NR 602 Week 2 - Presentation: Osgood Schlatter Disease

NR 602 Week 2 – Presentation: Osgood Schlatter Disease

The purpose of this assignment is to enhance the student’s clinical reasoning, confidence and learning of various pediatric and women health topics through facilitated discussion.

In Weeks 2 and 6, you will create a Grand Rounds presentation on the topic assigned to you by the faculty member.

1. Describe the most commonly prescribed drugs use in primary care for the chose condition.

2. Utilize clinical guidelines, research articles or other materials to support your findings.

3. Identify any practice barriers, issues, or problems (including cultural diversity and healthcare literacy).

4. Discuss best practices for optimal outcomes.

Due Dates:Pediatric Grand Rounds due Week 2 (please see specific days/times below)

Keep in mind the following guidelines and grading criteria while taking part in this assignment:

The Grand Rounds presentation will consist of a patient scenario that is assigned to you by your faculty in week one. The presentation is a video recording in Kaltura. Recording of the presentation should be interesting, professional, and focused to the topic. Wear your lab coat and name tag/badge during the recording.You must use a visual aid during your presentation.

By Wednesday, 11:59 p.m. MT – In addition to submitting your presentation, you will also need to lead a discussion on your topic in the discussion thread. The initial post and Kaltura presentation are both due by Wednesday 11:59 p.m. MT. NOTE: By Wednesday, you will also initiate a discussion to lead.

Discussion Lead Requirement: Develop three (3) questions on your topic you can ask to initiate the discussion and keep it going.

By Friday, 11:59 p.m. MT, respond substantively to a minimal of two (2) peers’ presentation questions**If all students have a response, then choose the student with the least responses to their posting.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 602 Week 2 – Presentation: Osgood Schlatter Disease

By Sunday, 11:59 p.m. MT, summarize your grand rounds presentation by posting a summary reply to your initial post in the discussion thread. Summarize the discussion as well as conclusions from the collective group discussion. Include evidence based references at the bottom of the summary ANDrespond to ALL faculty questions regarding your presentation.

Presentation: Osgood Schlatter Disease Criterion

Exceptional

Outstanding or highest level of performance

Exceeds

Very good or high level of performance

Meets

Satisfactory level of performance

Needs Improvement

Poor or failing level of performance

Developing

Unsatisfactory level of performance

Content

Possible Points = 150

Introduction

20 Points

15 Points

10 Points

8 Points

0 Points

Introduction of chosen grand rounds topic that include a detailed review of pathophysiology, epidemiology, and risk factors.

Introduction of chosen grand rounds topic, but omits one of the following criteria: pathophysiology, epidemiology or risk factors.

Introduction of chosen grand rounds topic but omits two of the following criteria: pathophysiology, epidemiology or risk factors

Provides vague description of 1-2 of the following criteria of pathophysiology, epidemiology or risk factors.

Introduction of chosen grand rounds topic but omits all three of the following criteria: pathophysiology, epidemiology or risk factors

Provides vague description of all three (2) criteria of pathophysiology, epidemiology or risk factors.

Does not present an Introduction of chosen grand rounds topic.

Clinical Assessment

10 Points

8 Points

6 Points

4 Points

0 Points

Discussion in detail 4 typical clinical assessment findings for chosen topic.

Discussion in detail of 3 typical clinical findings.

Discussion in detail of 2 typical clinical findings

Discussion of one (1) clinical assessment finding

List of clinical assessment findings instead of a discussion.

Does not describe any clinical assessment findings.

Differential Diagnoses

20 Points

15 Points

10 Points

8 Points

0 Points

List AND discuss in detail a minimal of three (3) differential diagnoses with scholarly support from clinical guidelines, research-based articles, or other appropriate provider-level resources.

List AND discuss in detail two (2) differential diagnoses with scholarly support from clinical guidelines, research-based articles, or other appropriate provider-level resources.

