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NR 508 Grand Rounds Presentation

Chamberlain College of Nursing Grand Rounds

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Purpose

The purpose of this assignment is to enhance the student’s clinical reasoning, confidence and learning of multiple pharmacological agents through facilitated discussion.

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Description

In Week 6, you will create a PowerPoint Grand Rounds presentation on the topic assigned to you by the faculty member. In Week 7, you will lead a discussion based on your presentation as well as interact with peers in discussions related to their Grand Rounds presentations.

Course Outcomes

Through this assignment, the student will demonstrate the ability to:

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: Week 6: Grand Rounds PowerPoint Presentation due by Sunday 11:59 p.m. MT at the end of Week 6.

Week 7: Presentation must be uploaded to Week 7 discussion by Sunday 11:59 p.m. MT at the end of Week 6. Three responses to a peer’s presentations are due by Thursday 11:59 p.m. MT of Week 7, answers five questions in three different presentations (total of 15) and all follow-up posts to your presentation due by Sunday at 11:59 p.m. MT at the end of Week 7.

Total Points Possible: Week 6 PowerPoint- 75 points

Week 7 Discussion- 75 points

Requirements:

In Week 6, create a PowerPoint presentation related to a common condition in primary care. Your professor will assign you the condition that you are to present.

In a PowerPoint presentation of 15 slides or less, describe the most commonly prescribed drugs for your assigned condition. Provide evidence by sharing clinical guidelines, research articles, or other scholarly materials to support your findings. You will identify barriers to practice or additional issues related to the condition and the use of pharmacologic treatment, including potential issues related to cultural diversity and healthcare literacy.

Read the following article and incorporate evidence from it as a part of your presentation: Dreischulte, T., & Guthrie, B. (2012). High-risk prescribing and monitoring in primary care: how common is it, and how can it be improved?. Therapeutic advances in drug safety3(4), 175-184. The article can be found at https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4110851/

Finally, you will describe the expected outcomes for medication management, including expectations for follow up care. Citations should be provided at the bottom of slides, and a full reference list should be included in APA format on the final slide. You will create five (5) multiple choice or true-false questions created from your presentation content. Provide the answers to the questions you have created. The PowerPoint presentation and questions are due by Sunday 11:59 p.m. MT at the end of Week 6.

In Week 7, you will post the PowerPoint presentation you have created to the discussion area, but first remove the answers to the questions you have created. Please post the presentation including five (5) questions to the discussion area by Sunday 11:59 p.m. MT at the end of Week 6 to facilitate a robust discussion.

Participating in the Discussion: You will be required to respond to at least three other students, who have no responses to their posting.** In your post, you will discuss a drug that could be prescribed for the condition DIFFERENT than those presented. Come up with a different treatment plan from the Walmart or Target $4 RX list, and offer reasons for the change or if the drug is not on the list, why? Use references to support your responses. You should also answer the presenter’s five questions.

Three responses to a peer’s presentations are due by Thursday 11:59 p.m. MT of Week 7 so that the presenting student can interact with you.

**If all students have a response, then choose the student with the least responses to their posting.

Leading the Discussion: You must respond to any student who posts to you by THURSDAY regarding your case with a substantial response, either answering their questions or noting their response and acting as leader. You also must respond to any faculty responses to your initial posting if posted by THURSDAY. Use references to support your responses. All FINAL responses to your initial posts must be completed by Sunday, 11:59 p.m. MT.

Preparing the power point presentation

Criteria for Content

  • Scholarliness: In this category, the student will conduct a search of the current databases and locate valid, relevant, and reliable information for the required topic. Each reference must be scholarly.
  • Application of Course Knowledge: In this category, the student demonstrates the ability to analyze and apply principles, knowledge, and information learned in the course lesson and outside readings. This information is then applied to a real-life professional situation as an example.
  • Interactive Dialogue: In this category, the minimum requirements are to provide an initial posting to the graded threaded discussion topic by Wednesday, 11:59 pm MT of each week. In addition, one peer response and one instructor response are required. These postings must be completed by Sunday, 11:59 pm MT of each week. The initial posting, peer response, and instructor response must be on 3 separate days.
  • Grammar, Syntax, APA: Proper grammar, APA, and syntax is required for all posts. Students should follow the APA Manual 6th Edition. Additional APA information is available in Course Resources.
  • Participation Requirement: One initial posting, one peer response and one instructor response (for a total of 3 posts for the week) are required on 3 separate days.
  • Participation Deadline: The student must provide a substantive response to the graded threaded discussion topic. This must be posted by Wednesday, 11:59 pm MT of each week. Peer and instructor responses must be posted by Sunday, 11:59 pm MT.
  • For week 8 only: the required postings are amended due to the shorter week. Two posts are required. One initial post and either a peer response or an instructor response. Initial post must be a minimum of 200 words and the peer or instructor response must be a minimum of 100 words. Both posts are required to be on two separate days. All posts must be made by Wednesday, 11:59 pm MT.

