Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. (AACNI.1)

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  1. Integrate nursing and related sciences into the delivery of advanced nursing care to diverse populations. (AACNI.1)
  2. Incorporate current and emerging genetic/genomic evidence in providing advanced nursing care to individuals, families, and communities while accounting for patient values and clinical judgment. (AACN I.2)
  3. Compare normal anatomy and physiology to alterations in function and regulation of body organs and systems in response to stressors. (AACN I.1)

Please answer the following questions with supporting examples and full explanations.

  1. For each of the learning objectives, provide an analysis of how the course supported each objective.
  2. Explain how the material learned in this course, based upon the objectives, will be applicable to professional application.

On the initial home visit by the nurse, what assessments should be made?

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An older client was recently discharged from the hospital for evaluation of seizure activity. His history reveals that he has late-stage Alzheimer’s disease, Parkinson’s disease, hypertension, and type II diabetes mellitus, which is controlled by diet. He lives at home, where his wife and daughter take care of him. His discharge medications include phenytoin (Dilantin), 100 mg BID; hydrochlorothiazide (HydroDIURIL), 50 mg QD; levodopa (Sinemet), 25/100 TID; and haloperidol (Haldol), 1 mg before bed. The client has been referred for home care nursing follow-up.

Questions:

  1. On the initial home visit by the nurse, what assessments should be made?
  2. The wife and daughter need teaching about his antiepileptic medication. What teaching should be included?
  3. During the initial home visit, the client experiences a generalized seizure. What action should the nurse take?

Describe how you achieved each course competency including at least one example of new knowledge gained related to that competency.

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Initial Post

Describe how you achieved each course competency including at least one example of new knowledge gained related to that competency.

Describe how this new knowledge will impact your nursing practice.

Course Competencies

1. Identify multidimensional nursing care strategies for clients with reproductive system disorders.

2. Determine appropriate multidimensional nursing interventions for clients with disorders of the urinary system.

3. Apply strategies for safe, effective multidimensional nursing practice when providing care for clients with upper respiratory disorders.

4. Compare strategies for safe, effective multidimensional nursing practice when providing care for clients with lower respiratory disorders.

5. Prioritize nursing care strategies for clients with cardiovascular disorders.

6. Integrate multidimensional nursing interventions when caring for clients with hematological disorders.

It is anticipated that the initial discussion post should be in the range of 250-300 words.

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Discussion: Unit 7, Due Wednesday by 11:59 pm CT

Clinical Experience

Instructions:

It is anticipated that the initial discussion post should be in the range of 250-300 words.

Response posts to peers have no minimum word requirement but must demonstrate topic

knowledge and scholarly engagement with peers. Substantive content is imperative for all

posts. All discussion prompt elements for the topic must be addressed. Please proofread your

response carefully for grammar and spelling. Do not upload any attachments unless specified

in the instructions. All posts should be supported by a minimum of one scholarly resource,

ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and

references must adhere to APA format.

Classroom Participation:

Students are expected to address the initial discussion question by Wednesday of each week.

Participation in the discussion forum requires a minimum of three (3) substantive postings (this

includes your initial post and posting to two peers) on three (3) different days. Substantive

means that you add something new to the discussion supported with citation(s) and

reference(s), you are not just agreeing. This is also a time to ask questions or offer information

surrounding the topic addressed by your peers. Personal experience is appropriate for a

substantive discussion, however, should be correlated to the literature.

All discussion boards will be evaluated utilizing rubric criteria inclusive of content, analysis,

collaboration, writing, and APA. If you fail to post an initial discussion or initial discussion is

late, you will not receive points for content and analysis, you may however post to your peers

for partial credit following the guidelines above.

Initial Discussion Question/Prompt [Due Wednesday]

Consider the following questions in your initial discussion post:

Instructions:

Review the SOAP note accessed through the link below.

Unit 7 SOAP Note

(https://herzing.instructure.com/courses/26424/files/5946452/download?download_frd=1)

Utilize the information below that is copied-and-pasted out of the SOAP Note

Assignment instructions to assist you in formatting your post:

Assessment (A):

Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each

diagnosis.

A statement of current condition and all other chronic illnesses that were addressed during the

visit must be included (i.e. HTN-well managed on medication}.

