\n| This criterion is linked to a Learning Outcome Develop a patient medication guide for treatment of depressive disorders in a vulnerable population you selected. \u2022 Depressive disorder causes and symptoms \u2022 How depression is diagnosed for the vulnerable population of your choice<\/td>\n | \n\n\n\n| 20 to >17.0 pts<\/p>\n Excellent Point range: 90\u2013100<\/p>\n Discussion includes Depressive disorder causes and symptoms; Discussion includes how depression is diagnosed for the chosen vulnerable population. The response accurately and clearly explains in detail the specific patient factors that impact decision making when prescribing medication for this patient.<\/td>\n | 17 to >15.0 pts<\/p>\n Good Point range: 80\u201389<\/p>\n Discussion is vague regarding Depressive disorder causes and symptoms; Discussion is vague on how depression is diagnosed for the chosen vulnerable population.<\/td>\n | 15 to >13.0 pts<\/p>\n Fair Point range: 70\u201379<\/p>\n Discussion is vague regarding Depressive disorder and missing causes and\/or symptoms; Discussion is vague on how depression is diagnosed for the chosen vulnerable population.<\/td>\n | 13 to >0 pts<\/p>\n Poor Point range: 0\u201369<\/p>\n Discussion is inaccurate regarding Depressive disorder and missing causes and\/or symptoms; Discussion is missing and\/or inaccurate on how depression is diagnosed for the chosen vulnerable population.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n | 20 pts<\/td>\n<\/tr>\n | \n| This criterion is linked to a Learning Outcome \u2022 Medication treatment options including risk vs benefits; side effects; FDA approvals for the vulnerable population of your choice \u2022 Medication considerations of medication examples prescribed \u2022 What is important to monitor in terms of labs, comorbid medical issues with why important for monitoring of medications prescribed<\/td>\n | \n\n\n\n| 20 to >17.0 pts<\/p>\n Excellent Point range: 90\u2013100<\/p>\n Medication treatment options are discussed including risk vs benefits; side effects; FDA approvals for the chosen vulnerable population; Medication considerations of medication examples prescribed; contains discussion of items important to monitor in terms of labs, comorbid medical issues with why important for monitoring.<\/td>\n | 17 to >15.0 pts<\/p>\n Good Point range: 80\u201389<\/p>\n Medication treatment options are briefly discussed and vague regarding risk vs benefits; side effects; FDA approvals for the chosen vulnerable population is vague; vague discussion medication considerations of medication examples prescribed; contains discussion of items important to monitor in terms of labs, comorbid medical issues with why important for monitoring.<\/td>\n | 15 to >13.0 pts<\/p>\n Fair Point range: 70\u201379<\/p>\n Medication treatment options are vague and missing risk vs benefits; side effects; missing discussion of FDA approvals for the chosen vulnerable population; no medication considerations of medication examples prescribed; missing elements of discussing items important to monitor in terms of labs, comorbid medical issues with why important for monitoring.<\/td>\n | 13 to >0 pts<\/p>\n Poor Point range: 0\u201369<\/p>\n Medication treatment options are inaccurate, vague and\/or missing including risk vs benefits; side effects; missing or inaccurate discussion on FDA approvals for the chosen vulnerable population; no medication considerations of medication examples prescribed discussed; contains inaccurate, minimal, or no discussion of items important to monitor in terms of labs, comorbid medical issues with why important for monitoring.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n | 20 pts<\/td>\n<\/tr>\n | \n| This criterion is linked to a Learning Outcome \u2022 Special Considerations (you must be specific, not general and address at least one for EACH category; you must demonstrate critical thinking beyond basics of HIPPA and informed consent!): legal considerations, ethical considerations, cultural considerations, social determinants of health \u2022 Where to follow up in your local community for further information<\/td>\n | \n\n\n\n| 20 to >17.0 pts<\/p>\n Excellent Point range: 90\u2013100<\/p>\n Special Considerations are discussed and specific, not general and address at least one for EACH category demonstrating critical thinking beyond basics of HIPPA and informed consent: legal considerations, ethical considerations, cultural considerations, social determinants of health. Discussion includes directions for where to follow up in local community for further information.