Identify and describe one practice-related issue or concern.  You may choose to build on the practice issue you identified in NR500NP/NR501NP. Provide support for the issue from scholarly nursing sources current within the last 5 years.

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PICOT Question Worksheet

Name:

Please read the assignment guidelines and rubric. Provide answers to the following:

1) Identify and describe one practice-related issue or concern.  You may choose to build on the practice issue you identified in NR500NP/NR501NP. Provide support for the issue from scholarly nursing sources current within the last 5 years.

 

 

 

2) Explain why the issue/concern is important to nurse practitioner practice and the issue’s impact on health outcomes.  Provide support for the importance of the issue from scholarly nursing sources current within the last 5 years.

 

 

 

 

 

 

 

 

3) Define each element of your PICOT question in one or two sentences.

 

· P-Population and problem (What is the nursing practice concern or problem and whom does it affect?)

 

 

 

 

 

· I–Intervention (What evidence-based solution for the problem would you like to apply?)

 

 

 

 

 

· C–Comparison (What is another solution for the problem? Note that this is typically the current practice, no intervention at all, or alternative solutions.)

 

 

 

 

 

· O–Outcome (Very specifically, how will you know that the intervention worked? How you will measure the outcome?)

 

 

 

 

 

 

· T–Timeframe (Timeframe involved for the EBP initiative/target date of completion.)

 

 

 

 

 

Construct your PICOT question in the standard PICOT question format (narrative) and define each letter separately, such as:  

 

· P =

· I =

· C =

· O =

· T =

· PICOT Question written in full:

 

 

 

 

References

 

0320 RB/KK

Describe the scope of foodborne illness in the United States 

Assignment Outcomes:

At the conclusion of this assignment, students will be able to:

  • Describe the scope of foodborne illness in the United States
  • Describe four core food handling practices to reduce the risk of foodborne illness
  • Identify foods most likely to be associated with foodborne illness

Access information related to safe food handling at FightBac.org and the CDC. Although students may browse the entire site, they should focus the majority of their time reading the sections entitled, “Clean,” “Separate,” “Cook,” and “Chill.”

Students will research a recent outbreak of foodborne illness in the news and write a written report. Although students may include additional information, the following information is required:

  • News source
  • Date of news report
  • Number of individuals affected
  • Food source
  • Microorganism causing the illness
  • Symptoms of illness
  • How could this foodborne illness have been prevented?

Within the written report, students should also address these points:

  • Define foodborne illness in your own words
  • Identify a favorite food that would be classified as a potentially hazardous food
  • Give examples of cross contamination of food
  • Provide at least one recommendation from each of the 4 core practices (e.g. prior to cooking, store chicken in refrigerator at 40 F or lower).

Please review attached grading rubric and for the sources please use credible online sources.

For this assignment, you will select a disease of your choice and conduct a detailed analysis of that disease, exploring it from a balanced traditional and alternative health perspective.

For this assignment, you will select a disease of your choice and conduct a detailed analysis of that disease, exploring it from a balanced traditional and alternative health perspective.

Begin by searching the Center for Disease Control (CDC) website Diseases and Conditions Index to choose a disease or condition of interest to you.

Next, review the website for Healthy People 2020 for information related to the disease or the disease category (e.g., mental health for ADHD).

In your paper, discuss the following:

  • Prominent aspects of this disease
  • Current data and statistics related to the disease
  • Health disparities related to the disease
  • Prevention strategies including complementary and alternative health therapies
  • Contemporary research and clinical studies related to the disease
  • An analysis of the pathophysiologic effects of stress related to the disease
  • Evidence-based stress management interventions that might help with prevention or cure

The paper should be between 3–4 pages.

Incorporate at least three scholarly sources within the paper. Sources should be no more than three years old.

Use proper APA format to cite and reference sources.

Review the rubric for further information on how your assignment will be graded

Discussion Question:  56-year-old patient with newly diagnosed stage 1 hypertension has been referred to you for counseling regarding lifestyle modifications.

1-Discussion Question:  56-year-old patient with newly diagnosed stage 1 hypertension has been referred to you for counseling regarding lifestyle modifications. He is married, with four children—two in high school, two in college. His job as a senior vice-president for a major retail chain requires that he work long hours and frequently eat at restaurants. He smokes two packs of cigarettes a day, has a body mass index (BMI) of 29 kg/m2, and a waist–hip ratio of 1.6. He usually drinks one to two dry martinis to relax after he gets home from work.

a.  How would you develop a realistic plan to help this patient reduce his blood pressure and prevent complications?

b. Which risk factors would be among your top two or three priorities for this patient,and what interventions or recommendations would you provide for modifying these?

2- APA style

3- 3 paragraphs with 3 sentences each

4- 2 references not older than 2015

Disorders of Cardiac Conduction and Rhythm

Chapter 28: Disorders of Cardiac Conduction and Rhythm

 

Copyright © 2015 Wolters Kluwer Health | Lippincott Williams & Wilkins

 

Copyright © 2019 Wolters Kluwer • All Rights Reserved

1

 

Cardiac Conduction System

Controls the rate and direction of electrical impulse conduction in the heart

Impulses are generated in the SA node, which has the fastest rate of firing, and travel to the Purkinje system in the ventricles.

 

In certain areas of the heart, the myocardial cells have been modified to form the specialized cells of the conduction system.

 

The conduction system maintains the pumping efficiency of the heart.

 

Copyright © 2019 Wolters Kluwer • All Rights Reserved

2

 

Phases of Cardiac Potentials

Phase 0: rapid upstroke of the action potential

 

Phase 1: early repolarization

 

Phase 2: plateau

 

Phase 3: final repolarization period

 

Phase 4: diastolic repolarization period

 

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3

 

Refractory Periods #1

Absolute Refractory Period

No stimuli can generate another action potential.

Includes phases 0, 1, 2, and part of phase 3.

The cell cannot depolarize again.

 

Relative Refractory Period

Greater than normal stimulus response

Repolarization returns the membrane potential to below the threshold, although not yet at the resting membrane potential.

 

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4

 

Refractory Periods #2

Begins when the transmembrane potential in phase 3 reaches the threshold potential level

Ends just before the terminal portion of phase 3

 

Supernormal Excitatory Period

A weak stimulus can evoke a response.

Extends from the terminal portion of phase 3 until the beginning of phase 4

Cardiac arrhythmias develop.