Remember the data you provide in the ‘S’ data set and the ‘O’ data set must support this

diagnosis (or these diagnoses if more than one is listed}. Pertinent positives and negatives

must be found in the write-up.

Plan (P):

These are the interventions that relate to each individual, numbered diagnosis.

Document individual plans directly after each corresponding assessment (Ex.

Assessment Plan). Address the following aspects (they should be separated out as listed

below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter

that you plan to review/evaluate relative to your work up for the patient’s chief complaint

Therapeutic: changes in meds, skin care, counseling, include full prescribing information for

any pharmacologic interventions including quantity and number of refills for any new or refilled

medications.

Educational: information clients need in order to address their health problems. Include follow-

up care. Anticipatory guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no

referral made was there a possible referral you could make and why? Advance care planning.

NOTE: please input N/A where appropriate for the above 4 categories, do not assume that

your clinical faculty person will know it was not applicable.

Responses need to address all components of the question, demonstrate critical thinking and

analysis and include peer-reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with in-text citations and corresponding

references in APA format.

Please review the rubric to ensure that your response meets the criteria.

Estimated time to complete: 2 hours

Discussion Peer/Participation Prompt [Due Sunday]

Search entries or author

 Reply

Please respond to at least 2 of your peer’s posts with substantive comments using the

following steps:

Construct a response – ideally one who utilized the same EBP interventions that you did

and one who did not.

Substantive comments add to the discussion and provide your fellow students with

information that will enhance the learning environment.

References and citations should conform to APA standards.

Remember: Please respect the opinions of others, even if their views differ. In other

words, disagree professionally and respectfully.

Plagiarism is never acceptable – give credit when credit is due – cite your sources.

Responses need to address all components of the question, demonstrate critical thinking and

analysis and include peer-reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with in-text citations and corresponding

references in APA format.

Please review the rubric to ensure that your response meets the criteria. Collaboration points

will be forfeited if you fail to meet the response post guidelines.

Estimated time to complete: 1 hour

 Crab Apple Valley Communicable Outbreak Simulation 

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The link

Crab Apple Valley Communicable Outbreak Simulation

This is the link to the outbreak scenario simulation.

Instruction see below

 

A.   Create a multimedia presentation (suggested length of 22 slides) on your investigation of the outbreak scenario. You may use the attached “Crab Apple Valley Communicable Outbreak Simulation Multimedia Presentation Template.”

Note: While you need to create a presentation, you do not need to present it. 

Note: The multimedia presentation for this performance assessment should be uploaded as a separate attachment and should not be included in the e-portfolio or submitted as a link. 

B.   In your presentation, provide your presenter notes for each slide in the presentation, including the appropriate level of explanation, analysis, and discussion of the outbreak scenario.

C.   In your presentation, provide a title slide that includes each of the following components:

•   your name

•   the title of the presentation

•   title of course

•   instructor Name

•   the date the presentation was submitted

D.   In your presentation, provide a slide that includes an outline of the main topics that will be included in your presentation in the order they will be presented.

E.   In your presentation, describe the background of the outbreak scenario from part A by doing each of the following:

1.   Describe the key components of the case definition for the outbreak scenario.

2.   Explain the 10 steps used in the outbreak investigation and include an example for each step.

F.   In your presentation, discuss methods used to determine the existence and scope of the outbreak scenario.

1.   Discuss the active and passive surveillance methods used to identify cases in the outbreak scenario.

2.   Provide the number of suspect cases in the entire outbreak scenario.

3.   Provide the number of probable cases in the entire outbreak scenario.

4.   Discuss the mode of transmission for the outbreak scenario for both locations, including specific examples from the scenario.

5.   Discuss how the cumulative incidence can be utilized with the outbreak scenario.

6.   Calculate the cumulative incidence for the entire outbreak scenario.

G.   In your presentation, justify your study design choice to guide your analysis of the outbreak scenario by doing the following:

1.   Construct a purpose statement for your outbreak scenario research project.

2.   Describe the data collected for the outbreak scenario research project from parts F1 and F2.

3.   Present a screen capture of the outbreak plot that is clear and provides correct information.

a.  Analyze the significance of the epi curve.

4.   Analyze the significance of the incubation period of the outbreak scenario.

5.   Describe the differences between an endemic, an epidemic, and a pandemic.

a.   Discuss whether this scenario outbreak is experiencing an endemic, epidemic, or pandemic.

