coursework-banner

NR 305 Week 6 Assignment Physical Examination Video Demonstration

NR 305 Week 6 Assignment Physical Examination Video Demonstration

NR 305 Week 6 Assignment Physical Examination Video Demonstration

Course Outcomes

This assignment enables the student to meet the following course outcomes.

(CO #1) Utilize prior knowledge of theories and principles of nursing and related disciplines to explain expected client behaviors, while differentiating between normal findings, variations, and abnormalities. (PO #1)

(CO #3) Utilize effective communication when performing a health assessment. (PO #3)

Points

This assignment is worth a total of 200 points.

Due Date

Physical Examination Video Demonstration assignment is due Sunday end of Week 6 at 11:59 MT.

Directions

Create a video demonstrating a complete physical examination on a volunteer adult (18 years of age or older) participant. Due to the important nature of this assignment, recording the video on a non-human participant will result in an assignment failure. Videos longer than 15 minutes will be subject to a deduction in points.

Follow this link Physical Examination Video Demonstration Outline (Links to an external site.) for an outline of the required elements of the physical examination. Perform the physical examination in the order that is written on this outline. (This is meant to be a general physical examination. Skills that are not included on the outline do not need to be in your video.)

You may record your video in Kaltura (available to you in the course) or you may use your own phone or other digital camera device. ALL videos must be uploaded to Kaltura in the course shell for submission.

For steps on how to use Kaltura to record, go to Kaltura How-To Videos

When you are finished recording, follow these instructions from Uploading and Submitting a Video (Links to an external site.) Please note that there are specific publishing settings that need to be correct to ensure privacy. The video must remain in your My Media library and ONLY be submitted to the assignment for instructor review as instructed.

You will need a stethoscope and a pen light to complete this examination.

Adult participant must remain covered at all times for privacy purposes. Suggested attire for adult participant: tank top and shorts. Instructor must be able to have a clear view of stethoscope placement on the torso. Auscultating over a shirt is acceptable for the purposes of this video. It is suggested that the student wear nursing scrubs and/or a lab coat. Business casual dress is also acceptable.

Video should be filmed in a private area with minimal distractions to enhance the evaluator’s ability to hear and see clearly.

You may not use prompts, notes, or take notes during this assessment. Doing so will result in a point deduction.

State your findings within the video.

To begin the video:

Student scans area with camera to show that notes are not being used (i.e., taped to walls, on a table)

Student states in front of camera: “My name is [First and Last Name of Student] and this is my physical examination assignment for NR 305.”

Participant states in front of camera: “My name is [First and Last Name of Adult Participant] and I give my permission for this assessment to be recorded and submitted to Chamberlain College of Nursing for grading purposes.”

Video should be recorded all at once. Please do not edit in any way. If you realize you have forgotten to assess an area, you may add it at the end of the video before you stop recording.

Relax! You are a highly skilled registered nurse! This assignment is meant to be a “refresher” for practice; and to provide for you with the opportunity to revisit, and improve upon, skills that you may not use regularly. Prior to recording, refer to your textbook to review proper technique for the required skills.

 

In my practice, I take care of a large Hispanic/Latino population.  I truly enjoy learning more about this culture, especially because most often times it gives me the opportunity to use my Spanish skills. Some of the challenges I face when caring for this population include language barriers, cultural needs, understanding health concerns, and providing education.  Steps that I’ve taken to provide the best outcomes for my clients are the use of an interpreter for assessment of mom/baby, administering medications, assistance with breastfeeding and important aftercare instructions.  Even those families that may not need an interpreter, still pose some challenges with providing care.  Depending on the type of birth whether it was a c-section or a vaginal birth that involved a repair could have a significant effect on how the mother rates her pain.  Hispanic/Latino mothers are not shy and pretty vocal about pain (Weber & Kelley, 2018).  They also tend to rate their pain higher on a scale from 1-10 especially after a c-section.

I know that I have to be sensitive to this and make sure to keep their pain under control.  In addition to pain medication I offer non-pharmacological choices to assist with their discomfort and try to support their cultural needs to incorporate cold and heat by offering cooling products, ice, and/or a heating pad.  I have come across many mothers who quickly want to stop breastfeeding and start bottle feeding because they perceive their milk supply to be too low and that baby is not getting enough to eat, eat.  I try to educate mom about the small size of their infant’s tummy.  I encourage them to continue and incorporate the use of a breast pump and how their colostrum is essentially liquid gold even if they only get drops at first.  I support their decision to supplement with bottle feeding if that is the mother’s choice but still encourage them to try the breast first if breastfeeding was their original goal.