Criteria for Format and Special Instructions

  1. Instructor reserves the right to submit any threaded discussion posting to TurnItIn in order to verify the originality.
  2. When journals are used as the outside source of information, it is preferred that the journal be peer reviewed. The Chamberlain online librarian is very helpful in assisting you to find an article related to your topic. If you have questions concerning scholarly sources, please refer to the handout entitled “What is a scholarly source” located under “Course Resources” tab.
  3. Web sites vary in quality and scholarship. It is the responsibility of the student to determine the scholarly nature of the web site. If the instructor determines that the site failed to demonstrate scholarship, points maybe deducted. Students are cautioned to use care regarding .com sites. Some .com sites are excellent such as American Heart Association, but others are built by individuals and scholarliness is lacking. It is recommended that you check with your instructor before using a .com website as a reference.
  4. Only one small quote (15 words or less) within the entire initial posting is acceptable. It is expected that the student will paraphrase the information when presenting information from a scholarly source. The scholarly source(s) for the paraphrased information must be cited using APA format. Do not include a number of small quotes even if they are just a few words as your instructor considers a quote to be a quote no matter its limited size.

 

Grand Rounds PowerPoint Week 6

Category Points % Description
Case Study Presentation 15 Presents a case using a fictional patient who presents to clinic with assigned medical condition. Provides detailed description of patient, including signs and symptoms of condition
Medication Management 20 Describes, in detail, the most commonly prescribed drugs for condition, including trade and generic names, typical dosages, mechanism of action, adverse effects, and major contraindications and interactions. Describes alternate therapies.
Evidence Based Support 10 Provides evidence from clinical guidelines, research-based articles, or other appropriate provider-level resources. Includes evidence from Dreischulte & Guthrie (2012) article.
Barriers to Practice 5 Describes potential barriers, issues, or problems related to disease process and prescribing, including potential issues related to cultural or socioeconomic diversity and healthcare literacy
Identifying Outcomes 5 Describe optimal outcomes after treatment with suggested medication
Test Questions 15 Includes five (5) knowledge-based questions related to presentation materials
Formatting 5 Slides are clear and easy to read. No more than 15 slides (excluding test question and reference slides) are submitted. References use APA format.
Total  75 100 A quality assignment will meet or exceed all of the above requirements.

Grading Rubric PowerPoint Presentation- Week 6

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 = 70

Case Study Presentation 15 Points 13 Points 12 Points 6 Points 0 Points
Presents a case using a fictional patient who presents to clinic with assigned medical condition. Provides detailed description of patient, including signs and symptoms of condition. Presents a case using a fictional patient who presents to clinic with assigned medical condition. Provides detailed description of patient, but omits some signs and symptoms of condition. Presents a case using a fictional patient who presents to clinic with assigned medical condition. Provides vague description of patient and omits some signs and symptoms of condition. Presents a case using a fictional patient who presents to clinic with assigned medical condition, but does not provide description of patient, including signs and symptoms of condition. Does not present a case study.
Medication Management 20 Points 18 Points 16 Points 8 Points 0 Points
Describes, in detail, the first line prescribed drugs for condition, including trade and generic names, typical dosages, mechanism of action, adverse effects, and major contraindications and interactions. Describes alternate therapies. Generally describes the first line prescribed drugs for condition, omitting one of the following: trade and generic names, typical dosages, mechanism of action, adverse effects, and major contraindications and interactions, and alternate therapies. Generally describes the first line prescribed drugs for condition, omitting 2-3 of the following: trade and generic names, typical dosages, mechanism of action, adverse effects, and major contraindications and interactions, and alternate therapies. Generally describes the first line prescribed drugs for condition, or incorrectly identifies first line drug, omitting 4 or more of the following: trade and generic names, typical dosages, mechanism of action, adverse effects, and major contraindications and interactions, and alternate therapies. Does not describe medications for condition.
Evidence-Based Support 10 Points 9 Points 8 Points 4 Points 0 Points
Provides evidence from clinical guidelines, research-based articles, or other appropriate provider-level resources. Includes evidence from Dreischulte & Guthrie (2012) article. Provides evidence from clinical guidelines, research-based articles, or other appropriate provider-level resources. Does not include evidence from Dreischulte & Guthrie (2012) article. Provides evidence from sources other than clinical guidelines, research-based articles, or other appropriate provider-level resources. Includes evidence from Dreischulte & Guthrie (2012) article. Provides evidence from sources other than clinical guidelines, research-based articles, or other appropriate provider-level resources. Does not include evidence from Dreischulte & Guthrie (2012) article. Does not provide evidence to support.
Barriers to Practice 5 Points 4 Points 3 Points 1 Point 0 Points
Describes potential barriers, issues, or problems related to disease process and prescribing, including potential issues related to cultural or socioeconomic diversity and healthcare literacy. Describes potential barriers, issues, or problems related to disease process and prescribing, but omits potential issues related to either cultural, socioeconomic diversity, or healthcare literacy. Describes potential barriers, issues, or problems related to disease process and prescribing, but omits potential issues related to two of the following: cultural, socioeconomic diversity, or healthcare literacy. Describes potential barriers, issues, or problems related to disease process and prescribing, but omits potential issues related to cultural, socioeconomic diversity, AND healthcare literacy. Does not describe potential barriers.
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