 

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5

 

Electrocardiography

Twelve leads

Diagnostic ECG

Each providing a unique view of the electrical forces of the heart

Diagnostic criteria are lead specific.

Improper lead placement can significantly change the QRS morphology.

Misdiagnosis of cardiac arrhythmias or the presence of conduction defects can be missed.

 

Copyright © 2019 Wolters Kluwer • All Rights Reserved

Goals of Continuous Bedside Cardiac Monitoring

Shifted from simple heart rate and arrhythmia monitoring to

Identification of ST segment changes

Advanced arrhythmia identification

Diagnose

Provide treatment

 

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7

 

Question #1

Is the following statement true or false?

 

The electrocardiogram is a reflection of cardiac muscle contraction. You can directly diagnose specific defects in muscle activity.

 

Copyright © 2019 Wolters Kluwer • All Rights Reserved

8

 

Answer to Question #1

False

 

Rationale: The electrocardiogram is a reflection of cardiac muscle contraction. You can directly diagnose specific defects in muscle activity.

 

 

Copyright © 2019 Wolters Kluwer • All Rights Reserved

9

 

Types and Causes of Disorders of the Cardiac Conduction System

Types

Disorders of rhythm

Disorders of impulse conduction

Causes

Congenital defects or degenerative changes in the conduction system

Myocardial ischemia and infarction

Fluid and electrolyte imbalances

Effects of drug ingestion

 

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10

 

Types of Arrhythmias #1

Sinus Node Arrhythmias

Sinus bradycardia

Sinus tachycardia

Sinus arrest

 

Arrhythmias of Atrial Origin

Paroxysmal supraventricular tachycardia

Atrial flutter

Atrial fibrillation

 

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11

 

Types of Arrhythmias #2

Junctional Arrhythmias

Disorders of Ventricular Conduction and Rhythm

Long QT Syndrome and Torsades de Pointes

Ventricular Arrhythmias

Premature ventricular contractions

Ventricular tachycardia

Ventricular flutter and fibrillation

 

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12

 

Types of Arrhythmias #3

Disorders of Atrioventricular Conduction

First-degree AV block

 

Second-degree AV block

 

Third-degree AV block

 

Copyright © 2019 Wolters Kluwer • All Rights Reserved

13

 

Diagnostic Methods

Signal-averaged electrocardiogram

 

Holter monitoring

 

Exercise stress testing

 

Electrophysiologic studies

 

QT dispersion

 

Copyright © 2019 Wolters Kluwer • All Rights Reserved

14

 

Pharmacologic Treatment of Arrhythmias

Class I drugs: act by blocking the fast sodium channels

Class II agents: β-adrenergic–blocking drugs that act by blunting the effect of sympathetic nervous system stimulation on the heart

Class III drugs: act by extending the action potential and refractoriness

Class IV drugs: act by blocking the slow calcium channels, thereby depressing phase 4 and lengthening phases 1 and 2

 

Copyright © 2019 Wolters Kluwer • All Rights Reserved

15

 

Correction of Conduction Defects, Bradycardias and Tachycardias

Electronic pacemaker

Temporary

Permanent

Cardioversion

Defibrillation

Synchronized

Ablation

Surgical interventions

 

Copyright © 2019 Wolters Kluwer • All Rights Reserved

16

 

Question #2

Sinus arrhythmias will have a greater affect on the total heart than atrial arrhythmias because________.

they will not be different, and each is equally harmful

the sinus node will directly cause a fibrillation

the sinus node will stimulate the rest of the heart directly into a new rhythm

the sinus node will not activate the atrioventricular node

 

Copyright © 2019 Wolters Kluwer • All Rights Reserved

17

 

Answer to Question #2

C. the sinus node will stimulate the rest of the heart directly into a new rhythm

 

 

Copyright © 2019 Wolters Kluwer • All Rights Reserved

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You are required to answer all the DISCUSSION QUESTIONS listed below in each domain.

You are required to answer all the DISCUSSION QUESTIONS listed below in each domain.

DOMAIN: HISTORY
1a) Identify two (2) additional questions that were not asked in the case stud and should have been?
1b) Explain your rationale for asking these two additional questions.
1c) Describe what the two (2) additional questions might reveal about the patient’s health.

DOMAIN: PHYSICAL EXAMM
For each system examin in this case;
2a) Explain the reason the provider examin each system.
2b) Describe how the examM findings would be abnormal based on the information in this case. If it is a wellness visit, based on the patient’s age, describe what examM findings could be abnormal.
2c) Describe the normal findings for each system.
2d) Identify the various diagnostic instruments you would need to use to examin this patient.

DOMAIN: ASSESSMENT (Medical Diagnosis)
Discuss the pathophysiology of the:
3a) Diagnosis and,
3b) Each Differential Diagnosis
3c) If it is a Wellness, type ‘Not Applicable’

DOMAIN: LABORATORY & DIAGNOSTIC TESTS
Discuss the following:
4a) What labs should be ordered in the case?
4b) Discuss what lab results would be abnormal.
4c) Discuss what the abnormal lab values indicate.
4d) Discuss what diagnostic procedures you might want to order based on the medical diagnosis.
4e) If this is a wellness visit, discuss what the U.S. Preventive Taskforce recommends for patients in this age group.

PLEASE USE APA REFERENCES NO LONGER THEN 5 YEARS OLD. CASE STUDY IS ATTACHED PLEASE READ THROUGH ALL OF IT BEFORE ANSWERING THE QUESTIONS ABOVE. 

You are working with Dr. Stephanie Lee at her family medicine clinic.

CASE STUDY

You are working with Dr. Stephanie Lee at her family medicine clinic. Dr. Lee tells you, “The next patient, Mrs. Payne, is a 45-year-old cisgender female who is here for a health maintenance exam. It looks like she hasn’t had a visit for over five years. When you’re talking with Mrs. Payne, I’d like you to find out if she has any current concerns, update her past medical history, and do a brief review of systems. Then, come on out and tell me what you’ve discovered and we’ll both go in to do the physical exam together.”

You introduce yourself to Mrs. Payne and begin obtaining her history:

Medical History:

“Do you mind if I ask you a few questions to find out how you are doing?”

Mrs. Payne says, “That sounds fine.”

“What brought you in today?”

“I feel fine, but I know I should get checked out since it’s been a while and I need to have a Pap test and mammogram.”

