Evolving Case Study – Savvy Essay Writers | savvyessaywriters.net

The evolving case study starts with background information that provides an overview; description of the patient; and the report provided to the participants using the format of situation, background, assessment, and recommendation (SBAR). Progressing over time with a fictional patient’s health status changing, this evolving case study presents the situation in three stages. Stage 1 is the initial stage where the patient’s healthcare situation is presented, followed by a trigger that represents a health challenge, or worsening of the health. Participants identify the appropriate interventions to maintain a stable health status, as well as recognize via assessment the deterioration in the fictional patient’s health. Stage 2 continues the presentation of the patient with progressive decline in health status requiring the identification of appropriate actions by participants. A trigger for Stage 3 will be identified based on the stabilization of the fictional patient. Outcome of the evolving case study is suggested as part of Stage 3. Preparation for debriefing of participants is considered by the identification of Socratic questions.

Purpose

This assignment provides the opportunity for the student to develop an evolving case study that would be useful as part of a small group activity in the clinical setting. It should not be written for a simulation learning activity. Using a concept presented in Weeks 2, 3, and 4, the student incorporates the elements expected of an evolving case study as well as includes pathophysiology, pharmacology, and physical assessment.

Course Outcomes

Through this assignment, the student will demonstrate the ability to do the following.

CO 1: Synthesize educational theories and knowledge from nursing and health sciences to foster experiential learning strategies and positive healthcare outcomes. (PO 1)

CO 2: Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize holistic, person-centered outcomes in complex disease states. (POs 1, 2, 3, 5)

CO 3: Integrate caring and person-centered concepts within diverse practice settings to maximize healthcare and learner outcomes. (PO 2)

CO 4: Employ a spirit of inquiry to foster professional development to facilitate the achievement of educational outcomes. (PO 3)

CO 6: Promote positive health and education outcomes by fostering the use of evidence-based and interprofessional strategies in experiential settings. (PO 5)

Due Date: Sunday 11:59 p.m. MT at the end of Week 5

Total Points Possible: 180 points

Requirements

Description of the Assignment

This assignment requires the student to develop an evolving case study that would be useful in either the clinical or classroom setting. It is not written for a simulation learning activity. The evolving case study must focus on a concept assigned from Giddens (2017) required textbook during Weeks 2, 3, and 4. In addition, the student must identify Socratic questions related to the pathophysiology, pharmacology, and health assessment used in the evolving case study. The study demonstrates the following.

· Initial presentation (i.e., Stage 1) regarding the health status of the patient

· Progress to Stage 2 with the occurrence of event that requires the identification of the appropriate response from learners

· Ends with Stage 3 that is based upon the action identified by learners

The development of Socratic questions useful for debriefing following completion of the evolving case study are required.

Criteria for Content

Overview of the assignment

The evolving case study starts with background information that provides an overview; description of the patient; and the report provided to the participants using the format of situation, background, assessment, and recommendation (SBAR). Progressing over time with a fictional patient’s health status changing, this evolving case study presents the situation in three stages. Stage 1 is the initial stage where the patient’s healthcare situation is presented, followed by a trigger, which represents a health challenge or worsening of health. Participants identify the appropriate interventions to maintain a stable health status as well as recognize via assessment the deterioration in the fictional patient’s health. Stage 2 continues the presentation of the patient with progressive decline in health status requiring the identification of appropriate actions by participants. A trigger for Stage 3 will be identified based on the stabilization of the fictional patient. An outcome of the evolving case study is suggested as part of Stage 3. Preparation for the debriefing of participants is considered by the identification of Socratic questions.

Required content for the assignment

Part 1: Overview of evolving case study

· Description of the evolving case study

· Identify the purpose

· Identify the type of learner that case study is developed for

· Identify the concept to be demonstrated by the fictional patient

· Description of the setting

Part 2: Description of fictional patient by identifying each of the following elements

· Name

· Gender/age/weight/height

· Allergies

· Past medical history

· History of present illness

· Social history

· Primary medical diagnosis

· Surgeries and/or procedures with dates

Part 3: Develop the report that learners receive prior to the start of the evolving case study using SBAR

· Time of report

· Identify person providing the report

· Identify each of the following for SBAR

· Situation

· Background

· Assessment

· Recommendation

Part 4: Stage 1: Start of the healthcare situation with required elements

· Evolving case study information to be presented to the learner

· One action that a learner SHOULD identify that is APPROPRIATE for the situation

