using a straight cane in his right hand. When you ask about the cane, he
says he began using the cane because the pain in his right hip had increased
significantly over the past 6 months.

Case Study 2

Mr. Jones, a 68-year-old man, was referred to your office
for a hearing evaluation. He continues to work in a printing company, although
he works only part-time. He has worked at the printing company for the past 35
years. He complains that he cannot hear much of the dialogue on the television.
He is accompanied by his wife, who states that her husband cannot hear her at
home. He has no history of dizziness, tinnitus, or vertigo. He has had cerumen
impactions removed from both ears in the past. Overall, his medical history is
quite benign. His only medications are aspirin 81 mg daily, a multivitamin
daily, and occasional ibuprofen for back pain

Case Study 3

Mrs. Roberts, an 83-year-old widow, is brought to the office
by her daughter. The daughter claims that her mother seems to be depressed.
There is a history of depression approximately five years ago, shortly after
Mrs. Roberts’ husband died. At that time, she was successfully treated with
antidepressants. Currently, the daughter states that her mother’s memory for
appointments and events has declined severely, and she can no longer drive
because she does not remember the route to the store or other familiar places.
The daughter also noted that her mother’s house seemed very disorganized and
dirty, there was a limited amount of food in the kitchen, and the checkbook had
not been balanced for several months. Mrs. Roberts appears slightly disheveled,
she has a flat affect, and she does not maintain eye contact during your
interview.

To prepare:

Review the Rosen and Reuben article in this week’s Learning
Resources. Consider how assessment tools are used to evaluate patients.

Select one of the three case studies. Based on the provided
information, think about a possible patient evaluation plan. As part of your evaluation
planning, consider where the evaluation would take place, whether any other
professionals or family members should be present, appropriate assessment tools
and guidelines, and any other relevant information you may wish to address.

Consider whether the assessment tool you identified was
validated for use with this specific patient population and if this poses
issues. Think about additional factors that might present issues when
performing assessments, such as language, education, prosthetics, missing
limbs, etc.

By Day 3

Post an explanation of your evaluation plan for the patient
in the case study you selected and explain which type of assessment tool you
might use for the patient. Explain whether the assessment tool was validated
for use with this patient’s specific patient population and whether this poses
issues. Include additional factors that might present issues when performing
assessments, such as language, education, prosthetics, missing limbs, etc.

Read a selection of your colleagues’ responses.

By Day 6

Respond to at least two of your colleagues on two different
days in one or more of the ways listed below. Respond to colleagues who
selected different case studies than you did.

Suggest alternative assessment tools and explain why these
tools might be appropriate for your colleagues’ patients.

Recommend strategies for mitigating issues related to use of
the assessment tools your colleagues discussed.

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NURS 6540 Week 2 discussion Discussion: Assessment Tools 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.

A Sample Answer For the Assignment: NURS 6540 Week 2 discussion Discussion: Assessment Tools

Title: NURS 6540 Week 2 discussion Discussion: Assessment Tools