Develop an Evolving Case Study

This assignment requires the student to develop an evolving case study that would be useful in either the clinical or classroom setting.

This assignment requires the student to develop an evolving case study that would be useful in either the clinical or classroom setting. In addition, the student must identify critical thinking questions related to each stage of the evolving case study as well as debriefing. The student-developed evolving case study demonstrates the following:

Initial presentation (i.e., Stage 1) regarding the health status of the patient
Progress to Stage 2 with the occurrence of event that requires the identification of the appropriate response from learners
Ends with Stage 3 that is based upon the action identified by learners

The evolving case study assignment is to include the following:

Assignment Instructions
The assignment should not exceed 8 pages in length excluding the title page and reference page (if needed).
The use of the template for Week 6 Assignment is required.
Abide by the Chamberlain College of Nursing Academic Integrity Policy.
Format for references, if needed, within the case study as well as the reference page are to be completely consistent with APA format, current edition
Use an economy of words to complete the Week 6 Assignment.
Use correct spelling, word usage, grammar, punctuation, and sentence structure, congruent with graduate-level writing.
No direct quotes may be used in this assignment.

Purpose

This assignment provides the opportunity for the student to step into the role of a nurse educator by developing a learning activity useful in either the academic or nursing professional development setting. The evolving case study would be useful as part of a small group activity in the clinical setting for either students or registered nurses depending on the student’s future as a nurse educator. For this assignment, the focus is on a clinical situation that progresses over three stages in a low fidelity clinical skills laboratory setting or case scenario discussion within the classroom. To facilitate synthesis of learning, the identification critical thinking questions is included as an important element within the assignment.

Course Outcomes
Through this assignment, the student will demonstrate the ability to do the following.

CO 1: Incorporate education theories and models in developing the master’s-prepared nurse educator role essential to performing as educators and advocates of holistic, safe, and quality care. (PO 1)
CO 2: Explore instructional strategies reflective of educational theory and evidence-based practice to support person centered care. (PO 5)
CO 3: Examine unique learning styles and needs of culturally diverse learners to foster acquisition of knowledge and skill. (POs 1, 3)
CO 4: Explore a variety of instructional strategies appropriate to content, setting, learners’ needs, and desired outcomes. (POs 3, 4)
CO 5: Examine professional ethical legal values in the role of the nurse educator. (PO 4)

Assignment Overview

The evolving case study assignment is to include the following:

Overview of evolving case study
Description of the fictional patient
Develop the report that learners receive prior to the start of the evolving case study using SBAR
Stage 1: Initial presentation regarding health status of the patient
Stage 2: Occurrence of an event regarding the health status of the patient
Stage 3: Stabilization of the patient
Debriefing
Self-reflection
Assignment Instructions
The assignment should not exceed 8 pages in length excluding the title page and reference page (if needed).
The use of the template for Week 6 Assignment is required.
Abide by the Chamberlain College of Nursing Academic Integrity Policy.
Format for references, if needed, within the case study as well as the reference page are to be completely consistent with APA format, current edition
Use an economy of words to complete the Week 6 Assignment.
Use correct spelling, word usage, grammar, punctuation, and sentence structure, congruent with graduate-level writing.
No direct quotes may be used in this assignment.
NOTE: Please see the details of the required information and expectations in the table labeled: Assessment Criteria

Assignment Criteria
Assignment Criteria

Points

Description

Overview of evolving case study

The overview of the evolving study requires the following information:

Identify the purpose
Identify the type of learner that case study is developed for
Identify two learning objectives appropriate for your learner
Identify a brief description of the case study and the setting
Description of fictional patient

11%

The description of fictional patient includes the following required information:

Name
Gender/age/weight/height
Allergies
Past medical history
History of present illness
Social history
Primary medical diagnosis
Surgeries and/or procedures with dates
Report to learners

13%

The report to learners prior to the start of the case requires the following information:

Time of report
Identify person providing the report
Identify each of the following for SBAR
Situation
Background
Assessment
Recommendation
Stage 1: Start of the case study

13%

This section presents Stage 1 of the case study with the following information being required:

Identification of the healthcare situation
Identification of two actions that a learner should identify that are appropriate for the situation
Identification of two critical thinking questions appropriate for Stage 1
Identification of the trigger for Stage 2
Stage 2: Deterioration in fictional patient’s health status

13%

This section presents Stage 2 of the case study with the following information being required:

Identification of the healthcare situation
Identification of two actions that a learner should identify that are appropriate for the situation
Identification of two critical thinking questions appropriate for Stage 2
Identification of the trigger for Stage 3
Stage 3: Stabilization of fictional patient

13%

This section presents Stage 2 of the case study with the following information being required:

13%

This section presents debriefing with the following information being required:

Two critical thinking questions that focuses on:
One question that focuses on holistic care
One question that focuses on an ethical element of the case study
Explanation of the nurse educator’s role during the debriefing
Explanation of how debriefing contributes to learning by the target audience
Self-reflection

11%

This section presents debriefing with the following information being required:

Identify how an evolving case study reflects your educational philosophy.
Identify how does the use of critical thinking questions reflect your educational philosophy.
Graduate-level writing style

For full credit in this rubric category, the following criteria must be met:

Correct spelling and word usage
Correct use of grammar, punctuation, sentence, and paragraph structure
Clarity, organization, and logical flow of ideas within writing
Synthesis of information is present with no direct quotes
Correct APA format for the following, if references were used:
Citing sources
Referencing sources
Total