“I would like to update your medical history. Do you have any chronic medical problems?”

“Well, I don’t really have any medical problems.”

“Have you had any operations?”

“I had my tubes tied shortly after the birth of my last child.”

“Are you on any medications, or are you allergic to any medications?”

“I take an occasional Tylenol or ibuprofen for pain or headache and a multivitamin. I’m not allergic to any medicine as far as I know.”

 

Social History:

“Have you ever smoked?”

“Yes, I’m afraid I do smoke a pack of cigarettes a week. I keep trying to quit, but I just never seem to be able to do it.”

“Do you drink alcohol?”

“No, I don’t drink any alcohol at all.”

“Have you ever used any recreational drugs?”

“I never tried any illegal drugs. My friends have smoked marijuana but I was always too afraid to try.”

“How much do you exercise?”

“I used to try to walk at lunchtime, but I don’t do that anymore. It just seems like I’ve been too busy to have time to exercise.”

“Have you been hit, kicked, punched, or otherwise hurt by someone in the past year? If so, by whom?”

“No, I feel safe.”

Family History:

“How is the health of your family members?”

“My father has high blood pressure and my mother has mild arthritis, but both are in good health. My two sisters are healthy.”

“What about your extended family?”

“I don’t know how my grandparents died, but I think one of them had diabetes. My mom’s sister has breast cancer but is doing well after surgery and chemotherapy.”

Mrs. Payne asks you, “Does having an aunt with breast cancer increase my risk of developing breast cancer? My aunt was diagnosed with breast cancer when she was about 70 years old.”

You were able to reassure Mrs. Payne that the risk is increased only if there is a history in a first-degree relative, such as a parent or sibling.

 

OB/GYN:

“How old were you when your periods began?”

“Around 13 or 14.”

“Are your periods usually regular?”

“They have always been regular until the last year, when my menstrual flow has decreased.”

“Can you describe what you mean?”

“My cycles have lengthened and the flow has decreased. I think I might be having hot flashes once in while, too. I’m wondering if I might be going through menopause.”

You tell Mrs. Payne you would like to address this issue in more detail when you return later with Dr. Lee.

“Have you ever had an abnormal Pap test?”

“I had one abnormal Pap test seven or eight years ago. Dr. Lee did a test and took some samples but everything turned out normal. I had another Pap test one year later that was normal. I then had another normal one a few years ago, right?”

“Right. You mentioned having a child. How many times have you been pregnant?”

“I have been pregnant three times, and I have three children.”

 

When you ask Mrs. Payne about health maintenance, she says she has never had a mammogram. She tells you, “One of the big reasons I’ve been putting off coming to see Dr. Lee is because I know she will recommend a mammogram. I think I should have one since my aunt had breast cancer and all, even though we just discussed how that shouldn’t increase my risk. But a friend of mine told me her mammogram was very painful. I have done breast self-exams, but not very often. I did notice some tenderness the last time I did my exam.”

You respond, “Let’s talk more about mammograms with Dr. Lee when she comes in. Are there any other issues you’d like to cover today?”

Mrs. Payne indicates that she’s discussed all her concerns with you already. You excuse yourself while Mrs. Payne changes into a gown for her physical exam.

 

After presenting Mrs. Payne’s history and vital signs to Dr. Lee, the two of you knock on the door and reenter the room. After greeting Mrs. Payne, Dr. Lee asks if she minds if you perform the physical examination with Dr. Lee observing. Mrs. Payne assents.

Physical Exam

Vital signs:

· Temperature is 37 °C (98.6 °F)

· Pulse is 81 beats/minute

· Respiratory rate is 12 breaths/minute

· Blood pressure is 128/72 mmHg

· Weight is 81.6 kg (180 lbs)

· Height is 168 cm (66 in)

· BMI is 29 kg/m2

General: Mrs. Payne is a well-appearing 45-year-old female.

Head, eyes, ears, nose, and throat (HEENT): All unremarkable. Teeth are in good repair with several fillings and some tobacco staining noted.

Neck: Normal-sized thyroid with no nodules. Trachea is in the midline.

Cardiovascular: Normal S1 and S2 with no murmurs, gallops, or rubs. Pulses are palpable and equal throughout.

Respiratory: Clear with good respiratory excursions. No palpable lymph nodes are noted in the cervical or inguinal regions.

Musculoskeletal: Good muscle development and normal range of motion of all joints.

Neurologic: Cranial nerves are intact; normal strength and sensation; reflexes are equal and symmetrical; normal gait.

 

Performing a Breast Exam

Although breast exam is not a recommended screening test, it is important to know how to perform it in a patient with symptoms.

A good breast exam consists of both visual inspection and palpation.

Visual inspection:

With patient sitting upright on the exam table, have her lower her gown to her waist so the breasts can be fully visualized.

· Look for symmetry in shape and assess skin changes, including any erythema, retractions, dimpling, or nipple changes.

· Ask the patient to lift her hands overhead to accentuate any retraction or dimpling.

Palpation:

For the palpation portion of the exam, ask patient to lie back on the exam table and place her hands over her head, thus flattening the breast tissue on the chest wall.

· Carefully examine each breast using a vertical strip pattern.

 

After you have finished the breast exam, you examine Mrs. Payne’s abdomen.

Abdomen:

No hepatosplenomegaly, tenderness, or masses.

Dr. Lee then explains to you the correct technique for a pelvic exam, as Mrs. Payne is due for her Pap test.

 

Dr. Lee next inspects the cervix and vaginal walls for lesions or discharge before obtaining cytology. “Now I’m going to obtain a sample,” she tells Mrs. Payne.

TEACHING POINT

Obtaining a Pap Test

One common method for collecting the Pap test is to use a spatula and cytobrush, though there are single-collection products available for this purpose as well.

Using the combination involves two steps: First, the spatula is rotated several times to obtain a sample from the ectocervix. The cytobrush is then inserted into the os and rotated 180 degrees.

Care is taken to make sure that the squamo-columnar junction (the area of the endocervix where there is rapid cell division and where dysplastic cells originate) is adequately sampled.

The sample is then placed into a liquid medium.

Using the liquid-based system over the conventional Pap test technology allows for later testing of the sample for the presence of human papillomavirus (HPV) if the Pap comes back abnormal.

Currently two liquid-based systems are approved by the FDA. You should check with your lab to find out which system is preferred.

