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RUBRIC FOR PATHO 7 DISCUSSION.
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Patho G
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Outstanding Performance
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Excellent Performance
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Competent Performance
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Room for Improvement
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Main Posting:
Response to the discussion question is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
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44 (44%) – 44 (44%)
Thoroughly responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module and current credible sources.
supported by at least 3 current, credible sources
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40 (40%) – 43 (43%)
Responds to the discussion question(s)
is reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
75% of post has exceptional depth and breadth
supported by at least 3 credible references
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35 (35%) – 39 (39%)
Responds to most of the discussion question(s)
is somewhat reflective with critical analysis and synthesis representative of knowledge gained from the course readings for the module.
50% of post has exceptional depth and breadth
supported by at least 3 credible references
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31 (31%) – 34 (34%)
Responds to some of the discussion question(s)
one to two criteria are not addressed or are superficially addressed
is somewhat lacking reflection and critical analysis and synthesis
somewhat represents knowledge gained from the course readings for the module.
post is cited with fewer than 2 credible references
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0 (0%) – 30 (30%)
Does not respond to the discussion question(s)
lacks depth or superficially addresses criteria
lacks reflection and critical analysis and synthesis
does not represent knowledge gained from the course readings for the module.
contains only 1 or no credible references
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Main Posting:
Writing
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6 (6%) – 6 (6%)
Written clearly and concisely
Contains no grammatical or spelling errors
Fully adheres to current APA manual writing rules and style
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5.5 (5.5%) – 5.5 (5.5%)
Written clearly and concisely
May contain one or no grammatical or spelling error
Adheres to current APA manual writing rules and style
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5 (5%) – 5 (5%)
Written concisely
May contain one to two grammatical or spelling error
Adheres to current APA manual writing rules and style
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4.5 (4.5%) – 4.5 (4.5%)
Written somewhat concisely
May contain more than two spelling or grammatical errors
Contains some APA formatting errors
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0 (0%) – 4 (4%)
Not written clearly or concisely
Contains more than two spelling or grammatical errors
Does not adhere to current APA manual writing rules and style
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Main Posting:
Timely and full participation
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10 (10%) – 10 (10%)
Meets requirements for timely and full participation
posts main discussion by due date
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0 (0%) – 0 (0%)
NA
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0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
NA
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0 (0%) – 0 (0%)
Does not meet requirement for full participation
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First Response:
Post to colleague’s main post that is reflective and justified with credible sources.
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9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings
responds to questions posed by faculty
the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives
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8.5 (8.5%) – 8.5 (8.5%)
Response exhibits critical thinking and application to practice settings
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7.5 (7.5%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting
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6.5 (6.5%) – 7 (7%)
Response is on topic, may have some depth
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0 (0%) – 6 (6%)
Response may not be on topic, lacks depth
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First Response:
Writing
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6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues
Response to faculty questions are fully answered if posed
Provides clear, concise opinions and ideas that are supported by two or more credible sources
Response is effectively written in Standard Edited English
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5.5 (5.5%) – 5.5 (5.5%)
Communication is professional and respectful to colleagues
Response to faculty questions are answered if posed
Provides clear, concise opinions and ideas that are supported by two or more credible sources
Response is effectively written in Standard Edited English
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5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues
Response to faculty questions are mostly answered if posed
Provides opinions and ideas that are supported by few credible sources
Response is written in Standard Edited English
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4.5 (4.5%) – 4.5 (4.5%)
Responses posted in the discussion may lack effective professional communication
Response to faculty questions are somewhat answered if posed
Few or no credible sources are cited
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0 (0%) – 4 (4%)
Responses posted in the discussion lack effective
Response to faculty questions are missing
No credible sources are cited
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First Response:
Timely and full participation
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5 (5%) – 5 (5%)
Meets requirements for timely and full participation
posts by due date
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0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
Does not meet requirement for full participation
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Second Response:
Post to colleague’s main post that is reflective and justified with credible sources.