6.   Calculate the case fatality rate.

a.   Describe the significance of the case fatality rate.

7.   Calculate the primary and secondary attack rates.

a.   Describe how the primary and secondary attacks occurred.

H.   In your presentation, discuss the three measures of outbreak management for the outbreak scenario.

1.   Provide a rationale for the control measures that should be implemented in the outbreak scenario.

2.   Formulate a plan to disseminate information on the outbreak to other agencies and the public.

I.   In your presentation, reflect on your learning experience by responding to each of the following questions:

•   What do you know now about investigating an outbreak that you did not know before?

•   Based on what you have learned, what might you do differently if given the opportunity to investigate an outbreak?

•   In what ways can you apply the concepts you have learned to your current clinical practice?

J.   Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.

 In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters.

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In the modern era, there are few professions that do not to some extent rely on data. Stockbrokers rely on market data to advise clients on financial matters. Meteorologists rely on weather data to forecast weather conditions, while realtors rely on data to advise on the purchase and sale of property. In these and other cases, data not only helps solve problems, but adds to the practitioner’s and the discipline’s body of knowledge.

Of course, the nursing profession also relies heavily on data. The field of nursing informatics aims to make sure nurses have access to the appropriate date to solve healthcare problems, make decisions in the interest of patients, and add to knowledge.

In this Discussion, you will consider a scenario that would benefit from access to data and how such access could facilitate both problem-solving and knowledge formation.

To Prepare:

  • Reflect on the concepts of informatics and knowledge work as presented in the Resources.
  • Consider a hypothetical scenario based on your own healthcare practice or organization that would require or benefit from the access/collection and application of data. Your scenario may involve a patient, staff, or management problem or gap.

Post a description of the focus of your scenario. Describe the data that could be used and how the data might be collected and accessed. What knowledge might be derived from that data? How would a nurse leader use clinical reasoning and judgment in the formation of knowledge from this experience?

It is anticipated that the initial discussion post should be in the range of 250-300 words.

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Discussion: Unit 7, Due Wednesday by 11:59 pm CT

Clinical Experience

Instructions:

It is anticipated that the initial discussion post should be in the range of 250-300 words.

Response posts to peers have no minimum word requirement but must demonstrate topic

knowledge and scholarly engagement with peers. Substantive content is imperative for all

posts. All discussion prompt elements for the topic must be addressed. Please proofread your

response carefully for grammar and spelling. Do not upload any attachments unless specified

in the instructions. All posts should be supported by a minimum of one scholarly resource,

ideally within the last 5 years. Journals and websites must be cited appropriately. Citations and

references must adhere to APA format.

Classroom Participation:

Students are expected to address the initial discussion question by Wednesday of each week.

Participation in the discussion forum requires a minimum of three (3) substantive postings (this

includes your initial post and posting to two peers) on three (3) different days. Substantive

means that you add something new to the discussion supported with citation(s) and

reference(s), you are not just agreeing. This is also a time to ask questions or offer information

surrounding the topic addressed by your peers. Personal experience is appropriate for a

substantive discussion, however, should be correlated to the literature.

All discussion boards will be evaluated utilizing rubric criteria inclusive of content, analysis,

collaboration, writing, and APA. If you fail to post an initial discussion or initial discussion is

late, you will not receive points for content and analysis, you may however post to your peers

for partial credit following the guidelines above.

Initial Discussion Question/Prompt [Due Wednesday]

Consider the following questions in your initial discussion post:

Instructions:

Review the SOAP note accessed through the link below.

Unit 7 SOAP Note

(https://herzing.instructure.com/courses/26424/files/5946452/download?download_frd=1)

Utilize the information below that is copied-and-pasted out of the SOAP Note

Assignment instructions to assist you in formatting your post:

Assessment (A):

Diagnosis/Diagnoses: Start with the presenting chief complaint diagnosis first. Number each

diagnosis.

A statement of current condition and all other chronic illnesses that were addressed during the

visit must be included (i.e. HTN-well managed on medication}.

Remember the data you provide in the ‘S’ data set and the ‘O’ data set must support this

diagnosis (or these diagnoses if more than one is listed}. Pertinent positives and negatives

must be found in the write-up.