Once the sample is obtained, let the patient know the speculum is about to be withdrawn.

Then, withdraw the speculum slightly to clear the cervix, loosen the speculum and allow the “bills” to fall together, and continue to withdraw while rotating the speculum to 45 degrees.

 

Performing a Bimanual Exam

Screening for ovarian cancer with a bimanual exam is not recommended, but it is the technique you would use should you need to do the exam for a symptomatic patient.

First, explain to your patient what you are going to do.

Next, apply lubricant (e.g., K-Y jelly) to the index and middle fingers of your nondominant gloved hand and insert them into the patient’s vagina.

Move cervix side to side (laterally) to ensure that it is nontender and mobile.

Place your non-gloved hand on the abdomen just superior to the symphysis pubis, feeling for the uterus between your two hands. This gives you an idea of its size and position.

Then, moving your pelvic hand to each lateral fornix, try to capture each ovary between your abdominal and pelvic hands. The ovaries are usually palpable in slender, relaxed patients, but are difficult or impossible to feel in obese patients.

Mrs. Payne’s cervix is freely moveable and nontender, and her uterus is normal in size and position. Her ovaries are not palpable.

“Everything is fine,” Dr. Lee tells Mrs. Payne. “We’re going to leave the room for a minute and give you a chance to get dressed, and then we can talk some more when we come back.”

When you have left the room, you tell Dr. Lee that you are a little confused about when Pap tests are recommended, so she reviews the guidelines with you.

 

Cervical Cancer Screening Guidelines

In 2012, the ACS, the USPSTF, the American College of Obstetrics and Gynecology (ACOG), and the American Society for Colposcopy and Cervical Pathology (ASCCP) came to a consensus on cervical cancer screening.

Since that time, many organizations have updated their recommendations to include the use of high-risk HPV (hrHPV) testing alone. The frequency of testing and age of first use varies.

In 2018, the USPSTF updated their guidelines to recommend that:

· At age 21: cervical cancer screening should begin.

· Between ages 21 and 29: screening should be performed every three years with cytology alone.

· Between ages 30 and 65: screening can be done every five years with high risk HPV (hrHPV) testing alone, every five years with cotesting (hrHPV and cytology), or every three years with cytology alone.

Since that time, many organizations have updated their recommendations to include the use of high risk HPV (hrHPV) testing alone. The frequency of testing and age of first use varies.

Importantly, it should be noted that the new guidelines stipulate that certain risk groups need to have more frequent screening. They include patients who have compromised immunity, are HIV positive, have a history of cervical intraepithelial neoplasia grade 2, 3, or cancer, or have been exposed to diethylstilbestrol (DES) in utero. (DES is a nonsteroidal estrogen that was given to pregnant females to prevent miscarriages. However, it was linked to clear cell adenocarcinoma of the vagina and its use was discontinued in 1971.)

Patients older than 65 years who have had adequate screening within the last 10 years may choose to stop cervical cancer screening. Adequate screening is three consecutive normal Pap tests with cytology alone or two normal Pap tests if combined with HPV testing.

Patients who have undergone a total hysterectomy for benign reasons do not require cervical cancer screening.

 

While you are in the hallway waiting for Mrs. Payne to get dressed, you and Dr. Lee discuss breast and cervical cancer screening. She asks you, “What constitutes a good screening test?”

Characteristics of a Good Screening Test

1. Accuracy (high sensitivity and specificity)

Sensitivity· Measures proportion of actual positives that are correctly identified as such (e.g., percentage of sick people identified as having the condition)

· The more sensitive the test, the fewer false negative results.

Specificity· Measures the proportion of negatives that are correctly identified as such (e.g., percentage of well people identified as not having the condition)

· The more specific the test, the fewer false positives.

2. Able to detect disease in an asymptomatic phase

3. Minimal associated risk

4. Reasonable cost

5. Acceptable to patient

6. There is an available treatment for the disease

 

The Pap test fits into the definition of a good screening test because the test is relatively inexpensive, easy to perform, and acceptable to patients.

Cervical cancer has a long asymptomatic preinvasive state (often a decade or more), and there are effective treatments for preinvasive disease.

Although the Pap test has a sensitivity of only between 30% and 80% and a specificity of 86% to 100%, cancer deaths from cervical cancer decreased markedly in the U.S. after the Pap test was introduced.

 

Based on Mrs. Payne’s history, you and Dr. Lee have determined that she is at average risk for breast cancer. Dr. Lee tells you that the recommendation regarding when to perform screening mammography varies.

“We all struggle to keep up with the constantly changing recommendations,” Dr. Lee tells you. “I follow the USPSTF guidelines. They review cancer screening as well as health maintenance issues in general. The USPSTF guidelines are strictly evidence-based and probably eliminate some of the bias brought to the table by specialists. A nice feature of the USPSTF guidelines is that they also review the guidelines from other organizations.”

Dr. Lee further observes that, in Mrs. Payne’s age group, even though the most common cancers are breast, lung, and colorectal cancers, screening for them is not necessarily suggested.

TEACHING POINT

Recommendations for Breast Cancer Screening Mammography

U.S. Preventive Services Task ForceBiennial screening mammography for females aged 50 to 74 years

(Grade B recommendation)

The decision to start regular, biennial screening mammography before age 50 should be an individual one and take patient context into account, including the patient’s values regarding specific benefits and harms.

(Grade C recommendation)

American Cancer SocietyFemales aged 45 to 54 should get mammograms every year.

Females aged 55 and older should switch to mammograms every two years, or have the choice to continue yearly screening.

Females aged 40 to 44 should have the choice to start annual breast cancer screening with mammograms if they wish to do so. The risks of screening, as well as the potential benefits, should be considered.

American College of RadiologyFor females at average risk, < 15% lifetime risk of breast cancer, annual screening with mammography or digital breast tomosynthesis is recommended starting at age 40.

*As of 2018, The American College of Radiology (ACR) has classified African American females as high risk.

(ACR Appropriateness Category: Usually Appropriate)

Most guidelines do not recommend routine mammography for females younger than 40 unless they fall into a high-risk category, such as females with a known BRCA mutation.

TEACHING POINT

Shared Decision-Making in the Setting of Conflicting Guidelines

Part of a clinician’s job is to help patients make informed decisions that incorporate their personal and family history/risk factors and personal health beliefs. Clinicians need to be aware of the different guidelines. It is important to present the pros and cons of different recommendations and guide patients in a shared decision-making process. In situations where there are differences in recommendations, it is important to get the patient’s input.