List three differential diagnosesbut does not include a discussionwith scholarly support from clinical guidelines, research-based articles, or other appropriate provider-level resources

List two or less differential diagnosesbut does not include a discussionwith scholarly support from clinical guidelines, research-based articles, or other appropriate provider-level resources

Does not list and discuss differential diagnoses.

Diagnostic Studies/Labs

10 Points

8 Points

6 Points

4 Points

0 Points

Discuss diagnostic studies and labs that can be used to confirm diagnosis and rationale and scholarly support from clinical guidelines, research-based articles, or other appropriate provider-level resources.

Discuss diagnostic studies and labs that can be used to confirm diagnosis with rationale, but omits scholarly support from clinical guidelines, research-based articles, or other appropriate provider-level resources.

Discuss diagnostic studies and labs that can be used to confirm diagnosis with scholarly support but omits rationale.

Vague discussion of of diagnostic studies and labs used to confirm diagnosis, omits both the rationales AND scholarly support from clinical. guidelines, research-based articles, or other appropriate provider-level resources.Presentation: Osgood Schlatter Disease

Does not discuss diagnostic studies/labs.

Prevention and Treatment Options

10 Points

8 Points

6 Points

4 Points

0 Points

Discuss prevention AND treatment options including first line medication and non-pharmacological options.

Discuss prevention AND treatment options including first line medication, does not include non-pharmacological option(s).

Discuss treatment options but does not include one of the following: first line medication, non-pharmacological option(s) or prevention.

Discuss treatment options but does not include two or more of the following: first line medication, non-pharmacological option(s) or prevention.

Does not discuss prevention and treatment options.

Education

10 Points

8 Points

6 Points

4 Points

0 Points

Discusses in detail patient AND family education for chosen grand rounds topic with rationales.

Provides a general discussion of patient and family education with rationales.Presentation: Osgood Schlatter Disease

Lists patient and family education instead of a discussion with rationales.

Lists patient OR education instead of a discussion without inclusion of rationales.

Information discussed is vague or unclear.

Does not discuss patient and family education.

Identify Outcomes

10 Points

8 Points

6 Points

4 Points

0 Points

Describe optimal outcomes after treatment with suggested medication, including expected follow up care.

Describe optimal outcomes after treatment with suggested medication. Omits expected follow up care.

Incorrectly identifies optimal outcomes after treatment. Includes expected follow up care.

Incorrectly identifies optimal outcomes after treatment with suggested medication AND omits expected follow up care.

Does not address outcomes.Presentation: Osgood Schlatter Disease

Lead Discussion

10 Points

8 Points

6 Points

4 Points

0 Points

Fully, facilitate discussion relevant to the presentation topic by incorporating three (3) open discussion questions for peers. Questions posed allow students to apply additional concepts or explore additional information relevant to the topic.Presentation: Osgood Schlatter Disease

Facilitate discussion relevant to the presentation topic by incorporating at least two (2) discussion questions for peers. Questions posed allow students to apply additional concepts or explore additional information relevant to the topic.Presentation: Osgood Schlatter Disease

Attempt to facilitate discussion relevant to the presentation topic by incorporating at least one (1) discussion questions for peers. Question posed allow students to apply additional concepts or explore additional information relevant to the topic.

Attempt to facilitate discussion relevant to the presentation topic with two to three (2-3) questions BUT questions posed does not allow students to apply additional concepts or explore additional information relevant to the topic.

Does not lead discussion.

Interactive Dialogue with Student Peers

10 Points

8 Points

6 Points

4 Points

0 Points

Student responds substantively with additional insight to at least two different peer presentations by Friday 11:59 p.m. MT.

Student responds to at least two different peer presentations by Friday 11:59 p.m. MT but response is not substantively OR does not add additional insight

Student responds substantively with additional insight to at least one different peer presentations by Friday 11:59 p.m. MT.