<\/td>\n | 17 to >15.0 pts<\/p>\n Good Point range: 80\u201389<\/p>\n Special Considerations are discussed not specific, but general and address at least one for EACH category demonstrating critical thinking beyond basics of HIPPA and informed consent: legal considerations, ethical considerations, cultural considerations, social determinants of health. Discussion includes directions for where to follow up in local community for further information.<\/td>\n | 15 to >13.0 pts<\/p>\n Fair Point range: 70\u201379<\/p>\n Special Considerations are discussed not specific, but general and missing 1-2 of EACH category and does not demonstrate critical thinking beyond basics of HIPPA and informed consent: legal considerations, ethical considerations, cultural considerations, social determinants of health. Discussion directions for where to follow up in local community for further information are vague.<\/td>\n | 13 to >0 pts<\/p>\n Poor Point range: 0\u201369<\/p>\n Special Considerations are discussed not specific, is inaccurate and\/or general and missing 3+ or more or does not discuss any of EACH category, inaccurate discussion and\/or does not demonstrate critical thinking beyond basics of HIPPA and informed consent: legal considerations, ethical considerations, cultural considerations, social determinants of health. Discussion does not include directions for where to follow up in local community for further information.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n | 20 pts<\/td>\n<\/tr>\n | \n| This criterion is linked to a Learning Outcome \u2022 The medication guide discusses why the chosen population is considered vulnerable. The medications guide language is appropriate for the intended audience (patient, caregiver, parent, etc). The medication guide is interesting and appealing including use of graphics\/tables.<\/td>\n | \n\n\n\n| 15 to >13.0 pts<\/p>\n Excellent Point range: 90\u2013100<\/p>\n The medication guide discusses why the chosen population is considered vulnerable. The medications guide language is appropriate for the intended audience (patient, caregiver, parent, etc). The medication guide is interesting and appealing including use of graphics\/tables.<\/td>\n | 13 to >11.0 pts<\/p>\n Good Point range: 80\u201389<\/p>\n The medication guide is vague in discussion why the chosen population is considered vulnerable. The medications guide language is not consistently appropriate for the intended audience (patient, caregiver, parent, etc). The medication guide is interesting and appealing including use of graphics\/tables.<\/td>\n | 11 to >9.0 pts<\/p>\n Fair Point range: 70\u201379<\/p>\n The medication guide does not discuss why the chosen population is considered vulnerable. The medications guide language is not consistently appropriate for the intended audience (patient, caregiver, parent, etc). The medication guide has limited appeal with use of graphics\/tables.<\/td>\n | 9 to >0 pts<\/p>\n Poor Point range: 0\u201369<\/p>\n The medication guide does not discuss why the chosen population is considered vulnerable. The medications guide language is not appropriate for the intended audience (patient, caregiver, parent, etc). The medication guide is not interesting and appealing in and\/or missing use of graphics\/tables.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n | 15 pts<\/td>\n<\/tr>\n | \n| This criterion is linked to a Learning Outcome Provides three examples of how to write a proper prescription that would be provided to patient and\/or transmitted to pharmacy. Prescription contains date, medication and strength, amount to be taken, route to be taken, frequency, indication, quantity, refills; providers signature.<\/td>\n | \n\n\n\n| 15 to >13.0 pts<\/p>\n Excellent Point range: 90\u2013100<\/p>\n Provides three examples of how to write a proper prescription that would be provided to patient and\/or transmitted to pharmacy. Prescription contains date, medication and strength, amount to be taken, route to be taken, frequency, indication, quantity, refills; providers signature.<\/td>\n | 13 to >11.0 pts<\/p>\n Good Point range: 80\u201389<\/p>\n Provides three examples of how to write a proper prescription that would be provided to patient and\/or transmitted to pharmacy. Prescription is missing 1-2 elements of the following; date, medication and strength, amount to be taken, route to be taken, frequency, indication, quantity, refills; providers signature.