 

Dr. Lee tells you that breast-related concerns like lumps and discharge are common in primary care practice.

TEACHING POINT

Evaluating a Breast Lump

First, take a good history from the patient, including:

· Precise location of the lump

· How it was first noticed (accidentally, by breast self-examination, clinical breast examination, or mammogram)

· How long it has been present

· Presence of nipple discharge

· Any change in size of the lump (especially ask whether the lump changes in size according to phase of the menstrual cycle)

The next step is a thorough breast exam: Certain characteristics on physical exam increase the suspicion of malignancy.

· For example, the presence of a single, hard, immobile lesion of approximately 2 cm or larger with irregular borders increases the likelihood of malignancy.

Diagnostic tests:

· If it feels cystic, aspiration can be attempted and the fluid sent for cytology. Fine needle aspiration is a procedure family physicians can do in the office.

· If it feels solid, mammography is the next step.

· Ultrasound can be helpful in distinguishing a solid mass from a cystic lesion.

Follow-up:

If the workup suggests that the lesion is benign (which the vast majority are), close follow-up with regular breast exams and mammography is indicated.

 

Next, you and Dr. Lee review breast cancer screening. The most commonly used screening tool is mammography. Physician breast exam has not been shown in studies to meet the screening criteria.

TEACHING POINT

Breast Cancer Screening Studies

MammographyBenefits

Mammography is a good screening test that can detect asymptomatic early stage disease, and there is good evidence that mammography decreases breast cancer mortality.

Risks

As with any other screening test, there is a potential for false-positive results (leading to unnecessary procedures) or false-negative results (giving patients a false sense of security). The sensitivity of mammography is between 60% and 90%. Low sensitivity means more false negative results. False-negative results are more common in younger females, as denser breast tissue makes it harder to find abnormalities on x-rays.

Mammography is a radiograph, which involves some radiation exposure. However, modern mammography systems use extremely low levels of radiation, usually about 0.1 to 0.2 rad per x-ray, which is minimal and provides negligible risk.

Also, mammograms can be uncomfortable for patients.

Breast MRINot recommended for screening the general population of asymptomatic, average-risk females.

May be indicated in the surveillance of females with more than a 20% lifetime risk of breast cancer (for example, individuals with genetic predisposition to breast cancer by either gene testing or family pedigree, or individuals with a history of mantle radiation for Hodgkin disease).

May be used as a diagnostic tool to identify more completely the extent of disease in patients with a recent breast cancer diagnosis.

Contrast-enhanced breast MRI may be indicated in the evaluation of patients with breast augmentation in whom mammography is difficult.

Breast UltrasoundUSPSTF guidelines says there is insufficient evidence to use this for screening in females with dense breasts. The American College of Radiology (ACR) notes that it increases breast cancer detection in females with dense breasts but also increases the risk of false positives. This tool is generally used for evaluation of suspected abnormalities.

 

Dr. Lee asks, “What other important health maintenance issues do we need to address?”

You suggest checking Mrs. Payne’s immunization status. You both review Mrs. Payne’s chart and then visit the CDC immunization information website (PDF). Seeing that Mrs. Payne’s last tetanus shot was over 10 years ago, you recommend she get a Tdap now. Also, since she is a smoker, you recommend she receive the pneumovax vaccine today. She should receive a flu vaccine every fall.

“Okay. Is there anything else we should talk with Mrs. Payne about when we go back?” You feel you should address Mrs. Payne’s smoking, her excessive weight, her lack of exercise, and osteoporosis prevention. Dr. Lee agrees.

TEACHING POINT

Immunization: Tdap

Tetanus, diptheria, and acellular pertussis (Tdap) should replace a single dose of Td for adults age 19 through 64 who have not received a dose of Tdap previously.

When you reenter the room, Dr. Lee reassures Mrs. Payne, “Your physical exam was normal. However, I have several suggestions and recommendations I would like to discuss with you. But first let’s talk a bit about menopause, since I’m told you have some concerns.”

TEACHING POINT

Menopause

Timing

On average, patients with ovaries reach menopause at age 51, but menopause can start earlier or later. A few patients start menopause as young as 40, and a very few as late as 60. Those who smoke tend to go through menopause a few years earlier than nonsmokers. The timing of an individual’s menopause cannot be predicted. Only after a patient has not menstruated for 12 straight months can menopause be confirmed.

Perimenopause

The gradual transition to menopause is called perimenopause. The ovaries don’t abruptly stop; they slow down. During perimenopause it is still possible to get pregnant. The ovaries are still functional, and ovulation may occur, although not necessarily on a monthly basis. Perimenopause can last from two to eight years.

Symptoms

Menopause affects each person differently. Some reach menopause with little to no trouble; others experience severe symptoms that drastically hamper their lives. Menstrual irregularity is the hallmark of perimenopause. Patients should be advised to call their clinician if their menses come very close together, if the bleeding is heavy, or if the bleeding lasts more than a week.

Other perimenopausal symptoms due to estrogen deficiency include:

Hot flashes: Hot flashes are brief feelings of heat that may make the face and neck flushed and cause temporary red blotches to appear on the chest, back, and arms. Sweating and chills may follow. Hot flashes vary in intensity and typically last between 30 seconds and 10 minutes. Dressing in light layers, using a fan, getting regular exercise, avoiding spicy foods and heat, and managing stress may help.

Vaginal dryness: This can make intercourse uncomfortable. A water-soluble lubricant may be recommended. A patient’s libido may also change.

Mood swings: Mood swings, especially depression, are common during perimenopause and menopause. Patients should let their clinician know if they are experiencing this, so that resources and support may be found.

 

Dr. Lee asks you if Mrs. Payne has any risk factors for osteoporosis. “Yes,” you reply. “She is a smoker.”

TEACHING POINT

Recommendations for Osteoporosis Prevention

Before menopause, estrogen offers some protection against heart disease and osteoporosis. This protection is lost when estrogen levels ebb with menopause.