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9 (9%) – 9 (9%)
Response exhibits critical thinking and application to practice settings * responds to questions posed by faculty
the use of scholarly sources to support ideas demonstrates synthesis and understanding of learning objectives
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8.5 (8.5%) – 8.5 (8.5%)
Response exhibits critical thinking and application to practice settings
7.5 (7.5%) – 8 (8%)
Response has some depth and may exhibit critical thinking or application to practice setting
6.5 (6.5%) – 7 (7%)
Response is on topic, may have some depth
0 (0%) – 6 (6%)
Response may not be on topic, lacks depth
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Second Response:
Writing
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6 (6%) – 6 (6%)
Communication is professional and respectful to colleagues
Response to faculty questions are fully answered if posed
Provides clear, concise opinions and ideas that are supported by two or more credible sources
Response is effectively written in Standard Edited English
5.5 (5.5%) – 5.5 (5.5%)
Communication is professional and respectful to colleagues
Response to faculty questions are answered if posed
Provides clear, concise opinions and ideas that are supported by two or more credible sources
Response is effectively written in Standard Edited English
5 (5%) – 5 (5%)
Communication is mostly professional and respectful to colleagues
Response to faculty questions are mostly answered if posed
Provides opinions and ideas that are supported by few credible sources
Response is written in Standard Edited English
4.5 (4.5%) – 4.5 (4.5%)
Responses posted in the discussion may lack effective professional communication
Response to faculty questions are somewhat answered if posed
Few or no credible sources are cited
0 (0%) – 4 (4%)
Responses posted in the discussion lack effective
Response to faculty questions are missing
No credible sources are cited
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Second Response:
Timely and full participation
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5 (5%) – 5 (5%)
Meets requirements for timely and full participation
Posts by due date
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0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
NA
0 (0%) – 0 (0%)
Does not meet requirement for full participation
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Total Points: 100
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LEARNING RESOURCES
Prochnow, C. (n.d.). Restoring hope: A cancer patient shares her story. Retrieved September 11, 2012, from
http://www.uwhealth.org/uw-carbone-cancer-center/restoring-hope-a-cancer-patient-shares-her-story/20371
.
Learning Objectives
Students will:
· Analyze the pathophysiology of anemia
· Compare the pathophysiology of iron deficiency anemia to the pathophysiology of other types of anemia
· Evaluate the impact of patient factors on anemic disorders
· Understand and apply key terms, concepts, and principles related to alterations of the hematological system
Photo Credit: JPC-PROD/iStock/Getty Images Plus/Getty images
Learning Resources
Required Readings
Huether, S. E., & McCance, K. L. (2012). Understanding pathophysiology (Laureate custom ed.). St. Louis, MO: Mosby.
· Chapter 20, “Structure and Function of the Hematologic System”
This chapter examines components of the hematologic system, development of blood cells, mechanisms of hemostasis, and hematologic value changes in pediatrics and geriatrics. It also focuses on common blood tests for hematologic disorders.
· Chapter 21, “Alterations of Hematologic Function”
This chapter focuses on common alterations of hematologic function, including alterations of erythrocyte function, leukocyte function, lymphoid function, splenic function, platelets, and coagulation.
· Chapter 22, “Alterations of Hematologic Function in Children”
This chapter expands on alterations of hematologic function by presenting disorders that affect children, such as disorders of erythrocytes, coagulation, and platelets.
Hammer, G. D., & McPhee, S. J. (2019). Pathophysiology of disease: An introduction to clinical medicine (8th ed.). New York, NY: McGraw-Hill Education.
· Chapter 6, “Blood Disorders”
This chapter begins by exploring the anatomy and physiology of blood and the coagulation system. It then examines two types of anemia caused by red cell disorders. White blood cell disorders and platelet disorders are also examined.
Required Media
http://evolve.elsevier.com/huether
.
http://www.ascaa.org/
QUESTION
Discussion: Anemia
In clinical settings, advanced practice nurses often encounter patients with blood disorders such as anemia. Consider the case of a 17-year-old girl who is rushed to the emergency room after suddenly fainting. The girl’s mother reports that her daughter has had difficulty concentrating for the past week, frequently becomes dizzy, and has not been eating normally due to digestion problems. The mother also informs the nurse that their family has a history of anemia. With the family history of anemia, it appears that this is the likely diagnosis. However, in order to properly diagnose and treat the patient, not only must her symptoms and family history be considered, but also factors such as gender, ethnicity, age, and behavior. This poses the question: How do patient factors impact the incidence and prevalence of different types of anemia?
To Prepare
· Review Chapter 21 in the Huether and McCance text. Reflect on the pathophysiological mechanisms of iron deficiency anemia.
· Select one of the following types of anemia: pernicious anemia, folate deficiency anemia, sideroblastic anemia, chronic inflammation anemia, or post-hemorrhagic anemia. Identify the pathophysiological mechanisms of the anemia you selected.
· Consider the similarities and differences between iron deficiency anemia and the type of anemia you selected.
· Reflect on how patient factors such as genetics, gender, ethnicity, age, and behavior might impact these anemic disorders.
By Day 3
Post an explanation of the pathophysiological mechanisms of iron deficiency anemia and the anemia you selected. Compare these two types of anemia, as well as their potential causes. Finally, explain how genetics, gender, ethnicity, age, and behavior might impact the anemic disorders you selected.