Plan (P):

These are the interventions that relate to each individual, numbered diagnosis.

Document individual plans directly after each corresponding assessment (Ex.

Assessment Plan). Address the following aspects (they should be separated out as listed

below):

Diagnostics: labs, diagnostics testing – tests that you planned for/ordered during the encounter

that you plan to review/evaluate relative to your work up for the patient’s chief complaint

Therapeutic: changes in meds, skin care, counseling, include full prescribing information for

any pharmacologic interventions including quantity and number of refills for any new or refilled

medications.

Educational: information clients need in order to address their health problems. Include follow-

up care. Anticipatory guidance and counseling.

Consultation/Collaboration: referrals or consult while in clinic with another provider. If no

referral made was there a possible referral you could make and why? Advance care planning.

NOTE: please input N/A where appropriate for the above 4 categories, do not assume that

your clinical faculty person will know it was not applicable.

Responses need to address all components of the question, demonstrate critical thinking and

analysis and include peer-reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with in-text citations and corresponding

references in APA format.

Please review the rubric to ensure that your response meets the criteria.

Estimated time to complete: 2 hours

Discussion Peer/Participation Prompt [Due Sunday]

Search entries or author

 Reply

Please respond to at least 2 of your peer’s posts with substantive comments using the

following steps:

Construct a response – ideally one who utilized the same EBP interventions that you did

and one who did not.

Substantive comments add to the discussion and provide your fellow students with

information that will enhance the learning environment.

References and citations should conform to APA standards.

Remember: Please respect the opinions of others, even if their views differ. In other

words, disagree professionally and respectfully.

Plagiarism is never acceptable – give credit when credit is due – cite your sources.

Responses need to address all components of the question, demonstrate critical thinking and

analysis and include peer-reviewed journal evidence to support the student’s position.

Please be sure to validate your opinions and ideas with in-text citations and corresponding

references in APA format.

Please review the rubric to ensure that your response meets the criteria. Collaboration points

will be forfeited if you fail to meet the response post guidelines.

Estimated time to complete: 1 hour

American Psychiatric Association Publishing.

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Reading Resources:

Hilt, R. J., & Nussbaum, A. M. (2016). site. American Psychiatric Association Publishing.

· Chapter 1, “Introduction”

· Chapter 4, “The 15-Minute Pediatric Diagnostic Interview”

· Chapter 5, “The 30-Minute Pediatric Diagnostic Interview”

· Chapter 6, “DSM-5 Pediatric Diagnostic Interview”

· Chapter 9, “The Mental Status Examination: A Psychiatric Glossary”

· Chapter 13, “Mental Health Treatment Planning”

Srinath, S., Jacob, P., Sharma, E., & Gautam, A. (2019).  Clinical practice guidelines for assessment of children and adolescentsLinks to an external site. .  Indian Journal of Psychiatry, 61(2), 158–175. http://doi.org/10.4103/psychiatry.IndianJPsychiatry_580_18

Thapar, A., Pine, D. S., Leckman, J. F., Scott, S., Snowling, M. J., & Taylor, E. A. (2015).  Rutter’s child and adolescent psychiatry (6th ed.). Wiley Blackwell

· Chapter 32, “Clinical assessment and diagnostic formulation”

· Sadock, B. J., Sadock, V. A., & Ruiz, P. (2015).  Kaplan & Sadock’s synopsis of psychiatry (11th ed.). Wolters Kluwer.

· Chapter 31, “Child Psychiatry”

Video

· Symptom Media. (2014).  Mental status exam B-6 Links to an external site. . [Video]. https://go.openathens.net/redirector/waldenu.edu?url=https://video.alexanderstreet.com/watch/mental-status-exam-b-6/cite?context=channel:volume-2-new-releases-assessment-tools-mental-status-exam-series

· Western Australian Clinical Training Network. (2016, August 4).  Simulation scenario-adolescent risk assessment Links to an external site.  [Video]. YouTube. https://www.youtube.com/watch?v=wNF1FIKHKEU Links to an external site.

· YMH Boston. (2013, May 22).  Vignette 5 – Assessing for depression in a mental health appointment Links to an external site.  [Video] . YouTube. https://www.youtube.com/watch?v=Gm3FLGxb2ZU

 

 

Assignment: Review the Learning Resources and consider the insights they provide on comprehensive, integrated psychiatric assessment. Watch the  Mental Status Examination B-6 and  Simulation Scenario-Adolescent Risk Assessment videos.

