NR 536: Week 3 Assignment Developing Critical Thinking Questions
Chamberlain University NR 536: Week 3 Assignment Developing Critical Thinking Questions-Step-By-Step Guide
This guide will demonstrate how to complete the Chamberlain University NR 536: Week 3 Assignment Developing Critical Thinking Questions assignment based on general principles of academic writing. Here, we will show you the A, B, Cs of completing an academic paper, irrespective of the instructions. After guiding you through what to do, the guide will leave one or two sample essays at the end to highlight the various sections discussed below.
How to Research and Prepare for NR 536: Week 3 Assignment Developing Critical Thinking Questions
Whether one passes or fails an academic assignment such as the Chamberlain University NR 536: Week 3 Assignment Developing Critical Thinking Questions depends on the preparation done beforehand. The first thing to do once you receive an assignment is to quickly skim through the requirements. Once that is done, start going through the instructions one by one to clearly understand what the instructor wants. The most important thing here is to understand the required format—whether it is APA, MLA, Chicago, etc.
After understanding the requirements of the paper, the next phase is to gather relevant materials. The first place to start the research process is the weekly resources. Go through the resources provided in the instructions to determine which ones fit the assignment. After reviewing the provided resources, use the university library to search for additional resources. After gathering sufficient and necessary resources, you are now ready to start drafting your paper.
How to Write the Introduction for NR 536: Week 3 Assignment Developing Critical Thinking Questions
The introduction for the Chamberlain University NR 536: Week 3 Assignment Developing Critical Thinking Questions is where you tell the instructor what your paper will encompass. In three to four statements, highlight the important points that will form the basis of your paper. Here, you can include statistics to show the importance of the topic you will be discussing. At the end of the introduction, write a clear purpose statement outlining what exactly will be contained in the paper. This statement will start with “The purpose of this paper…” and then proceed to outline the various sections of the instructions.
How to Write the Body for NR 536: Week 3 Assignment Developing Critical Thinking Questions
After the introduction, move into the main part of the NR 536: Week 3 Assignment Developing Critical Thinking Questions assignment, which is the body. Given that the paper you will be writing is not experimental, the way you organize the headings and subheadings of your paper is critically important. In some cases, you might have to use more subheadings to properly organize the assignment. The organization will depend on the rubric provided. Carefully examine the rubric, as it will contain all the detailed requirements of the assignment. Sometimes, the rubric will have information that the normal instructions lack.
Another important factor to consider at this point is how to do citations. In-text citations are fundamental as they support the arguments and points you make in the paper. At this point, the resources gathered at the beginning will come in handy. Integrating the ideas of the authors with your own will ensure that you produce a comprehensive paper. Also, follow the given citation format. In most cases, APA 7 is the preferred format for nursing assignments.
How to Write the Conclusion for NR 536: Week 3 Assignment Developing Critical Thinking Questions
After completing the main sections, write the conclusion of your paper. The conclusion is a summary of the main points you made in your paper. However, you need to rewrite the points and not simply copy and paste them. By restating the points from each subheading, you will provide a nuanced overview of the assignment to the reader.
How to Format the References List for NR 536: Week 3 Assignment Developing Critical Thinking Questions
The very last part of your paper involves listing the sources used in your paper. These sources should be listed in alphabetical order and double-spaced. Additionally, use a hanging indent for each source that appears in this list. Lastly, only the sources cited within the body of the paper should appear here.
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NR 536: Week 3 Assignment Developing Critical Thinking Questions
The Developing Critical Thinking Questions assignment is due on Sunday of Week 3 at 11:59 p.m. MT. The guidelines and rubric are listed below, as well as in the downloadable document.
Developing Critical Thinking Questions Guidelines and RubricPreview the document
Purpose
This assignment provides the student with the opportunity to select a concept and then develop questions that will foster critical thinking and clinical decision making in future learners. Each of the questions must demonstrate the Socratic format. By having a question in each of the areas of pathophysiology, pharmacology, and physical assessment, the student will review content related to the selected concept.
Developing Critical Thinking Questions
NR 536
Concept to be presented: Protection and Movement: Infection
Type of learner: A staff nurse working in a healthcare facility with three years of experience in a private hospital setting
| Problem Recognition: | |||
| Pathophysiology | Physical Assessment | Pharmacology | |
| During community diagnosis, a nurse encounters a family that has been self-medicating as a way of managing their health problems. The nurse provides health education on the risks of self-medications and importance of medical care by health professional. | Question: What do you think are the risks of self-medication on the management of bacterial infections?
Answer: Self-medication is associated with a number of risks. They include the risk for adverse reactions, development of drug resistant strains of bacteria and elevated risk of drug dependence and abuse (John & Keleher, 2020). |
Question: What could be some of the areas that the nurse has to explore to ensure effectiveness in health education?