Student responds to at least one different peer presentations by Friday 11:59 p.m. MT but response is not substantively OR does not add additional insight

Student does not participate in interactive dialogue

Summary Requirement

10 Points

8 Points

6 Points

4 Points

0 Points

By Sunday 11:59 p.m. MT, adds summary post to the original grand rounds presentation that summarizes the discussion. Includes conclusions from thecollective group discussion on the topic.

By Sunday 11:59 p.m. MT, adds summary post to the original grand rounds presentation with conclusions from the collective group discussion on the topic but information presented is not clear or difficult to follow.

By Sunday 11:59 p.m. MT, adds a summary to the original grand rounds presentation but omits conclusions from the collective group discussion on the topic.

By Sunday 11:59 p.m. MT, adds a summary BUT does not summarizes the initial discussion ANDomits conclusions from the collective group discussion on the topic

Student does not post a summary.Presentation: Osgood Schlatter Disease

Evidence Based Research

10 Points

8 Points

6 Points

4 Points

0 Points

Includes six (6) evidence based Peer Reviewed journal articles (within last 5 years) from Chamberlain Online Library and/or practice guidelines from reputable source(s)for the presentation itself (not including support for peer responses).

Includes five (5) evidence based Peer Reviewed articles current (within last 5 years) from Chamberlain Online Library and/or practice guideline from reputable source(s)for the presentation itself (not including support for peer responses).

Include four (4) evidence based Peer Reviewed articles current (within last 5 years) from Chamberlain Online Library and/or practice guideline from reputable source(s)for the presentation itself (not including support for peer responses).

Includes two to three (2 – 3) evidence based Peer Reviewed articles current (within last 5 years) from Chamberlain Online Library and/or practice guideline from reputable source(s)for the presentation itself (not including support for peer responses).

Two or more articles are older than 7 years

Does not includeevidence based Peer Reviewed articles current (within last 5 years) from Chamberlain Online Library and/or practice guideline from reputable source(s)for the presentation itself (not including support for peer responses).

Interactive Dialogue with Faculty

10 Points

8 Points

6 Points

4 Points

0 Points

Student responds substantively with additional insight to all faculty directed questions. This includes question(s) to the individual student and any questions posed to the class as a whole by Sunday 11:59 p.m. MT.

Student responds substantively to at least one faculty directed questions by Sunday 11:59 p.m. MT.

Student responds to two or more faculty directed questions, but post is not substantively by Sunday 11:59 p.m. MT.

Student responds to only one faculty directed questions, but post is not substantively by Sunday 11:59 p.m. MT.

Student does not participate in interactive dialogue with faculty.

Presentation Development

10 Points

8 Points

6 Points

4 Points

0 Points

Overall presentation is clear, concise, and organized; demonstrated ethical scholarship in accurate representation and attribution of sources; recorded in Kaltura.Lab coat and name badge present. Visual aid is present during presentation.

Overall presentation is clear, concise but missing one (1) of the following: organized, demonstration of ethical scholarship in accurate representation and attribution of sources, recorded in Kaltura, no lab coat, name badge not present, or visual aid is not used.

Overall presentation is clear, concise but missing two (2) of the following: organized, demonstration of ethical scholarship in accurate representation and attribution of sources, recorded in Kaltura, no lab coat ,no name badge present, or visual aid is not used.

Overall presentation is clear, concise but missing three (3) of the following: organized, demonstration of ethical scholarship in accurate representation and attribution of sources, recorded in Kaltura, no lab coat ,no name badge present, or visual aid is not used.

Overall presentation is not clear OR missing four or more of the following: organized, demonstration of ethical scholarship in accurate representation and attribution of sources, recorded in Kaltura, no lab coat ,no name badge present, or visual aid is not used.

Deductions

5 pointDeduction for students who do not respond to peers by Friday 11:59pm MT

15 points(10%) deduction for presentations submitted after 11:59pm MT on Wednesday

Note: Students will not receive credit for work in the threads submitted after Sunday, 11:59pm MT

Total Points

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category	10	8	6	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	8	6	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.

NOTE: To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

NR 602 Week 2 – Presentation: Osgood Schlatter Disease