Calcium Intake

Calcium supplementation for osteoporotic fracture prevention has raised concerns that it may increase the risk of atherosclerotic vascular disease and kidney stones. However, it is unclear from the present data whether intake of dietary calcium versus calcium supplementation increases cardiovascular risk or the risk for kidney stones. A USPSTF 2018 recommendation statement concluded that current evidence is insufficient to assess the risks and benefits of calcium and vitamin D supplementation for the prevention of fractures in premenopausal and noninstitutionalized postmenopausal patients. Therefore the USPSTF is currently recommending against 1,000 mg or less of calcium and 400 IU or less vitamin D supplementation in community-dwelling postmenopausal patients.

At this time the most prudent recommendation would be to try to increase intake of dairy and try to include weight-bearing exercises such as walking into a daily routine.

TEACHING POINT

Recommendations for Osteoporosis Screening

· For females 65 and older, screening with dual energy x-ray absorptiometry (DEXA) is recommended.

· For females under 65, the USPSTF recommends using the World Health Organization’s  Fracture Risk Assessment Tool  to risk-stratify. Screening with DEXA is recommended if the risk of fracture is greater than or equal to that of a 65-year-old White female without additional risk factors (9.3 percent over 10 years). These recommendations are being reviewed by the USPSTF.

· Dr. Lee moves on to the next topic. “I’d like to talk next about your weight,” she tells Mrs. Payne. “By losing 5 to 10 percent of your body weight, you can significantly reduce your risk of diabetes, hypertension, and cardiovascular disease.”

· “How do you feel about your weight at this point?”

· “I weigh too much. I would feel better physically and emotionally if I could only lose about 10 or 20 pounds. But I don’t know where to start.”

· “Well, we are here to help you with that,” offers Dr. Lee. Can you tell me what you would eat in a typical day?”

· Mrs. Payne lists her daily diet for you: “Well, I usually skip breakfast because mornings are so chaotic, plus I know I don’t really need to eat more than I do. For lunch, I eat a sandwich or leftover pasta, an apple or orange, and I drink water. I also have a weakness for a couple of cookies after lunch to keep me going through the day. For dinner, I try to cook lean meats, and we usually have rice with it. Again, I drink water. My family likes strawberries and blackberries. We try to eat something like that when it’s available. And, we have cake or ice cream for dessert. At night, while I’m watching TV is my weakness—I’ll often eat some chips or have another helping of dessert.”

· “Alright, you are making some excellent choices by eating two fruits a day, choosing lean meats, and drinking water. I would like to continue to see you doing these things.”

· You tell Mrs. Payne about some additional nutritional approaches to a healthier diet.

· “Do you think you could try any of these changes?”

· Mrs. Payne says, “I could start eating breakfast, buy whole wheat stuff, and decrease my desserts to three servings weekly.”

· “That would be excellent,” Dr. Lee concludes. “Let’s follow up on these goals at our next visit.”

·

 

Dr. Lee reminds Mrs. Payne that increasing her physical activity would also assist weight loss.

· “What type of activity do you enjoy?”

· “I used to walk during my lunch hour, but I’ve gotten away from it. I could start doing that again.”

 

“Now I’d like to talk about smoking,” continues Dr. Lee.

“Have you thought about quitting?”

“I’ve tried to quit smoking a few times but was never able to make it stick. I’d like to quit for good.”

Turning to you, Dr. Lee says, “It sounds like Mrs. Payne is at the ‘preparation stage’ according to the transtheoretical model for change.”

Mrs. Payne declines assistance with medication to help her stop smoking.

When discussing smoking cessation, it is a good idea to start with the five “A’s”: ask, advise, assess, assist, arrange. With Mrs. Payne, you have asked and assessed. Fortunately, Mrs. Payne is interested in quitting, but typically you would want to advise as well. Since Dr. Lee has noted the patient is in the preparation stage but does not want to use medication, you can provide her with some of the other smoking cessation strategies below. Make sure to arrange for follow up!

 

“Now, I’ve just got a few more loose ends we need to tackle at this appointment. Since your last tetanus shot was over 10 years ago, I’d like you get a Tdap shot today. In 10 years, you will need a Td.”

Dr. Lee turns to you and asks,

“Is there any blood work we should order on Mrs. Payne today?”

“I think a lipid profile and fasting glucose would be indicated.”

Dr. Lee agrees.

“I’d like you to schedule a follow-up appointment so we can go over your lab results and your progress with your lifestyle goals,” She tells Mrs. Payne.

Dr. Lee asks her, “Do you have any questions about our recommendations?”

“No, you both have answered all my questions. I am going to try to start eating breakfast regularly, increasing my exercise, and try getting out and walking daily. I’ll work on cutting back smoking as well. Thanks for all your help,” Mrs. Payne says as she shakes hands with both of you and heads out the door.

 

On your last day with Dr. Lee, you see Mrs. Payne is on the schedule to follow up on her lab results. Before going into the room, you review her results with Dr. Lee:

Fasting glucose: 86 mg/dl

Lipids:

· Total cholesterol 183 mg/dl

· HDL 52 mg/dl

· LDL 121 mg/dl

· Triglycerides 137 mg/dl

Using her blood pressure from her initial visit and current cholesterol results, the atheroslerotic cardiovascular disease (ASCVD) risk calculator shows that Mrs. Payne’s 10-year risk is 2.6 percent. For more required information about risk factors for ASCVD, read the  Aquifer Cholesterol Guidelines Module .

Pap test results: Satisfactory; with evidence of ASC-US; HPV negative on co-testing.

Dr. Lee reviews with you the current way cervical cytology is reported via the Bethesda System. Since you know that infection with specific types of HPV is required for the development of cervical cancer and high-grade cervical lesions, you are reassured by the fact that Mrs. Payne’s Pap is negative for HPV. You and Dr. Lee also take a look at the recommendations to follow-up on Mrs. Payne’s Pap test results. Because of her ASC-US and HPV negative findings, the current recommendation is to retest in 3 rather than 5 years. (See guidelines below).

 

The Bethesda System for Reporting Cervical Cytology

Using this system of reporting, cervical cytology pathology results are given in three categories:

1. Specimen adequacy

In order to be “adequate,” the Pap test must contain over 5,000 squamous cells and have sufficient endocervical cells. (Endocervical cells are columnar epithelial cells found just proximal to the squamo-columnar junction, the site of beginning dysplastic changes.) If they are present, it shows that you have sampled the transformation zone, and therefore the specimen is “adequate.”

2. General categorization of results

Is there any evidence of intraepithelial lesion or malignancy?