Answer: Evaluating the effectiveness of health education can be done by assessing the understanding of the family about the risks of self-medication. The nurse can ask the family to provide responses to questions asked about the interventions taught to them. Outcome interventions such as changes in health-seeking habits can also be used. |
Question: In your view, how does ineffective use of antibiotics result in development of drug resistant infections?
Answer: antibiotics are effective in killing some but not all bacteria. The bacteria that are not killed develop some resistance to the drug by DNA replication. The new strains of bacteria that are produced have enhanced resistance to the drug, thereby, the development of bacteria resistant to some drugs (Giddens, 2017). |
| Clinical Decision Making: | |||
| Pathophysiology | Physical Assessment | Pharmacology | |
| A patient presents to the clinic with history of productive cough, night sweats and loss of body weight. Results of diagnostic investigations show that the patient has tuberculosis. | Question: what do you think led to the development of the symptoms?
Answer: A bacteria called Mycobacterium tuberculosis causes tuberculosis once established in the lungs in patients with compromised immunity. The bacterium proliferates in the alveolar macrophages destroying the cells. The body responds by producing inflammatory mediators. Progression leads to formation of pus field nodular structures that burst on coughing leading to production of bloodstained sputum and chest pain (Chin, 2020). |
Question: how would you go about assessing this client?
Answer: Comprehensive assessment of the patient should be used. The assessment should begin with history taking, physical assessment and use of diagnostic investigations to confirm diagnoses (Giddens, 2017). |
Question: What in your opinion would be the best pharmacological treatment of the disease?
Answer: The patient should be administered with antibiotics. Antibiotics such as isoniazid, rifampin, pyrazinamide and ethambutol should be prescribed to inhibit further proliferation of the disease causing bacteria (Chin, 2020). |
| Prioritization: | |||
| A patient with history of diarrhea for the last four days comes to the clinic for assistance. The patient appears weak with dry skin. | Question: how would you explain the causes of dry skin and weakness to the patient in this scenario?
Answer: Diarrhea occurs due to infection by microorganisms such as Escherichia coli, Salmonella and Campylobacter. The infection by these microorganisms impairs the reabsorption of water and electrolytes leading to excessive loss through diarrhea and vomiting. Excessive loss of water and electrolytes lead to loss of skin turgor and general body weakness due to dehydration (John & Keleher, 2020). |
Question: In your view, what would be the top three nursing diagnoses for this patient?
Answer: The first nursing diagnosis is fluid volume deficit secondary to excessive fluid loss. The second nursing diagnosis is diarrhea related to bacterial infection as evidenced by loose stools. Deficient knowledge related to the disease process as evidenced by patient being anxious. |
Question: during the admission, the patient was administered with a broad-spectrum antibiotic. Why do you think this patient was prescribed a broad-spectrum antibiotic?
Answer: Broad-spectrum antibiotic was administered because the accurate cause of the diarrhea had not been established. Empiric therapy was therefore recommended prior to the establishment of the causative agent through stool analysis (John & Keleher, 2020). |
| Clinical Intervention: | |||
| A family comes to the clinic seeking information about ways of preventing communicable diseases. | Question: what do you think are some of the infection prevention precautions that the family should know and why?
Answer: The infection prevention precautions the family should know include hand washing, personal hygiene, and safe disposal of wastes and use of protective equipment. These precautions minimize their exposure to infective microorganisms in their environment (Giddens, 2017). |
Question: After performing health education, how do you think a nurse should evaluate the effectiveness of the session and understanding of the family?
Answer: Interventions such as administration of pre and posttest surveys, obtaining feedback and probing can be used to evaluate the understanding of the family members (John & Keleher, 2020). |
Question: What do you think are the reasons that have increased the relevance of immunizations in the modern world?
Answer: Immunization has been shown to be highly successful in preventing infections such as hepatitis A and B and varicella among others globally. Immunizations provide secondary protection against infections. As a result, they are largely utilized to protect individuals from infections that have high mortality and infectivity rate (Giddens, 2017). |
References
Chin, J. H. (2020). Tuberculous Meningitis: Manual of Diagnosis and Therapy. Elsevier.
Giddens, J. F. (2017). Concepts for nursing practice (2nd ed.). Elsevier.
John, W. S., & Keleher, H. (2020). Community Nursing Practice: Theory, skills and issues. Taylor & Francis.
Course Outcomes
Through this assignment, the student will demonstrate the ability to do the following.
CO 1: Synthesize educational theories and knowledge from nursing and health sciences to foster experiential learning strategies and positive healthcare outcomes. (PO 1)
CO 2: Integrate pathophysiologic mechanisms with advanced assessment and pharmacologic concepts to maximize holistic, person-centered outcomes in complex disease states. (POs 1, 2, 3, 5)
CO 4: Employ a spirit of inquiry to foster professional development to facilitate the achievement of educational outcomes. (PO 3)
CO 6: Promote positive health and education outcomes by fostering the use of evidenced-based and interprofessional strategies in experiential settings. (PO 5)
Requirements
Description of the Assignment
This assignment requires the student to develop a learning activity that fosters critical thinking in future learners. For each of the identified areas, the student will develop a question that applies information from pathophysiology, pharmacology, and physical assessment.