I also find that many have health correlations to hot and cold which may relate to the food that they will or won’t eat, the type of comfort they will accept or may effect how they care for their baby, such as wrapping/covering them up with extra blankets because they believe they will catch cold (Weber & Kelley, 2018).  According to (Duzinski et al., 2013), infants of Hispanic decent are more likely to suffocate in their sleep than any other ethnicity.  These examples pose challenges to how I approach mom/family both respectively and efficiently for both educational purposes and ensuring the safety of the infant.  I like to break the ice with my Spanish speaking clients by using some Spanish when communicating with them because I feel it not only builds trust and rapport but often leads to a more open relationship with mom and her willingness to accept the care and education I provide.  \

Since I am not fluent in Spanish, nor am I trained to interpret, I always use an interpreter when providing care to ensure my clients completely understand what my assessment entails and so I can both get accurate subjective/objective data from them as well as answer all of their questions fully.  I also try to make sure all reading materials including the menu, mom/baby booklet of information/resources, aftercare instructions, and discharge paperwork are available in Spanish and provided if needed.  If I learn that one of my patients has spiritual or religious needs that need to be addressed or if I have patients whose infant is in NICU or parents that have experienced a fetal demise, I always offer to make a referral to our Chaplain services and let the patient know that we have a chapel down the hall from the unit that is available to them.

Duzinski, S., Yuma-Guerrero, P., Fung, A., Brown, J., Wheeler, T., Barczyk, A., & Lawson, K., (2013). Sleep behaviors of infants and young children. Journal of Trauma Nursing, 20(4), 189-198.

Weber, J.R., & Kelley, J.H. (2018). Health assessment in nursing (6th ed.). Wolters Kluwer.

Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NR 305 Week 6 Assignment Physical Examination Video Demonstration

Late Assignment Policy

Students are expected to submit assignments by the time they are due. Assignments submitted after the due date and time will receive a deduction of 10% of the total points possible for that assignment for each day the assignment is late. Assignments will be accepted, with penalty as described, up to a maximum of three days late, after which point a zero will be recorded for the assignment.

Also Read:  NR 305 Week 4 Assignment Visual Teaching Tool

In the event of an emergency that prevents timely submission of an assignment, students may petition their instructor for a waiver of the late submission grade reduction. The instructor will review the student’s rationale for the request and make a determination based on the merits of the student’s appeal. Consideration of the student’s total course performance to date will be a contributing factor in the determination. Students should continue to attend class, actively participate, and complete other assignments while the appeal is pending.

This Policy applies to assignments that contribute to the numerical calculation of the course letter grade.

Evaluation Methods

The maximum score in this class is 1,000 points. The categories, which contribute to your final grade, are weighted as follows.

Graded Item Points Weighting
Discussion (50 points, Weeks 1–7; 25 points, Week 8) 375 37.5%
Shared Governance Model Paper (Week 3) 200 20%
Management of Power Paper (Week 5) 200 20%
Executive Summary (Week 7) 225 22.5%
Total 1,000 100%

No extra credit assignments are permitted for any reason.

All of your course requirements are graded using points. At the end of the course, the points are converted to a letter grade using the scale in the table below. Percentages of 0.5% or higher are not raised to the next whole number. A final grade of 76% (letter grade C) is required to pass the course.

Letter Grade Points Percentage
A   940–1,000 94% to 100%
A-  920–939 92% to 93%
B+ 890–919 89% to 91%
B   860–889 86% to 88%
B-  840–859 84% to 85%
C+ 810–839 81% to 83%
C   760–809 76% to 80%
F   759 and below 75% and below

NOTE:To receive credit for a week’s discussion, students may begin posting no earlier than the Sunday immediately before each week opens. Unless otherwise specified, access to most weeks begins on Sunday at 12:01 a.m. MT, and that week’s assignments are due by the next Sunday by 11:59 p.m. MT. Week 8 opens at 12:01 a.m. MT Sunday and closes at 11:59 p.m. MT Wednesday. Any assignments and all discussion requirements must be completed by 11:59 p.m. MT Wednesday of the eighth week.

Students agree that, by taking this course, all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.

Participation for MSN

Threaded Discussion Guiding Principles

The ideas and beliefs underpinning the threaded discussions (TDs) guide students through engaging dialogues as they achieve the desired learning outcomes/competencies associated with their course in a manner that empowers them to organize, integrate, apply and critically appraise their knowledge to their selected field of practice. The use of TDs provides students with opportunities to contribute level-appropriate knowledge and experience to the topic in a safe, caring, and fluid environment that models professional and social interaction. The TD’s ebb and flow is based upon the composition of student and faculty interaction in the quest for relevant scholarship. Participation in the TDs generates opportunities for students to actively engage in the written ideas of others by carefully reading, researching, reflecting, and responding to the contributions of their peers and course faculty. TDs foster the development of members into a community of learners as they share ideas and inquiries, consider perspectives that may be different from their own, and integrate knowledge from other disciplines.

Participation Guidelines

Each weekly threaded discussion is worth up to 25 points. Students must post a minimum of two times in each graded thread. The two posts in each individual thread must be on separate days. The student must provide an answer to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week. If the student does not provide an answer to each graded thread topic (not a response to a student peer) before the Wednesday deadline, 5 points are deducted for each discussion thread in which late entry occurs (up to a 10-point deduction for that week). Subsequent posts, including essential responses to peers, must occur by the Sunday deadline, 11:59 p.m. MT of each week.

Direct Quotes

Good writing calls for the limited use of direct quotes. Direct quotes in Threaded Discussions are to be limited to one short quotation (not to exceed 15 words). The quote must add substantively to the discussion. Points will be deducted under the Grammar, Syntax, APA category.