3. Interpretation of results

Either the Pap is negative for intraepithelial lesion or malignancy, or there is evidence of epithelial abnormalities. Epithelial abnormalities are further divided into four categories.

· Atypical squamous cells (ASC): Some abnormal cells are seen. These cells may be caused by an infection or irritation or may be precancerous.

· Low-grade squamous intraepithelial lesion (LSIL). LSIL may progress to a high-grade lesion but most regress.

· High-grade squamous intraepithelial lesion (HSIL). This is considered a significant precancerous lesion.

· Squamous cell carcinoma.

 

You and Dr. Lee enter the room and greet Mrs. Payne. She says she had already received the report that her mammogram was normal. Dr. Lee also tells her that her blood sugar was normal and that her cholesterol was at the recommended level. She tells her that her Pap test had only a mild abnormality but that there is little risk of cancer and recommends a repeat co-testing in three years. She would not recommend waiting for five years, as she did with this Pap. Mrs. Payne thanks you both for the good news.

Aware that Mrs. Payne has a young daughter, you volunteer to tell her about the HPV vaccine.

The CDC notes that as of 2017, only the 9-valent will be available in the U.S. Another important change is that the HPV series is considered complete after two doses in patients who receive the first dose before age 15 and the second dose at least five months after the first (ideally six to 12 months apart). See  an overview of the HPV vaccine recommendations for clinicians .

The vaccines can be expensive, and patients should be advised to check with their individual insurance carrier about coverage.

 

Dr. Lee notices Mrs. Payne’s weight: “I see that you have lost two pounds since your last visit.”

“Well, I tried. I have taken your advice and started to eat breakfast and have cut back on sweets and portion size. I have been able to walk three times a week,” replies Mrs. Payne.

“Good job! Keep up the good work,” applauds Dr. Lee.

Dr. Lee poses her last question: “And how are you doing with smoking cessation?”

“Great! I’m down to only one or two cigarettes a day! By the next time you see me I may have stopped smoking altogether!” Mrs. Payne exclaims.

Dr. Lee offers encouragement and says she would like to see her again in three weeks to monitor her progress.

Mrs. Payne thanks you both and says she will really try to continue to make the changes to her lifestyle.

This is the final page of the case. We value your perspective on the learning experience. After completing three required feedback ratings you can finish the case and access the case summary.

Science and Ethical Issues section

  • Assignment:
  • What are some of the challenges facing major religious traditions in the modern world? As nurses, what are some of the particular issues that you might encounter with patients regarding the intersection of faith and healthcare (see the Science and Ethical Issues section of Chapter 12; you can address one or more of the issues noted in this section)? How might the material covered in this course affect the way in which you respond to these concerns?
  • Select one of the topics from Chapter 12 listed under Modern Influences on the Future of Religion and examine how modern religious traditions are dealing with these contemporary challenges. If you identify with a particular religious tradition, how has your religious tradition responded to the topic you have chosen? Make sure that you support your answer.
  • Example:

Dr. Rooney

There are many challenges facing the major religious traditions including: peer to peer networks, integration of religion and technological advancement (Bauwens, 2003). These challenges stem from the increasing interconnection of religions and cultures as well as the availability of information sharing. Nursing provides opportunity for unique encounters and challenges. The differences in culture and religion may intersect medical decisions on issues such as fertility, ethical termination of life at various stages, organ transplant, stem-cell research, and animal and environmental rights (Molloy, 2014). Working in the ICU, I often encounter challenges in both organ transplant (heart and lung) as well as futility of care and termination of adult life. People draw on their faith to help with decision making in these difficult circumstances. In these cases, it is important for the nurse to recognize and be respectful of potential religious differences. Learning of the different religions throughout this class will enable me to better understand and support decision making. The nurses’ role in facilitation of a healing environment and religious connection is integral, especially for the patient and family brought to the unfamiliar hospital environment. In my workplace we have various private quiet spaces, I direct people to these areas (if they prefer this space) for prayer and meditation as it is outside of the bustle of the ICU. In my 15 years of nursing experience I have found when people are able to connect with their faith, and feel supported by the multidisciplinary team, they are able to make more confident decisions about medical treatment. Though my personal beliefs and connection with God may be different than the people I encounter, this class has given me perspective. I will continue to be respectful of the space needed for prayer and meditation.

I identify as a Roman Catholic Christian. Working in a 32-bed cardiac surgery ICU at a large university hospital brings ethical challenges that may not be seen in other nursing specialties. Throughout my unit, I care for patients who have undergone high risk cardiovascular and thoracic surgeries, received Ventricular Assist Devices, heart and lung transplantation, or ECMO. Many of these patients have successful treatments, but the risks are high and occasionally I am faced with ethical challenges. With regards to advanced medical and surgical care, futile treatment and euthanasia, the Catholic Church has held a historically strong position. Euthanasia is against Catholic teaching, while “[it] is also permitted, with the patient’s consent, to interrupt these means, where the results fall short of expectations. But for such a decision to be made, account will have to be taken of the reasonable wishes of the patient and the patient’s family, as also of the advice of the doctors who are [especially] competent in the matter” (CAN, n.d., para. 8). Therefore, discontinuing treatment or withdrawing mechanical means of life support are not against the teachings of the Catholic Church.

Roman Catholics have strong associations with the sacraments and traditions. The sacrament “Anointing of the Sick” is occasionally brought to a patient for whom I am caring. There have been times when there is a plan to withdraw life support and this sacrament was offered. Families are invited to pray and offer support to the patient for peace and comfort at the time of suffering. This sacrament is not only for those who are actively dying but may also be done when a patient is diagnosed with a terminal illness. The anointing is believed to bring strength and peace to the person being anointed, and though God does not always heal the person physically this sacrament is strongly valued within the faith (Catholic Answers, 2013). A spiritual compass is provided to those who follow a religious path. It is important to be respectful of the differences and support each other in our journey through life.

Angie

References:

Bauwens, M. (2003). Three Challenges for Global Religion in the 21st Century. Religion and Globalization. Retrieved from: http://www.integralworld.net/bauwens.html (Links to an external site.)

Catholic Answers. (2013). Anointing of the Sick. Catholic Answers. Retrieved from: https://www.catholic.com/tract/anointing-of-the-sick (Links to an external site.)