Criteria for Content
Select a concept: From the required textbook (Giddens, 2017), select ONE concept from any of the following units.
Homeostasis and Regulation
Sexuality and Reproduction
Protection and Movement
Resilience
Select a learner type: From the list below, select a type of learner. A description of the learner is required.
Nursing student enrolled in a pre-licensure program; need to identify where the student is in the curriculum
Staff nurse working in a healthcare facility; need to identify range for years of experience and type of healthcare facility (i.e., hospital, clinic, public health department, etc.)
Using the provided template while considering the selected concept and learner type, complete the following.
Develop a very brief (no more than three sentences) healthcare scenario consistent with the selected concept
Develop a Socratic-style question useful for the selected learner type related to the following.
Pathophysiology
Assignment Rubric
Excellent Good Fair Poor
In 3–4 pages, address the following:
A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather? Points Range: 30 (30%) – 35 (35%)
The response clearly, accurately, and with specific detail describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. Points Range: 24 (24%) – 29 (29%)
The response accurately describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. Points Range: 18 (18%) – 23 (23%)
The response vaguely and/or with some inaccuracy describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers. Points Range: 0 (0%) – 17 (17%)
The response is inaccurate or missing descriptions of how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values. Points Range: 45 (45%) – 50 (50%)
The response accurately and thoroughly evaluates the test or tool’s validity and reliability, and explains any issues with clear sensitivity, reliability, and predictive values. Student’s research is clear, accurate, and appropriate for the evaluation. Points Range: 39 (39%) – 44 (44%)
The response accurately evaluates the test or tool’s validity and reliability, and explains any issues with sensitivity, reliability, and predictive values. Student’s research is somewhat clear, accurate,and appropriate for the evaluation. Points Range: 33 (33%) – 38 (38%)
The response vaguely and/or with some inaccuracy evaluates the test or tool’s validity and reliability, and explains any issues with some sensitivity, reliability, and predictive values. Student’s research is vague or inaccurate for the evaluation. Points Range: 0 (0%) – 32 (32%)
“The response is inaccurate and/or missing evaluations of the test or tool’s validity and reliability, with explanations of any issues missing or lacking sensitivity, reliability, and predictive values. Student’s research is missing, inaccurate, or lacking for the evaluation.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria. Points Range: 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria. Points Range: 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive. Points Range: 3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic. Points Range: 0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided.
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Written Expression and Formatting – English writing standards:
Correct grammar, mechanics, and proper punctuation Points Range: 5 (5%) – 5 (5%)
Uses correct grammar, spelling, and punctuation with no errors. Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) grammar, spelling, and punctuation errors. Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) grammar, spelling, and punctuation errors. Points Range: 0 (0%) – 2 (2%)
Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.
Written Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list. Points Range: 5 (5%) – 5 (5%)
Uses correct APA format with no errors. Points Range: 4 (4%) – 4 (4%)
Contains a few (1 or 2) APA format errors. Points Range: 3 (3%) – 3 (3%)
Contains several (3 or 4) APA format errors. Points Range: 0 (0%) – 2 (2%)
Contains many (≥ 5) APA format errors.
Total Points: 100
Pharmacology
Physical assessment
A question for each of the above areas is required for the following.
Problem recognition
Clinical decision making
Prioritization
Clinical intervention
All questions must demonstrate Socratic question format/style.
An answer for each question must be provided. The brief answer accurately reflects and applies information related to each of the appropriate headings (pathophysiology, pharmacology, physical assessment) for the category (problem recognition, clinical decision making, prioritization, clinical intervention). References for the answer must be provided.
Preparing the Assignment
Criteria for Format and Special Instructions
The paper must use the template provided in Course Resources.
Information related to pathophysiology and physical assessment may come from Giddens (2017) with correct APA format citing.
Information related to pharmacology will need to come from current resources; none over five years.
The paper (excluding the title page and reference page) should be no longer than three pages. Points will be lost for not meeting these length requirements.
Title page and reference page must follow APA guidelines as found in the current edition of the manual.
Rules of grammar, spelling, word usage, and punctuation are followed and consistent with formal, scientific writing.
Discussion Questions (DQ)
• Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
• Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
• One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
• I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
• Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
• In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
• Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
• Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
• Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
• Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
• I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
• I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
• As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
• It is best to paraphrase content and cite your source.
LopesWrite Policy
• For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
• Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
• Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
• Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
• The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
• Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
• If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
• I do not accept assignments that are two or more weeks late unless we have worked out an extension.
• As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
• Communication is so very important. There are multiple ways to communicate with me:
o Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
o Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.