Grading Rubric Guidelines

Performance Category 10 9 8 4 0

Scholarliness

Demonstrates achievement of scholarly inquiry for professional and academic decisions.

  • Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions
  • Evaluates literature resources to develop a comprehensive analysis or synthesis.
  • Uses valid, relevant, and reliable outside sources to contribute to the threaded discussion
  • Provides relevant evidence of scholarly inquiry but does not clearly state how the evidence informed or changed professional or academic decisions.
  • Evaluates information from source(s) to develop a coherent analysis or synthesis.
  • Uses some valid, relevant, reliable outside sources to contribute to the threaded discussion.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis.
  • Little valid, relevant, or reliable outside sources are used to contribute to the threaded discussion.
  • Demonstrates little or no understanding of the topic.
  • Discusses using scholarly inquiry but does not state how scholarly inquiry informed or changed professional or academic decisions.
  • Information is taken from source(s) without any interpretation/evaluation.
  • The posting uses information that is not valid, relevant, or reliable
  • No evidence of the use of scholarly inquiry to inform or change professional or academic decisions.
  • Information is not valid, relevant, or reliable
Performance Category  10 9 8 4 0

Application of Course Knowledge –

Demonstrate the ability to analyze, synthesize, and/or apply principles and concepts learned in the course lesson and outside readings and relate them to real-life professional situations

  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources;
  • Applies concepts to personal experience in the professional setting and or relevant application to real life.
  • Posts make direct reference to concepts discussed in the lesson or drawn from relevant outside sources.
  • Applies concepts to personal experience in their professional setting and or relevant application to real life
  • Interactions with classmates are relevant to the discussion topic but do not make direct reference to lesson content
  • Posts are generally on topic but do not build knowledge by incorporating concepts and principles from the lesson.
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Does not demonstrate a solid understanding of the principles and concepts presented in the lesson
  • Posts do not adequately address the question posed either by the discussion prompt or the instructor’s launch post.
  • Posts are superficial and do not reflect an understanding of the lesson content
  • Does not attempt to apply lesson concepts to personal experience in their professional setting and or relevant application to real life
  • Posts are not related to the topics provided by the discussion prompt or by the instructor; attempts by the instructor to redirect the student are ignored
  • No discussion of lesson concepts to personal experience in the professional setting and or relevant application to real life
Performance Category  5 4 3 2 0

Interactive Dialogue

Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days.

(5 points possible per graded thread)

  • Exceeds minimum post requirements
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts three or more times in each graded thread, over three separate days.
  • Replies to a post posed by faculty and to a peer
  • Summarizes what was learned from the lesson, readings, and other student posts for the week.
  • Replies to each graded thread topic posted by the course instructor, by Wednesday, 11:59 p.m. MT, of each week, and posts a minimum of two times in each graded thread, on separate days
  • Replies to a question posed by a peer

Summarizes what was learned from the lesson, readings, and other student posts for the week.

  • Meets expectations of 2 posts on 2 different days.
  • The main post is not made by the Wednesday deadline
  • Does not reply to a question posed by a peer or faculty
  • Has only one post for the week
  • Discussion posts contain few, if any, new ideas or applications; often are a rehashing or summary of other students’ comments
  • Does not post to the thread
  • No connections are made to the topic
Minus 1 Point Minus 2 Point Minus 3 Point Minus 4 Point Minus 5 Point
Grammar, Syntax, APA

Note: if there are only a few errors in these criteria, please note this for the student in as an area for improvement. If the student does not make the needed corrections in upcoming weeks, then points should be deducted.

Points deducted for improper grammar, syntax and APA style of writing.

The source of information is the APA Manual 6th Edition

  • 2-3 errors in APA format.
  • Written responses have 2-3 grammatical, spelling, and punctuation errors.
  • Writing style is generally clear, focused, and facilitates communication.
  • 4-5 errors in APA format.
  • Writing responses have 4-5 grammatical, spelling and punctuation errors.
  • Writing style is somewhat focused.
  • 6-7 errors in APA format.
  • Writing responses have 6-7 grammatical, spelling and punctuation errors.
  • Writing style is slightly focused making discussion difficult to understand.
  • 8-10 errors in APA format.
  • Writing responses have 8-10 grammatical, spelling and punctuation errors.
  • Writing style is not focused, making discussion difficult to understand.
  • Post contains greater than 10 errors in APA format.
  • Written responses have more than 10 grammatical, spelling and punctuation errors.
  • Writing style does not facilitate communication.
  • The student continues to make repeated mistakes in any of the above areas after written correction by the instructor
0 points lost -5 points lost

Total Participation Requirements

per discussion thread

The student answers the threaded discussion question or topic on one day and posts a second response on another day. The student does not meet the minimum requirement of two postings on two different days

Early Participation Requirement

per discussion thread

The student must provide a substantive answer to the graded discussion question(s) or topic(s), posted by the course instructor (not a response to a peer), by Wednesday, 11:59 p.m. MT of each week. The student does not meet the requirement of a substantive response to the stated question or topic by Wednesday at 11:59 pm MT.