<\/td>\n | 11 to >9.0 pts<\/p>\n Fair Point range: 70\u201379<\/p>\n Provides two examples of how to write a proper prescription that would be provided to patient and\/or transmitted to pharmacy. Prescription is missing 3 of the following: date, medication and strength, amount to be taken, route to be taken, frequency, indication, quantity, refills; providers signature.<\/td>\n | 9 to >0 pts<\/p>\n Poor Point range: 0\u201369<\/p>\n Provides one example of how to write a proper prescription that would be provided to patient and\/or transmitted to pharmacy. Prescription is missing 4+ or is inaccurately written for date, medication and strength, amount to be taken, route to be taken, frequency, indication, quantity, refills; providers signature.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n | 15 pts<\/td>\n<\/tr>\n | \n| This criterion is linked to a Learning Outcome Written Expression and Formatting\u2014Paragraph development and organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused\u2014neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.<\/td>\n | \n\n\n\n| 5 to >4.0 pts<\/p>\n Excellent Point range: 90\u2013100<\/p>\n 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.<\/td>\n | 4 to >3.5 pts<\/p>\n Good Point range: 80\u201389<\/p>\n Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. … Purpose, introduction, and conclusion of the assignment are stated, yet they are brief and not descriptive.<\/td>\n | 3.5 to >3.0 pts<\/p>\n Fair Point range: 70\u201379<\/p>\n Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%\u201379% of the time. … Purpose, introduction, and conclusion of the assignment is vague or off topic.<\/td>\n | 3 to >0 pts<\/p>\n Poor Point range: 0\u201369<\/p>\n Paragraphs and sentences follow writing standards for flow, continuity, and clarity less than 60% of the time. … No purpose statement, introduction, or conclusion were provided.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n | 5 pts<\/td>\n<\/tr>\n | \n| This criterion is linked to a Learning Outcome Written Expression and Formatting\u2014English writing standards: Correct grammar, mechanics, and punctuation; Includes title page and reference page with a minimum of 3 scholarly supporting resources outside of course provided resources. Paper is limited to 5 pages not including title and reference page.<\/td>\n | \n\n\n\n| 5 to >4.0 pts<\/p>\n Excellent Point range: 90\u2013100<\/p>\n Uses correct grammar, spelling, and punctuation with no errors; Includes title page and reference page with a minimum of 3 scholarly supporting resources outside of course provided resources; Paper is limited to 5 pages not including title and reference page.<\/td>\n | 4 to >3.5 pts<\/p>\n Good Point range: 80\u201389<\/p>\n Contains a few (one or two) grammar, spelling, and punctuation errors; includes the following: title page and reference page. Only contains 2 scholarly supporting resources outside of course provided resources; Paper is 6 pages not including title and reference page.<\/td>\n | 3.5 to >3.0 pts<\/p>\n Fair Point range: 70\u201379<\/p>\n Contains several (three or four) grammar, spelling, and punctuation errors; missing one of the following; title page or reference page; only contains 1 scholaraly supporting resources outside of course provided; Paper is 7 pages not including title and reference page resources.<\/td>\n | 3 to >0 pts<\/p>\n Poor Point range: 0\u201369<\/p>\n Contains many (\u2265 five) grammar, spelling, and punctuation errors that interfere with the reader\u2019s understanding; missing the following; title page and reference page; contains no scholaraly supporting resources outside of course provided resources; Paper is 8+ pages not including title and reference page.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<\/td>\n | 5 pts<\/td>\n<\/tr>\n | \n| Total Points: 100<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NURS 6630 Assessing and Treating Vulnerable Populations for Depressive Disorders Assignment<\/strong><\/a><\/span><\/p>\nNURS 6630 Assessing and Treating Vulnerable Populations for Depressive Disorders Assignment Grading Rubric<\/strong><\/h3>\n\n\n\nPerformance Category<\/strong><\/td>\n| 100% or highest level of performance<\/strong><\/p>\n 100%<\/strong><\/p>\n16 points<\/strong><\/td>\n| Very good or high level of performance<\/strong><\/p>\n 88%<\/strong><\/p>\n14 points<\/strong><\/td>\n| Acceptable level of performance<\/strong><\/p>\n 81%<\/strong><\/p>\n13 