225

100%

Rubric
Week 6 Development of an Evolving Case Study for Clinical or Classroom Setting
Week 6 Development of an Evolving Case Study for Clinical or Classroom Setting
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeOverview of evolving case study
10 pts
Exemplary
Presentation of information was exceptional and included all the following elements: • Identify the purpose • Identify the type of learner that case study is developed for • Identify two learning objectives appropriate for your learner • Identify a brief description of the case study and the setting
9 pts
Accomplished
Presentation of information was good and included all the following elements but was superficial in places: • Identify the purpose • Identify the type of learner that case study is developed for • Identify two learning objectives appropriate for your learner • Identify a brief description of the case study and the setting
8 pts
Proficient
Presentation of information was noted in all the following elements but was only minimally demonstrated: • Identify the purpose • Identify the type of learner that case study is developed for • Identify two learning objectives appropriate for your learner • Identify a brief description of the case study and the setting
7 pts
Marginally Acceptable
Presentation of information in one or two of the following elements fails to meet expectations: • Identify the purpose • Identify the type of learner that case study is developed for • Identify two learning objectives appropriate for your learner • Identify a brief description of the case study and the setting
0 pts
Insufficient
Presentation of information is unsatisfactory in three or more of the following elements: • Identify the purpose • Identify the type of learner that case study is developed for • Identify two learning objectives appropriate for your learner • Identify a brief description of the case study and the setting
10 pts
This criterion is linked to a Learning OutcomeDescription of fictional patient
25 pts
Exemplary
Presentation of information was exceptional and included all the following elements: • Name • Gender/age/weight/height • Allergies • Past medical history • History of present illness • Social history • Primary medical diagnosis • Surgeries and/or procedures with dates
23 pts
Accomplished
Presentation of information was good and included all the following elements but was superficial in places: • Name • Gender/age/weight/height • Allergies • Past medical history • History of present illness • Social history • Primary medical diagnosis • Surgeries and/or procedures with dates
21 pts
Proficient
Presentation of information was noted in all the following elements but was only minimally demonstrated: • Name • Gender/age/weight/height • Allergies • Past medical history • History of present illness • Social history • Primary medical diagnosis • Surgeries and/or procedures with dates
19 pts
Marginally Acceptable
Presentation of information in one , two or three of the following elements fails to meet expectations: • Name • Gender/age/weight/height • Allergies • Past medical history • History of present illness • Social history • Primary medical diagnosis • Surgeries and/or procedures with dates
0 pts
Insufficient
Presentation of information is unsatisfactory in four or more of the following elements: • Name • Gender/age/weight/height • Allergies • Past medical history • History of present illness • Social history • Primary medical diagnosis • Surgeries and/or procedures with dates
25 pts
This criterion is linked to a Learning OutcomeReport to learners
30 pts
Exemplary
Presentation of information was exceptional and included all the following elements: • Time of report • Identify person providing the report • Identify each of the following for SBAR o Situation o Background o Assessment o Recommendation
27 pts
Accomplished
Presentation of information was good and included all the following elements but was superficial in places: • Time of report • Identify person providing the report • Identify each of the following for SBAR o Situation o Background o Assessment o Recommendation
25 pts
Proficient
Presentation of information was noted in all the following elements but was only minimally demonstrated: • Time of report • Identify person providing the report • Identify each of the following for SBAR o Situation o Background o Assessment o Recommendation
22 pts
Marginally Acceptable
Presentation of information in one of the following elements fails to meet expectations: • Time of report • Identify person providing the report • Identify each of the following for SBAR o Situation o Background o Assessment o Recommendation
0 pts
Insufficient
Presentation of information is unsatisfactory in two or more of the following elements: • Time of report • Identify person providing the report • Identify each of the following for SBAR o Situation o Background o Assessment o Recommendation
30 pts
This criterion is linked to a Learning OutcomeStage 1: Start of the case study
30 pts
Exemplary
Presentation of information was exceptional and included all the following elements: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 1 • Identification of the trigger for Stage 2
27 pts
Accomplished
Presentation of information was good and included all the following elements but was superficial in places: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 1 • Identification of the trigger for Stage 2
25 pts
Proficient
Presentation of information was noted in all the following elements but was only minimally demonstrated: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 1 • Identification of the trigger for Stage 2
22 pts
Marginally Acceptable
Presentation of information in one or two of the following elements fails to meet expectations: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 1 • Identification of the trigger for Stage 2
0 pts
Insufficient
Presentation of information is unsatisfactory in three or more of the following elements: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 1 • Identification of the trigger for Stage 2
30 pts
This criterion is linked to a Learning OutcomeStage 2: Deterioration in fictional patient’s health status
30 pts
Exemplary
Presentation of information was exceptional and included all the following elements: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 2 • Identification of the trigger for Stage 3
27 pts
Accomplished
Presentation of information was good and included all the following elements but was superficial in places: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 2 • Identification of the trigger for Stage 3
25 pts
Proficient
Presentation of information was noted in all the following elements but was only minimally demonstrated: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 2 • Identification of the trigger for Stage 3
22 pts
Marginally Acceptable
Presentation of information in one or two of the following elements fails to meet expectations: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 2 • Identification of the trigger for Stage 3
0 pts
Insufficient
Presentation of information is unsatisfactory in three or more of the following elements: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 2 • Identification of the trigger for Stage 3
30 pts
This criterion is linked to a Learning OutcomeStage 3: Stabilization of fictional patient
