3 Pathophysiology


NR283 Pathophysiology

Concept Process Assignment Guidelines

NR283_Concept Process Assignment Guideline_V4 1

Purpose To integrate and build on basic concepts in support of critical thinking.

Course outcomes: This assignment enables the student to meet the following course outcomes:

CO 1: Correlate lifestyle, environmental, and other influences with changes in levels of wellness. (POs 1 and 7)

CO 2: Explain the pathophysiologic processes of select health conditions. (PO 1)

CO 3: Predict clinical manifestations and complications for select disease processes. (POs 1 and 8)

Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies to this assignment.

Total points possible: 50 points

Preparing the assignment Select a pathophysiology concept that you have not previously completed an active learning template for. Some

examples include but are not limited to: pathophysiology, etiology, iatrogenic, exogenous, prevention, mortality,

morbidity, manifestations, symptoms, communicable diseases, apoptosis, hyperplasia, ischemia, impaired gas exchange,

impaired mobility, or impaired perfusion.

Complete the three areas of the template describing in detail this concept.

Select a disease process from the current organ system you are studying, that you have not previously completed an

active learning template for. Some examples include but are not limited to: pneumonia, heart failure, hyperthyroidism,

colon cancer, renal failure, arthritis.

Complete the top three boxes, the Assessment and Safety Concerns area of the form. Be prepared to submit, present

and/or teach this concept to others based on your faculty member’s instructions. In addition, complete as much of the

Patient Centered Care area as you are able based on your own research and/or collaboration with your peers or faculty.

Create a 1 page analysis describing how the selected concept relates to the selected systems disorder. Be prepared to

present and/or submit your paper.

 

The following is an example to help clarify the assignment guidelines:

After completing the two templates below, the analysis paper might include a discussion of how immobility will affect

the particular selected disorder (in this case fracture). The analysis might include how immobility will increase

complications if patient is unable to walk, or if the patient does not have access to a walker. It may also include the

possibility the patient will be immobile in a bed right after surgical repair, and how this may affect the outcome of the

patient. Furthermore, highlights on how a specific patient age could affect immobility (i.e. elderly are more likely to

fracture hips). Reviewing how immobility may affect other types of fractures could be included.

For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library. Please note that your instructor may provide you with additional assessments in any form to determine that you fully understand the concepts learned in the review module.

 

https://library.chamberlain.edu/APA

 

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NR283 Pathophysiology

Concept Process Assignment Guidelines

NR283_Concept Process Assignment Guideline_V4 2

Example:

 

 

 

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NR283 Pathophysiology

Concept Process Assignment Guidelines

NR283_Concept Process Assignment Guideline_V4 3

Example:

 

 

 

 

NR283 Pathophysiology Concept Process Assignment Guidelines

NR283_Concept Process Assignment Guideline_V4 4

Grading Rubric Criteria are met when the student’s application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.

Assignment Section and Required Criteria

(Points possible/% of total points available)

High Level of Performance

Satisfactory Level of Performance

Unsatisfactory Level of Performance

Section not present in paper

Basic Concept Active Learning Template (15 points/30%)

15 points 10 points 5 points 0 points

Required criteria 1. Complete the entire template. Be ready to

submit, present, and/or teach this concept to

others.

>92% of the Active Learning Template is completed in its entirety. >92% of details and examples are included. Student uses appropriate terminology more than 92% of the time.

84%-91% of the Active Learning Template is complete. 84%-91% of the details and examples are included. Student use appropriate terminology 84%- 91% of the time.

76%-83% of more of the Active Learning Template is complete. 76%-83% details and examples are included. Student uses appropriate terminology 76%- 83% of the time.

<76% of more of the Active Learning Template is incomplete. <76% Details and examples are not included. Student uses appropriate terminology <76% of the time.

Systems Disorder Active Learning Template (15 points/30%)

15 points 10 points 5 points 0 points

Required criteria 1. Complete the entire template. Be ready to

submit, present, and/or teach this concept to others.

>92% of the Active Learning Template is completed in its entirety. >92% of details and examples are included. Student uses appropriate terminology more than 92% of the time.

84%-91% of the Active Learning Template is complete. 84%- 91% of the details and examples are included. Student use appropriate terminology 84%-91% of the time.

76%-83% of more of the Active Learning Template is complete. 76%-83% details and examples are included. Student uses appropriate terminology 76%- 83% of the time.

<76% of more of the Active Learning Template is incomplete. <76% Details and examples are not included. Student uses appropriate terminology <76% of the time.

Analysis Paper (15 points/30%)

15 points 10 points 5 points 0 points

Required criteria 1. Write Reflection Analysis on how the concept

and disease relate to each other.

A strong connection and correlation is made between the selected basic concept and the selected system disorder.

Information was described and compared between the basic concept and system disorder, but only a weak correlation or connection was made between them.

Some information was described and compared between the basic concept and system disorder, but no correlation or connection was made between them.

Little information was described and compared between the basic concept and system disorder, and no correlation or connection or a wrong correlation or connection was made between them.

 

 

NR283 Pathophysiology Concept Process Assignment Guidelines

NR283_Concept Process Assignment Guideline_V4 5

Overall Spelling, Grammar, and Presentation Style

(5 points/10%) 5 points 3 points 1 points 0 points

Required criteria 1. Use correct spelling, grammar, presentation

style, and legible submission

There are less than three unique errors in grammar, capitalization, punctuation, and/or spelling. Information is handwritten and the handwriting is legible.

There are more than two but less than nine unique errors in grammar, capitalization, punctuation, and/or spelling. 80% or more of the information is handwritten or and the 20% or less of the handwriting is illegible.

There are more than eight but less than sixteen unique errors in grammar, capitalization, punctuation, and/or spelling. 50% or more of the information is handwritten or and the 50% or less of the handwriting is illegible.

There are more than fifteen unique errors in grammar, capitalization, punctuation, and/or spelling. Information is not handwritten or the handwriting is illegible.

Total Points Possible = 50 points

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