· Socratic question for each area to ask learner at end of Stage 1

· Pathophysiology

· Physical assessment

· Pharmacology

· Trigger for Stage 2

Part 5: Stage 2: Deterioration in fictional patient’s health status with required elements

· Evolving case study information to be presented to the learner

· One action that a learner SHOULD identify that is APPROPRIATE for the situation

· Socratic question for each area to ask learner at end of Stage 2

· Pathophysiology

· Physical assessment

· Pharmacology

· Trigger for Stage 3

Part 6: Stage 3: Stabilization of fictional patient with required elements

· Evolving case study information to be presented to the learner

· One action that a learner SHOULD identify that is APPROPRIATE for the situation

· Socratic question for each area to ask learner at end of Stage 3

· Pathophysiology

· Physical assessment

· Pharmacology

· Expected ending for case study if learner’s actions are APPROPRIATE for the situation

Part 7: Debriefing

· Socratic Question 1 (focusing on overall Stage 1)

· Socratic Question 2 (focusing on overall Stage 2)

· Socratic Question 3 (focusing on overall Stage 3)

· Socratic Question 4 (focusing on the overall case study)

Preparing the Assignment

Criteria for Format and Special Instructions

1. The assignment should not exceed 8 pages in length excluding the title page and reference page.

2. The use of the template for Week 5 Assignment is required.

3. Expectations regarding graduate level include all the following elements.

a. Correct spelling, grammar, and punctuation

b. Exceptional writing style with clarity, flow, and organization of information throughout the paper

c. Congruence with APA mechanics of style

d. APA format for citing and referencing sources

Directions and Assignment Criteria

Assignment Criteria	Points	%	Description
Overview of evolving case study	10		The required content includes: · Description of the evolving case study · Identify the purpose · Identify the type of learner that case study is developed for · Identify the concept to be demonstrated by the fictional patient · Description of the setting
Description of fictional patient by identifying each of the following elements	10		The required content includes: · Name · Gender/age/weight/height · Allergies · Past medical history · History of present illness · Social history · Primary medical diagnosis · Surgeries and/or procedures with dates
Develop the report that learners receive prior to start of the evolving case study using SBAR	20		The required content includes: · Time of report · Identify person providing the report · Identify each of the following for SBAR · Situation · Background · Assessment · Recommendation
Stage 1: Start of the healthcare situation with required elements	35		The required content includes: · Evolving case study information to be presented to the learner · One action that a learner SHOULD identify that is APPROPRIATE for the situation · Socratic question for each area to ask learner at end of Stage 1 · Pathophysiology · Physical assessment · Pharmacology · Trigger for Stage 2
Stage 2: Deterioration in fictional patient’s health status with required elements	35		The required content includes: · Evolving case study information to be presented to the learner · One action that a learner SHOULD identify that is APPROPRIATE for the situation · Socratic question for each area to ask learner at end of Stage 2 · Pathophysiology · Physical assessment · Pharmacology · Trigger for Stage 3
Stage 3: Stabilization of fictional patient with required elements	35		The required content includes: · Evolving case study information to be presented to the learner · One action that a learner SHOULD identify that is APPROPRIATE for the situation · Socratic question for each area to ask learner at end of Stage 3 · Pathophysiology · Physical assessment · Pharmacology · Expected ending for case study if learner’s actions are APPROPRIATE for the situation
Debriefing	25		The required content includes: · Socratic Question 1 (focusing on overall Stage 1) · Socratic Question 2 (focusing on…

ORDER NOW

Social Cognition And Perception – Savvy Essay Writers | savvyessaywriters.net

Select one person in each category below:
A person you do not know and who you probably will not see again (clerk at the grocery store, etc.)
A person you have known for some time and for whom you can remember your first impressions (acquaintance, friend, spouse, etc.)
Briefly describe each person including his or her specific behavior at your first meeting, the context of your interaction with each person, and your first impression of each person.
Explain whether you made external (situational) and/or internal (dispositional) attributions for each person’s behavior during that first meeting.
Did you engage in automatic thinking or controlled thinking in forming your first impression of each person? Explain. What, if any, schemas or heuristics did you use?
With which culture(s) do you identify? According to the information in this week’s readings, how does your culture influence your impressions of others? For example, (a) how does your culture influence the content of a particular schema (Aronson, Wilson, & Sommers, 2019, p. 70), (b) which culturally-specific display rules influence your impressions (Aronson, Wilson, & Sommers, 2019, pp. 889-90), or (c) when have you engaged in holistic or analytic thinking as your culture would predict (Aronson, Wilson, & Sommers, 2019, p. 110)?