CNA. (n.d.). Vatican Document on Euthanasia. Catholic News Agency. Retrieved from: https://www.catholicnewsagency.com/resources/life-and-family/euthanasia-and-assisted-suicide/vatican-document-on-euthanasia

CO 2: Apply research principles to the interpretation of the content of published research studies. (PO 4 & 8)

Purpose

  • CO 2: Apply research principles to the interpretation of the content of published research studies. (PO 4 & 8)
  • CO 4: Evaluate published nursing research for credibility and significance related to evidence-based practice. (PO 4 & 8)

Discussion

This week we learned how research designs are different and help us to objectively study nursing problems; the key is to decide which type of research and design will serve the purpose or intent to find a solution. After completing Week 4 readings and lesson, answer the following:

  • Reflect on your learning about Quantitative and Qualitative research; share two ways that helped you understand how they are different.
  • Choose one category of study design that you found interesting and describe; include what you learned about the design and how you believe it can help study nursing problems.
  • Refer back to your clinical nursing priority problem and evidence you located for your week 3 assignment:
    • The nursing-evidenced practice (NEBP) committee has requested for you to make a recommendation to the team: Describe the type of research and the design that you believe would be the best way to study your problem. Discuss your rationale.

professors comment: Class,
In this thread, we will be discussing the two types of research designs, quantitative and qualitative. There are variations of those designs that we will discuss. The research design flows from the research question and outlines the plan for the study that will answer the research question.  As mentioned, think back to your clinical nursing priority problem and evidence you located for your week 3 assignment.  Describe the research design and rationale.

We will work toward our Course Outcomes:

  • Apply research principles to the interpretation of the content of published research studies.
  • Evaluate published nursing research for credibility and lab significance related to evidence-based practice.

As always, I look forward to our discussions! Paula

Reference:

Houser, J. (2018). Nursing research: Reading, using, and creating evidence (4th ed.). Burlington, MA: Jones & Bartlett Learning.

This textbook is available as an e-book and can be accessed from the module view.

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

 

Week 6 Assignment: Current Event – Free and Fair Trade or Budgetary Issue

Week 6 Assignment: Current Event – Free and Fair Trade or Budgetary Issue

Start Assignment

  • Due Sunday by 11:59pm
  • Points 100
  • Submitting a file upload

Required Resources
Read/review the following resources for this activity:

Instructions
For this assignment, respond to one of the following options:

Option 1: Find a recent article (less than one month old) from a reputable news source concerning a Free and Fair Trade issue between at least two countries.

  • Summarize the article.
  • What is the issue?
  • Explain why this issue is important to the global community.
  • Evaluate the source.
  • What is your opinion?

Option 2: Find a recent article (less than one month old) from a reputable news source concerning a proposed budgetary change.

  • Summarize the article.
  • What is the issue?
  • Explain who is affected most from the change?
  • Evaluate the source.
  • What is your opinion?

Writing Requirements (APA format). Refer to the APA manual.

  • Length: 3 full pages (not including the title or references page)
  • 1-inch margins
  • Double-Spaced
  • 12-point Times New Roman font
  • Title and Reference page required
  • APA cite article with link
  • Scan copy of article required

Grading
This activity will be graded based on the Assignment Grading Rubric.

Course Outcomes (CO): 5

Due Date: By 11:59 p.m. MT on Sunday

Rubric

POLI330 Week 6 Economic Policy Grading Rubric (100 pts)POLI330 Week 6 Economic Policy Grading Rubric (100 pts)CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeIdentifies local news article5 ptsThe student uses a relevant and timely news article.4 ptsThe student provides a relevant article, but it is not timely.3 ptsThe student did not identify relevant article.2 ptsThe student did not identify a relevant or timely article.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeSummarization25 ptsThe student describes the main points clearly.22 ptsThe student summarizes most of the main points accurately, but has some misunderstanding and may need to re-read the article.19 ptsThe student’s description of main points is not clear or is not thorough.15 ptsThe student failed to summarize important information.0 ptsNo effort25 pts
This criterion is linked to a Learning OutcomeIdentifies How Affected Option 1: Explain why this issue is important to the global community. Option 2: Explain who benefits and who might be negatively affected most from the change.25 ptsThe student identifies how the issue relates to the nations involved in the global community accurately and in detail. OR The student identifies who benefits and who is affected negatively the most with accuracy and in detail.22 ptsThe student identifies how the issue relates to the nations involved accurately. OR The student identifies who benefits and who is affected negatively the most with accuracy.19 ptsThe student provides some reasoning, but is not clear in explanation.12 ptsThe student does not adequately address an issue and its importance. OR The student does not adequately address who benefits and who is might be most negatively affected from change.0 ptsNo effort25 pts
This criterion is linked to a Learning OutcomeSource Evaluation15 ptsThe student accurately evaluates the source.13 ptsThe student mostly accurately evaluates the source11 ptsThe student somewhat accurately evaluates the source.9 ptsThe student inaccurately evaluates the source.0 ptsNo effort15 pts
This criterion is linked to a Learning OutcomeYour opinon10 ptsThe student provides an opinion based on solid evidence and reasoning.8 ptsThe student provides an opinion based mostly on solid evidence and reasoning.7 ptsStudent provides a reasonable opinion.5 ptsThe student provides an opinion that is refuted by facts.0 ptsNo effort10 pts
This criterion is linked to a Learning OutcomeAPA: Citation and Reference Formatting5 ptsSource is properly cited in the text and references page demonstrating a mastery APA format.4 ptsSource is cited in the text and reference page. Some minor errors may exist in citation, but it does not interfere with understanding the source of the information.3 ptsSource is cited in the text and reference pazge. Some errors may exist in citation that need to be addressed to clarify the source of information.2 ptsMajor errors in citation. Proper citation is missing from either within the text or on the references pages.0 ptsNo effort5 pts
This criterion is linked to a Learning OutcomeWriting15 ptsThe student presents information using clear and concise language in an organized manner (minimal errors in English grammar, spelling, syntax, and punctuation).13 ptsThe student presents information using understandable language, but is somewhat disorganized (some errors in English grammar, spelling, syntax, and punctuation).11 ptsThe student presents information using understandable language but is very disorganized (many errors in English grammar, spelling, syntax, and punctuation).9 ptsThe student presents information that is not clear, logical, professional or organized to the point that the reader has difficulty understanding the message (numerous errors in English grammar, spelling, syntax, and/or punctuation).0 ptsNo effort15 pts
Total Points: 100PreviousNext