Watch the YMH Boston  Vignette 5 video and take notes; you will use this video as the basis for your Discussion post.

Based on the YMH Boston  Vignette 5 video, post answers to the following questions:

What did the practitioner do well? In what areas can the practitioner improve?

At this point in the clinical interview, do you have any compelling concerns? If so, what are they?

What would be your  next question, and why?

Then, address the following. Your answers to these prompts do not have to be tailored to the patient in the YMH Boston video.

Explain why a thorough psychiatric assessment of a child/adolescent is important.

Describe two different symptom rating scales that would be appropriate to use during the psychiatric assessment of a child/adolescent.

Describe two psychiatric treatment options for children and adolescents that may not be used when treating adults.

Explain the role parents/guardians play in assessment.

Support your response with at least three peer-reviewed, evidence-based sources and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

AJM2 Task 1: COMMUNITY OUTBREAK ASSESSMENT College of Health Professions, Western Governors University

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AJM2 Task 1: COMMUNITY OUTBREAK ASSESSMENT

 

College of Health Professions, Western Governors University

D028:Advanced Health Assessment for Patients and Populations

Sherri Cantey

2.21.23

 

(Important!)

You will have robust speaker notes for every slide except the References slide.

Presenter notes must be scholarly with full sentences and paragraphs. Do not use bullet points on your presenter notes.

Spelling, punctuation, and grammar must be accurate.

In-text citations must be included either on the slide or in the speaker notes.

Indent each new paragraph in the speaker notes.

Speaker notes should be in APA format. However, double spacing is not required.

When submitting the PowerPoint for evaluation, you must first save it to your desktop you must first save it to your desktop as a .ppt or .pptx document or as a .pdf file and then submit.  Do not submit a LINK to your PowerPoint as it will be returned for revisions.

Use bullet points on the actual slides to highlight key information from speaker notes.

If pictures are used on the slides, and they are stock images from Word, they do not have to be referenced. Pictures that do NOT come from Word stock images will need in-text citations and a reference list entry.

 

1

TOPIC OUTLINE

Crab Apple Valley Communicable Outbreak.

Flu like symptoms.

KEY COMPONENTS OF A CASE DEFINITION OF AN OUTBREAK

Case Definition:

The case definition for this outbreak scenario is a 40 years old farmer who purchased a 100-acre apple orchard and farmhouse in the Rural section of town. The same day in the evening he noted tiny ,red, itch bites on his ankles.

Developed discomfort to his groin and lymph node tenderness and spreading rapidly toother lymph nodes with a few hours later he has Difficulty breathing developed productive cough.

 

STEPS OF THE OUTBREAK INVESTIGATION

Establishing a Team: A team of health professionals should be established to investigate the outbreak.

Collecting Data: Information should be collected on potential cases, including demographic information, symptoms and other relevant data.

Analysis: Data should be analyzed to identify patterns and possible sources of the outbreak.

Developing Hypotheses: Hypotheses should be developed about the source of the outbreak.

Evaluating Control Measures: Control measures should be evaluated to ensure they are effective.

Terminating the Outbreak: The outbreak should be declared terminated when the number of new cases has decreased to a certain level.

 

SURVEILLANCE METHODS

 

SUSPECT CASES

 

PROBABLE CASES

 

MODE OF TRANSMISSION

 

UTILIZATION OF CUMULATIVE INCIDENCE

 

CALCULATION OF CUMULATIVE INCIDENCE

 

RESEARCH PROJECT PURPOSE STATEMENT

 

DATA COLLECTION

 

OUTBREAK PLOT SCREEN CAPTURE

 

Describe the Significance of Epi Curve shown above

13

INCUBATION PERIOD

 

DIFFERENCE BETWEEN OUTBREAK TYPES

 

Discuss Outbreak type

15

CASE FATALITY RATE

 

Describe the significance of the case fatality rate

16

PRIMARY AND SECONDARY ATTACK RATES

 

OCCURRENCE OF ATTACKS

 

Describe how the primary and secondary attack rates occurred

18

OUTBREAK MANAGEMENT PRINCIPLES

 

Provide a rationale for the control measures that should be implemented in the outbreak scenario

19

DISSEMINATING INFORMATION PLAN

 

REFLECTION

 

• What do you know now about investigating an outbreak that you did not know before?