Looking for a Similar Assignment? Order now and Get 10% Discount! Use Coupon Code “Newclient”

ORDER NOW

Inclusive Workforce

Inclusive Workforce
U.S. Department of Labor, Office of Disability Employment Policy. (2017). Building an inclusive workforce: A four-step reference guide to recruiting, hiring and retaining employees with disabilities. Retrieved from https://www.dol.gov/odep/pubs/20100727.pdf
Your First Post:
Discuss with your colleagues how the trends discussed in the Building an Inclusive Workforce as well as in other sources you have come across relate to your current workplace and/or workplaces you have experienced in your past.
Your Subsequent Posts:
Read through the responses by your peers and post responses to at least two classmates’ posts. Bring in ideas/comments and/or research/readings not mentioned yet.
Remember: To receive full credit in this forum, you need to post a minimum of three quality posts (your own initial post, and responses to two classmates). If you borrow from subject matter experts (authors, speakers, etc.), be sure to give them credit by citing sources.

The post Inclusive Workforce appeared first on Essays Done.

Week7 Assignment: Critiquing Quantitative Quiz

ORDER NOW FOR AN ORIGINAL PAPER ASSIGNMENT;Week7 Assignment: Critiquing Quantitative Quiz

Week 7 assignment Assignment: Critiquing Quantitative, Qualitative, or Mixed Methods Studies Critiquing the validity and robustness of research featured in journal articles provides a critical foundation for engaging in evidence-based practice. In Weeks 5 and 6, you explored quantitative research designs. In Week 7, you will examine qualitative and mixed methods research designs. For this Assignment, which is due by Day 7 of Week 7, you critique a quantitative and either a qualitative or a mixed methods research study and compare the types of information obtained in each. To prepare: Select a health topic of interest to you that is relevant to your current area of practice. The topic may be your Course Portfolio Project or a different topic of your choice. Using the Walden Library, locate two articles in scholarly journals that deal with your portfolio topic: 1) Select one article that utilizes a quantitative research design and 2) select a second article that utilizes either a qualitative OR a mixed methods design. These need to be single studies not systematic or integrative reviews (including meta-analysis and metasynthesis). You may use research articles from your reference list. If you cannot find these two types of research on your portfolio topic, you may choose another topic. Locate the following documents in this week’s Learning Resources to access the appropriate templates, which will guide your critique of each article: Critique Template for a Qualitative Study Critique Template for a Quantitative Study Critique Template for a Mixed-Methods Study Consider the fields in the templates as you review the information in each article. Begin to draft a paper in which you analyze the two research approaches as indicated below. Reflect on the overall value of both quantitative and qualitative research. If someone were to say to you, “Qualitative research is not real science,” how would you respond? To complete this Assignment: Complete the two critiques using the appropriate templates. Write a 2- to 3-page paper that addresses the following: Contrast the types of information that you gained from examining the two different research approaches in the articles that you selected. Describe the general advantages and disadvantages of the two research approaches featured in the articles. Use examples from the articles for support. Formulate a response to the claim that qualitative research is not real science. Highlight the general insights that both quantitative and qualitative studies can provide to researchers. Support your response with references to the Learning Resources and other credible sources. As you complete this Assignment, remember to: Submit your paper to Grammarly and SafeAssign through the Walden Writing Center. Based on the Grammarly and SafeAssign reports, revise your paper as necessary. Reminder: The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The School of Nursing Sample Paper provided at the Walden Writing Center provides an example of those required elements (available from the Walden University website found in this week’s Learning Resources). All papers submitted must use this formatting. Combine all three parts of this assignment into one Word document including both critique templates and the narrative with your references. Submit this combined document. By Day 7 of Week 7

Get a 10 % discount on an order above $ 50
Use the following coupon code :
NPS10

Order Now

The post Week7 Assignment: Critiquing Quantitative Quiz appeared first on NursingPaperSlayers.