PRESENTATION RUBRIC NAME:__________________________________________ DATE: __________________ PRESENTATION COURSE:________________ CRITERIA 4 (Exceeds Expectations) 3 Expectations) 2 (Approaching Expectations) 1 (Does Not Meet Expectations) Content accuracy, utilization of current and pertinent information is used Information is complete, accurate, appropriate, and integrated effectively. Information is somewhat complete, accurate, appropriate and integrated effectively. Information is scant, mostly accurate, and not integrated effectively. Information is mostly inaccurate, not complete, and not integrated effectively. (x2) Content has logical organization Content is organized logically with transitions to capture and hold attention throughout entire presentation. Organization of the content is congruent; transitions are evident. Organization of the content is somewhat congruent and transitions are not always evident. Organization of the content is not congruent and transitions are never evident. Content appropriate for time allowed Presentation completed in the allotted time. Presentation completed no more than 1 minute over allotted time. Presentation completed no more than 2 minutes over allotted time. Presentation completed no more than 3 minutes over allotted time. Pertinent references and citations Source materials are incorporated logically, insightfully, and elegantly; sources are documented accurately Source material is used logically and proficiently; sources are accurately documented Sources are incorporated logically and adequately; sources are documented accurately for the most part Source material is inappropriately or unclearly incorporated; documentation is infrequent Method of Delivery: Use of visual aids is appropriate Creative, original, reflects the purpose of the presentation. Creativity and originality is evident. Creativity and originality is somewhat evident. Creativity and originality is slightly evident. Method of Delivery; Handout/ outline Well written with proper grammar, spelling, and medical terminology. Mostly well written with minimal grammatical and spelling errors. Adequately written with minimal grammatical and spelling errors. Not well written with many grammatical and spelling errors. Maintains eye contact and the audience interested; presents Eye contact is effectively established; audience is Eye contact is established; most of the audience is attentive; refers to Eye contact is minimal; most of audience is not attentive; mainly Eye contact is hardly established; audience is not (x2)
information without reading attentive; does not to written notes written occasionally refers to written notes attentive; must refer to notes constantly Keeps audience interested and/or allows opportunity for interaction Language is memorable and usage is felicitous; tone is appropriate; interaction with audience takes place Most language is memorable and usage is accurate; tone is appropriate; some interaction with audience takes place Language is not very memorable; language is usually accurate; tone is often inappropriate; minimal interaction Language is not memorable and inaccurate; tone is inappropriate; no interaction with the audience Keeps voice clear, audible and understandable. Voice clear, loud and articulate; gestures are paralinguistic cues are used to reinforce important ideas; no excessive of vocalized pauses (ah, um) Voice mostly clear and articulate, able to hear; gestures and paralinguistic cues are mostly used to reinforce important ideas; some vocalized pauses are used Voice is clear difficult to hear and understand; paralinguistic cues are sometimes used to reinforce ideas; several vocalized pauses are used Voice unclear, garbled, and difficult to understand; gestures and cues seldom used; vocalized pauses are used frequently; student is not articulate (X2) Professional appearance Professionally dressed. Is not dressed provocatively. Dress is somewhat professional. Dressed unprofessionally, in jeans and tennis shoes. Dressed shorts, sandals. STUDENT SIGNATURE: ___________________________________ DATE: INSTRUCTOR SIGNATURE: ________________________________ DATE: __________________________
Section B: Course Outline Week/Date Class Objectives Content Outline Specific Course Activity Student Assignments Week 1 CLO # 1, 3, 2, 4, 7, 8, 9 Describe the core competencies for healthcare professionals: care, interdisciplinary teams, evidence-based practice, quality improvement, culturally competent care, safety,and informatics. Apply the attitudes, mental habits, and skills necessary for critical thinking when using the nursing process in client care. Explain the importance of nursing codes and standards as guidelines for clinical nursing practice. Explain the activities and characteristics of the nurse as caregiver, educator, advocate, leader and manager, and researcher. Introduction to the course and objectives Core competencies for safe and effective health care Guidelines for nursing practice Roles of the nurse in medical surgical nursing Gordon’s Functional Health Pattern The nursing process and critical thinking Cultural Competency Quality and Safety Education for Nurses (QSEN) Nursing diagnoses for patients with complex health disorders Lecture/Discussion Gardner, Ch 1-6 Lewis, Ch 1-7 Carpenito - Moyet, Ch 1-6 RN Student Philosophy Conceptual Framework, Responsibilities of the Student- Standards of Performance, Essential Job Function Read- California Nurse Practice Act Log into Log into ATI (Nurse Logic) website for studying and test taking skills. Week 2 CLO # 1, 2, 3, 4, 5, 6, 7 Relate manifestations and diagnostic test results to the pathophysiologic processes involved in endocrine system disorder and upper and lower gastrointestinal disorders. Explain interdisciplinary care for clients with endocrine disorder, diabetes mellitus disorder type 1 and 2. Review of pharmacological therapy used in the acutely ill medical surgical patient related to Diabetes Mellitus and and Lower Gastrointestinal Disorders. Provides therapeutic care utilizing Gordon’s conceptual framework, nursing process, patient teaching, Lecture/Discussion/ ATI Content Mastery Series Pharmacology Ch 1, 4, 10, 11 ATI Content Mastery Series RN Adult Series 8.0 Section 51, 52, 53, 54, 59, 96 and 97