points<\/strong><\/td>\n| Inadequate demonstration of expectations<\/strong><\/p>\n 68%<\/strong><\/p>\n11 points<\/strong><\/td>\n| Deficient level of performance<\/strong><\/p>\n 56%<\/strong><\/p>\n9 points<\/strong><\/p>\n\u00a0<\/strong><\/td>\n| Failing level<\/strong><\/p>\n of performance<\/strong><\/p>\n55% or less<\/strong><\/p>\n0 points<\/strong><\/td>\n<\/tr>\n<\/thead>\n\n\n\u00a0Total Points Possible= 50 <\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 16 Points<\/strong><\/td>\n\u00a0\u00a0 14 Points<\/strong><\/td>\n13 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 11 Points<\/strong><\/td>\n\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 9 Points<\/strong><\/td>\n\u00a0 \u00a0 \u00a0 \u00a0\u00a0 0 Points<\/strong><\/td>\n<\/tr>\n\n| Scholarliness<\/strong><\/p>\n Demonstrates achievement of scholarly inquiry for professional and academic topics.<\/td>\n Presentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- 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.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- 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.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in all of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- 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.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
| <\/p>\n Presentation of information is unsatisfactory in one<\/strong> of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- 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.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
| <\/p>\n Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- 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.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> or more<\/strong> of the following elements<\/p>\n\n- Provides evidence of scholarly inquiry relevant to required TD topic(s).<\/li>\n
- Presents specific information from scholarly sources to develop a comprehensive presentation of facts.<\/li>\n
- 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.*<\/li>\n
- Uses in-text citation and full reference at end of posting when presenting another person’s thoughts as quotes or paraphrase of information<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n| <\/td>\n | \u00a016 Points<\/strong><\/td>\n\u00a014 Points<\/strong><\/td>\n\u00a013 Points<\/strong><\/td>\n11 Points<\/strong><\/td>\n9 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n\n| Application of Course Knowledge<\/strong><\/p>\n Demonstrate the ability to analyze and apply principles, knowledge and information learned in the outside readings and relate them to real-life professional situations<\/strong><\/td>\nPresentation of information was exceptional and included all<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was good, but was superficial in places and included all<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information was minimally demonstrated in the all<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in one <\/strong>of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from and scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in two<\/strong> of the following elements:<\/p>\n\n- Applies principles, knowledge and information from scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned from scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n
Presentation of information is unsatisfactory in three<\/strong> of the following elements<\/p>\n\n- Applies principles, knowledge and information and scholarly resources to the required topic.<\/li>\n
- Applies facts, principles or concepts learned scholarly resources to a professional experience.<\/li>\n
- Application of information is comprehensive and specific to the required topic.<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n
\n\u00a0<\/strong><\/td>\n\u00a010 Points<\/strong><\/td>\n9 Points <\/strong><\/td>\n| <\/td>\n | <\/td>\n | \u00a06 Points<\/strong><\/td>\n\u00a00 Points<\/strong><\/td>\n<\/tr>\n\n| Interactive Dialogue <\/strong><\/p>\n Initial post should be a minimum of 300 words (references do not count toward word count)<\/strong><\/p>\nThe peer and instructor responses must be a minimum of 150 words each (references do not count toward word count)<\/strong><\/p>\nResponses are substantive and relate to the topic.<\/strong><\/td>\n| Demonstrated all <\/strong>of the following:<\/p>\n | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |
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