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NURS 375 Southwest Minnesota State University Health Alteration Analysis Essay
2nd Health Alteration Analysis
Choose from the list of topics below by responding to the thread I have started, titled ‘select your topic’. Please put your topic in the subject line. This is not a group assignment. Once a topic has been selected it is no longer available. First come, first serve. If you have a topic that fits with the current information that is not listed, please feel free to address that, but email or call Jennifer for approval first. Be sure to review the rubric in Appendix B carefully.
- Metabolic Acidosis
- Ewing’s Sarcoma
- Metabolic Alkalosis
- Respiratory Acidosis
- Respiratory Alkalosis
- Multiple Myeloma
- Dilutional Hyponatremia
- Hypervolemia
- Hyperkalemia
- Hypokalemia
- Hypernatremic Dehydration
- Hypocalemia
- Hypomagnesemia
- Salicylate Toxicity
- Acute Myeloid leukemia
- Hodgkin Lymphoma
After your analysis is completed, please post in this forum by starting a new thread. Please title your thread with the alteration you are addressing.
Appendix B. Health alteration analysis – rubric modified to increase focus on health promotion
Please keep in mind that a major objective of this course is to understand the ‘whys’ of the clinical situation. Generally speaking, assessment findings and interventions are the ‘what’ you see and ‘what’ you do (these are relatively easy to find in books, professional articles, and other evidence-based resources).These analyses will require you to read, analyze, and think critically to determine ‘why’ the signs and symptoms manifest themselves, and ‘why’ you intervene the way you do. Understanding the ‘why’ will require analysis and synthesis of evidence-based literature with your prior understanding of pathophysiology and nursing. When you understand ‘why’ you will be better able to make meaningful connections and so promote safety and improve outcomes for those you serve.
Choose one of the topics included in the discussion area.If you have a health alteration you wish to address that is not listed, please email Jennifer. I am looking for succinct understanding of priority assessments, labs/diagnostics and interventions. More detail is not always better.I want you to ‘drill down’ to the essential information and share that with your peers. You may not be able to find the specific ‘why’ in a textbook – this will require you to understand essential information and make meaningful connections.
For more guidance, examples and a template, please go to the “Assignment Guidance and Templates” folder.
Health alteration analysis rubric
|
Criteria -primary post |
Excellent |
Developing |
Not Satisfactory |
|
Criterion 1: Succinct description of the health alteration. |
Summarizes essential information clearly in three to seven sentences. Well structured, logical. (4 points) |
Essential information is not complete. Too much or too little information. Organization is sporadic (2 points) |
Inaccurate. Lacks structure or flow. Difficult to follow. Too much or too little information (0 points) |
|
2. Expected assessment findings |
Accurate. Includes all relevant, expected assessment findings (2 points) |
Some, but not all critical assessments included (1 point) |
Inaccurate. Incomplete. Difficult to follow. (0 points) |
|
3. Physiologic causes of assessment findings |
Accurate. Explains physiologic cause of all signs/symptoms. Makes meaningful connections. (3 points) |
Accurate. Some, but not all connections made. (1.5 points) |
Inaccurate. Meaningful connections lacking. (0 points) |
|
4: Relevant lab tests/diagnostics |
Accurate. Includes relevant labs and diagnostics. (0.5 points) |
Accurate. Some relevant labs/diagnostics not included. (0.25 points) |
Inaccurate, incomplete. (0 points) |
|
5. Physiologic cause alterations in labs/diagnostics |
Accurate. Explains physiologic cause of alterations. Makes meaningful connections. (0.5 points) |
Some, but not all connections made (0.25 points) |
Inaccurate. Incomplete. Connections not made (0 points) |
|
6. Expected nursing interventions (can be dependent or independent) |
Accurate. Includes all relevant, expected interventions. (2 points) |
Most, but not all critical interventions included (1 point) |
Inaccurate. Incomplete. (0 points) |
|
7. Rationale for interventions from physiologic perspective |
Accurate. Explains rationale for interventions from a physiologic perspective. Makes meaningful connections. (3 points) |
Some, but not all connections made (1.5 points) |
Inaccurate.Meaningful connections lacking. (0 points) |
|
8. Health promotion, disease prevention considered |
Accurate.Explains from a pathophysiologic perspective, what a nurse could do to prevent this alteration OR promote health while living with this alteration (2 points) |
Accurate. Some, but not all connections made. (1 point) |
Inaccurate.Incomplete.Missing. (0 points) |
|
9: Considerations not yet addressed. |
Addresses factors such as social determinants, human and fiscal costs, etc. Evidence of analytic thought is present. Makes meaningful connections (2 points) |
meaningful connections are minimal (1 point) |
Inaccurate. Incomplete. Difficult to follow. (0 points) |
|
10.Question to peers |
Relevant, stimulates critical thought. (1 point) |
Question not relevant or asks for opinion only (0.5 point) |
Question not included (0 points) |
|
11: Writing quality |
Includes at least two citations and references (not including required texts) from evidence-based sources per APA style. Minimal direct quotations. Fewer than five writing mechanics errors. Flows clearly and logically. (2 points) |
Multiple or lengthy direct quotations. References present, but errors in APA style. Evidence is lacking. Five – ten writing mechanics errors. (1 points) |
More than 10 writing mechanics errors. No evidence to support post. (0 points) |
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