• Based on what you have learned, what might you do differently if given the opportunity to investigate an outbreak?

• In what ways can you apply the concepts you have learned to your current clinical practice?

 

21

Modification of Environment Competency and Presentation

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Modification of Environment Competency and Presentation

 

Student Name: _______________________________________

Date: ________________________

Course Name: OTA 202/OTA 203: OT treatment planning & techniques for Geriatrics & Mental Health Lecture/Lab

Objectives from OTA 202/203 Syllabus: Unit Six: development, remediation & compensation, Unit Seven: Modification of Environments; Unit Nine: Compensatory strategies

Curriculum thread addressed:

· Occupation centered practice

Procedure:

1. Student will assess the needs of an elderly client within a sociocultural context and physical context by assessing their home environment. A report of findings will be submitted and presented. Use the Home evaluation checklist provided.

2. Role play the administration of an assessment and the results of assessments and evaluation (as allowed of an Occupational Therapy Assistant).

3. Develop ergonomic principles and safety procedures in order to facilitate the home modifications. List a total of 10 -15 environmental barriers or hazards that could contribute to fall and safety issues.

4. Submit and explain via PowerPoint and present an oral presentation to a classroom audience utilizing multimedia outlets

 

 

 

 

 

 

 

Evaluation: Modification of environment/Compensatory strategies

CriteriaExcellent (5)Good (4)Fair (3)Poor (1-2)
Home Evaluation checklistThorough completion of home evaluation checklist; no items omittedMinimal revision required in home evaluation

 

Home evaluation checklist not completed diagram incomplete/needs workHome evaluation checklist is missing diagram is missing
Environmental barriers; diagram, drawn to scale, of the home environmentExcellent (10)Good (8-9)Fair (5-7)Poor (0-4)
 Diagram present; environmental barriers justifiedDiagram present with minimal revisions to environmental barriers requiredDiagram incomplete/needs work on justification of environmental barriersDiagram is missing
List environment barriers; provide justifiable clinical reasoningExcellent (15)Good (10)Fair (5-7)Poor (0-4)
 Concrete examples given with appropriate clinical reasoning; 15 items listed10-14 items listed; minimal revisions regarding examples provided clinical reasoning

 

5-9 items listed ; recommendations and clinical reasoning are insufficientLess than 5 items listed; clinical reasoning not supports or provided

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Detailed explanation of assessment and evaluation with emphasis on ergonomic principles, compensatory strategies and safety procedures regarding the listed environmental barriers. Understanding of role OTA/OT plays in the assessment and evaluation process.Excellent (15)

Concrete and

Good (10)

Minimal

Fair (5-7)

Explanations are

Poor (0-4)

Unsupported

 appropriate

 

revisions neededinsufficient and require for researchand inappropriate; not attempted
Cost estimate for modifications to eliminate barriers and safety issuesExcellent (5)Good (4)Fair (3)Poor (1-2)
 Evidence of detailed researchResearch is evident, however, some details are missingResearch is lacking in many areas. More clarification is neededInsufficient research is evident. Work is unacceptable

 

**2 points deduced for every hour late on due date for a maximum of 10 points

***10 points daily deduction for every day of late submission for a maximum allowed of 2 days late

 

 

Evaluation/Grading criteria: Presentation

 Excellent (10)Good

(8-9)

Fair(5-7)Poor (0-4)
Presentation delivery (verbal and non verbal communication skills)Excellent verbiage; confidence in delivery; eye contact; postureGood attempt; minimal recommendations on establishing eye contact and maintain postureFragmented delivery; inconsistent delivery of confidence, establishing of eye contact and maintaining of postureDisengaged ;hesitates and lacks enthusiasm
Presentation detail/organizationContents are detailed; evidence of researchMinimal recommendations needed; good points deliveredSome information provided not relevant or off topicLittle or no relevance

 

Comments :________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

ACOTE Standards for an Accredited Educational Program for the Occupational Therapy Assistant:

B.3.3. , B.3.7. , B.4.1., B.4.3. , B.6.2

Revised 12/16/2021 JM