Identify teaching/learning needs from the health history of

Identify teaching/learning needs from the health history of

PurposeThis activity will be a continuation of the Milestone 1: Health History that you submitted in Week 4. In this part of the assignment you will take the information you gathered, analyze the data, and developa nursing care plan.
Course OutcomesThis assignment enables the student to meet the following course outcomes:
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4:Identify teaching/learning needs from the health history of an individual. (PO#2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 250 points.
Due Date
The assignment is to be submitted to the Dropbox by Sunday, 11:59 p.m. MTat the end of Week 6.Post questions to the weekly Q&A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time may result in a deduction of points.
Directions
Download the NR305_Milestone2_Form from Doc Sharing. You will type your answers directly into this Word document. Your paper does NOT need to follow APA formatting; however, you are expected to use correct grammar, spelling, syntax and write in complete sentences.Save the file by clicking Save as” and adding your last name to the file name, e.g., NR305_Milestone2_Form_Smith”Please post questions in the weekly Q&A Forums so the entire class may view the answers.Grading CriteriaCategory Points % DescriptionANALYZE THE DATAAreas for focused assessment 30 12 Provide an overview of those areas of strength and weakness noted on the Health Assessment, Health History. Do not go into detail in this section.Client’s strengths 30 12 Expand on areas identified as strengths related to the person’s overall health. Support your conclusions with data from the textbook.Areas of concern 30 12 Expand on areas previously identified as abnormal and those that place the person at health risk. Support your observations with data from the textbook.Health teaching topics 30 12 What health education needs have you identified? Support your statements with facts from the Health History and information from your textbook.NURSING CARE PLANDiagnosis 30 12 Write one nursing diagnosis that reflects a priority need for this person. Types of diagnoses include an illness, risk for illness or a wellness diagnosis.Plan 30 12 Write one goal and one measurable expected outcome related your nursing diagnosis. Explain why this goal and outcome is a priority. Include cultural consideration of the client. For example, African Americans are at higher risk for hypertension and any prehypertensive blood pressure readings should be addressed.Intervention 30 12 Write as many nursing orders or nursing interventions that you need in order to achieve the outcome. Provide the rationale for each intervention listedEvaluation 30 12 You won’t have an opportunity to carry out your care plan so you cannot evaluate the effectiveness of your nursing orders/interventions. Instead comment on what you would look for in order to evaluate your effectivenessCLARITY OF WRITING 10 4 Use proper grammar, spelling and medical languageTotal 250 pts 100% A quality paper will meet or exceed all of the above requirements.Grading RubricAssignment Criteria AOutstanding or highest level of performance
BVery good or high level of performance
CCompetent or satisfactory level of performance
FPoor or failing or unsatisfactory level of performance
Analyze the DataAreas for focused assessment30 points
Identifies all strengths and weaknesses27-30 points
Overlooks no more than 1 strength and/or 1 weakness25-26 points
Overlooks morethan 1 strength and 1 weakness22-24 points
Overlooks more than 2 strengths and 2 weakness areas; item not included0-21
Client’s strengths30 points
Uses textbook (cites source) to validate all traits identified as strengths27-30 points
Uses textbook (cites source) to validate all but 1 trait identified as a strength25-26 points
Uses source to validate strengths, but not the textbook22-24
Does not validate identified strengths0-21
Areas of concern30 points
Uses textbook (cites source) to validate all traits identified as concerns27-30 points
Uses textbook (cites source) to validate all but 1 trait identified as a concern25-26 points
Uses source to validate concerns, but not the textbook22-24
Does not validate identified concerns0-21
Health teaching topics30 points
Identifies all areas of knowledge deficit contained in Health History; validates findings using textbook (cites source)27-30 points
Identifies all but 1-2 knowledge deficits contained in Health History; validates findings using textbook (cites source)25-26 points
Fails to identify 3 areas of knowledge deficit contained in Health History; validates findings using textbook (cites source)22-24
Does not validate findings with textbook0-21
Nursing Care PlanDiagnosis30 points
Diagnosis properly writtenin NANDA termsand reflects an illness, risk for illness or a wellness diagnosis.27-30 points
Diagnosis not written in NANDA terms or does not reflect an illness, risk for illness or a wellness diagnosis. 25-26 points Diagnosis not written in NANDA termsand does not reflect an illness, risk for illness or wellness diagnosis.22-24
Diagnosis is not documented0-21
Plan30 points
Goal realistic; outcome measurable and timed. Cultural considerations are identified and addressed.27-30 points
Goal realistic but outcome not measurable or timed. Cultural considerations are mostlyaddressed25-26 points
Goal somewhat realistic; outcome not measurable or timed. Cultural considerations are barely addressed.22-24
Goal is not documented; cultural considerations are not adequately addressed0-21
Intervention30 points
Interventions will aid in achievement of outcome; sound, rationale provided27-30 points
Interventions will aid in achievement of outcome; rationale provided but not necessarily sound25-26 points
Interventions incomplete and rationale provided but not necessarily sound22-24
Interventions will not support outcome achievement; no rationale provided0-21
Evaluation30 points
Criteria listed to thoroughly evaluate effectiveness of health education27-30 points
Criteria listed mostly evaluates effectiveness of health education25-26 points
Criteria listed partially evaluates effectiveness of health education22-24
No evaluation criteria listed0-21
CLARITY OF WRITING10 points
No grammar, spelling, or syntax errors. Writes logically in complete sentences.10 points
No more than 2 errors of any type8-9 points
2-3 errors of any type6-7 points
3 or more errors of any type0-5 points
Total Points Possible = 250 pointsBOOK
D’Amico, Donita, and Colleen Barbarito. Health & Physical Assessment in Nursing, 2nd Edition.Pearson Learning Solutions, 2010.VitalBook file.

 

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