30 pts
Exemplary
Presentation of information was exceptional and included all the following elements: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 3
27 pts
Accomplished
Presentation of information was good and included all the following elements but was superficial in places: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 3
25 pts
Proficient
Presentation of information was noted in all the following elements but was only minimally demonstrated: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 3
22 pts
Marginally Acceptable
Presentation of information in one of the following elements fails to meet expectations: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 3
0 pts
Insufficient
Presentation of information is unsatisfactory in two or more of the following elements: • Identification of the healthcare situation • Identification of two actions that a learner should identify that are appropriate for the situation • Identification of two critical thinking questions appropriate for Stage 3
30 pts
This criterion is linked to a Learning OutcomeDebriefing
30 pts
Exemplary
Presentation of information was exceptional and included all the following elements: • Two critical thinking questions that focuses on: o One question that focuses on holistic care o One question that focuses on an ethical element of the case study • Explanation of the nurse educator’s role during the debriefing • Explanation of how debriefing contributes to learning by the target audience
27 pts
Accomplished
Presentation of information was good and included all the following elements but was superficial in places: • Two critical thinking questions that focuses on: o One question that focuses on holistic care o One question that focuses on an ethical element of the case study • Explanation of the nurse educator’s role during the debriefing • Explanation of how debriefing contributes to learning by the target audience
25 pts
Proficient
Presentation of information was noted in all the following elements but was only minimally demonstrated: • Two critical thinking questions that focuses on: o One question that focuses on holistic care o One question that focuses on an ethical element of the case study • Explanation of the nurse educator’s role during the debriefing • Explanation of how debriefing contributes to learning by the target audience
22 pts
Marginally Acceptable
Presentation of information in one or two of the following elements fails to meet expectations: • Two critical thinking questions that focuses on: o One question that focuses on holistic care o One question that focuses on an ethical element of the case study • Explanation of the nurse educator’s role during the debriefing • Explanation of how debriefing contributes to learning by the target audience
0 pts
Insufficient
Presentation of information is unsatisfactory in three or more of the following elements: • Two critical thinking questions that focuses on: o One question that focuses on holistic care o One question that focuses on an ethical element of the case study • Explanation of the nurse educator’s role during the debriefing • Explanation of how debriefing contributes to learning by the target audience
30 pts
This criterion is linked to a Learning OutcomeSelf-reflection
25 pts
Exemplary
Presentation of information was exceptional and included all the following elements: • Identify how an evolving case study reflects your educational philosophy. • Identify how does the use of critical thinking questions reflect your educational philosophy.
23 pts
Accomplished
Presentation of information was good and included all the following elements but was superficial in places: • Identify how an evolving case study reflects your educational philosophy. • Identify how does the use of critical thinking questions reflect your educational philosophy.
21 pts
Proficient
Presentation of information was noted in all the following elements but was only minimally demonstrated: • Identify how an evolving case study reflects your educational philosophy. • Identify how does the use of critical thinking questions reflect your educational philosophy.
19 pts
Marginally Acceptable
Presentation of information in one of the following elements fails to meet expectations: • Identify how an evolving case study reflects your educational philosophy. • Identify how does the use of critical thinking questions reflect your educational philosophy.
0 pts
Insufficient
Presentation of information is unsatisfactory in two of the following elements: • Identify how an evolving case study reflects your educational philosophy. • Identify how does the use of critical thinking questions reflect your educational philosophy.
25 pts
This criterion is linked to a Learning OutcomeScholarly writing at the graduate level
15 pts
Exemplary
Exemplary graduate level writing style is evident, which meets the criteria below with 0-1 errors present: • Correct spelling and word usage • Correct use of grammar, punctuation, sentence, and paragraph structure • Clarity, organization, and logical flow of ideas within writing • Synthesis of information is present with no direct quotes • Correct APA format for the following, if references were used: o Citing sources o Referencing sources
13 pts
Accomplished
Accomplished graduate-level writing style is evident which addresses the criteria below with 2-3 errors present: • Correct spelling and word usage • Correct use of grammar, punctuation, sentence, and paragraph structure • Clarity, organization, and logical flow of ideas within writing • Synthesis of information is present with no direct quotes • Correct APA format for the following, if references were used: o Citing sources o Referencing sources
12 pts
Proficient
Average graduate-level writing style is evident which addresses the criteria below with 4-5 errors present: • Correct spelling and word usage • Correct use of grammar, punctuation, sentence, and paragraph structure • Clarity, organization, and logical flow of ideas within writing • Synthesis of information is present with no direct quotes • Correct APA format for the following, if references were used: o Citing sources o Referencing sources
11 pts
Marginally Acceptable
Marginally acceptable graduate-level writing is evident with 6-7 errors present: • Correct spelling and word usage • Correct use of grammar, punctuation, sentence, and paragraph structure • Clarity, organization, and logical flow of ideas within writing • Synthesis of information is present with no direct quotes • Correct APA format for the following, if references were used: o Citing sources o Referencing sources
0 pts
Insufficient
Insufficient graduate-level writing style is evident with 8 or more errors present: • Correct spelling and word usage • Correct use of grammar, punctuation, sentence, and paragraph structure • Clarity, organization, and logical flow of ideas within writing • Synthesis of information is present with no direct quotes • Correct APA format for the following, if references were used: o Citing sources o Referencing sources
15 pts
Total Points: 225

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Answer preview this assignment requires the student to develop an evolving case study that would be useful in either the clinical or classroom setting.

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Develop an Evolving Case Study