Describe the role of the nurse in interdisciplinary care of clients with endocrine disorder diabetes mellitus type 1 and 2 Describe the pathophysiology and manifestations of diabetes mellitus. Describe the difference between type 1 and type 2 diabetes mellitus. Explain the nursing management of client with newly diagnosed diabetes mellitus, in the ambulatory and home care settings, and client with acute and chronic complications. Explain interdisciplinary care for clients with upper and lower gastrointestinal disorders. Describe the role of the nurse in interdisciplinary care of clients with upper and lower gastrointestinal disorders. Explain changes in gastrointestinal system and assessment findings as one ages Explain common etiologies, collaborative care, and nursing management of constipation and diarrhea. Compare and contrast the causes, pathophysiology, manifestations, interdisciplinary care and nursing care of clients with diarrhea, constipation, and fecal incontinence. communication, evidenced practice, and role development in the management of the following conditions: Endocrine System Diabetes mellitus – introduction Type 1 and 2, collaborative care and nursing management: medications, diet, exercise, diabetic teaching, and Gastrointestinal System Gastroesophageal reflux Gastroenteritis Colorectal Cancer Constipation Hemorroids Diarrhea for diarrhea and constipation, gluten-free, and high-fiber. Surgical procedures of the bowel, including colectomy, colostomy, ileostomy, and perianal surgery. Ch- 48 - 50 Lewis, Ch- 39, 40, 42, 43 Pre-Knowledge Assessment Test (Class Participation).
such as iron deficiency anemia and pernicious anemia. Discuss indications for and management of clients with hematologic disorders. Discuss the effects and nursing implications for the treatment commonly prescribed for clients with hematologic disorders. Describe interdisciplinary and nursing care for clients with Iron deficiency anemia and pernicious anemia. Describe the etiology, pathophysiology, and manifestations of immunologic disorder HIV/AIDS. Explain risk factors and preventive measures for immunologic disorder HIV/AIDS. Describe interdisciplinary and nursing care for clients with immunologic disorder HIV/AIDS. Provides therapeutic care utilizing Gordon’s conceptual framework, nursing process, patient teaching, communication, evidenced based practice, and role development in the management of the following conditions: Immune/Hematological System - Iron deficiency anemia Pernicious anemia Thrombocytopenia HIV Infections/AIDS Lewis Ch. 58, 21, 22 Lewis – Ch.30, 31 Week 7 CLO# 2, 3, 4, 5, 6, 7 Identify prevalence, incidence, and risk factors for degenerative neurologic, peripheral nervous system, cranial nerve, infections and neurotoxic neurologic disorders. Explain the pathophysiology, manifestations, complications, interdisciplinary care, and nursing care of clients with neurologic disorders. Review of pharmacological therapy used in the acutely ill medical surgical patient related to neurologic and sensory disorders. Provides therapeutic care utilizing Gordon’s conceptual framework, nursing process, patient teaching, communication, evidenced based practice, and role development in the Lecture/Discussion Review of exam and preparation for ATI proctored examination. Instructor to review key concepts in class, Test 3 ATI Content Mastery Series Pharmacology Unit 4, 5,6, 7, 10. ATI Content Mastery Series RN Adult Series 8.0
Describe the procedures used to treat selected neurologic disorders (thymectomy, percutaneous rhizotomy, plasmapheresis). Relate knowledge of normal anatomy, physiology, and sensory functions of the eye and ear to the effects of disorders of these organs on the cognitive/ perceptual functional health pattern. Describe the pathophysiology of commonly occurring disorders of the eyes and ears, relating their manifestations to the pathophysiologic process. Explain the risk factors for selected disorders of the eyes and ears, identifying the nursing implications for these risk factors. Identify diagnostic tests used for specific eye and ear disorders. Discuss the effects of and nursing implications for medications prescribed to treat eye and ear disorders. Describe surgical and invasive procedures used to treat eye and ear disorders, identifying their implications for nursing care. Discuss the nurse’s role in caring for clients with impaired vision or hearing loss. management of the following conditions: Neurological Neurosensory- Cerebrovascular accident (Stroke) (rehabilitation) Seizure Disorders Eye disorders (glaucoma, cataracts, retinal detachment, eye trauma) Ear disorders (Hearing Disorders) Review of exam and preparation for ATI proctored examination Instructor to review key concepts in class, answer questions and help with test taking strategies. answer questions and help with test taking strategies. Section 6, 13, 14, 16, Lewis, Ch. 56, 58, 21, 23.