NR536 W5 Evolving Case Study Guidelines and Rubric 8 19

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Chamberlain College of Nursing NR536 Advanced Pathophysiology, Health Assessment and

Pharmacology for Nurse Educators: Experiential Learning

NR536: W5 Assignment Development of an Evolving Case Study for Clinical or Classroom Setting 8/5/19

(AR)

Week 5: Development of an Evolving Case Study for Clinical or

Classroom Setting

PURPOSE

This assignment provides the opportunity for the student to develop an evolving case study that would be

useful as part of a small group activity in the clinical setting. It should not be written for a simulation

learning activity. Using a concept presented in Weeks 2, 3, and 4, the student incorporates the elements

expected of an evolving case study as well as includes pathophysiology, pharmacology, and physical

assessment.

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 3: Integrate caring and person-centered concepts within diverse practice settings to maximize healthcare

and learner outcomes. (PO 2)

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 evidence-based and

interprofessional strategies in experiential settings. (PO 5)

DUE DATE: Sunday 11:59 p.m. MT at the end of Week 5

TOTAL POINTS POSSIBLE: 180 POINTS

REQUIREMENTS

Description of the Assignment

This assignment requires the student to develop an evolving case study that would be useful in either the

clinical or classroom setting. It is not written for a simulation learning activity. The evolving case study must

focus on a concept assigned from Giddens (2017) required textbook during Weeks 2, 3, and 4. In addition,

the student must identify Socratic questions related to the pathophysiology, pharmacology, and health

assessment used in the evolving case study. The study demonstrates the following.

Chamberlain College of Nursing NR536 Advanced Pathophysiology, Health Assessment and

Pharmacology for Nurse Educators: Experiential Learning

NR536: W5 Assignment Development of an Evolving Case Study for Clinical or Classroom Setting 8/5/19

(AR)

• Initial presentation (i.e., Stage 1) regarding the health status of the patient

• Progress to Stage 2 with the occurrence of event that requires the identification of the appropriate

response from learners

• Ends with Stage 3 that is based upon the action identified by learners

The development of Socratic questions useful for debriefing following completion of the evolving case study

are required.

Criteria for Content

Overview of the assignment

The evolving case study starts with background information that provides an overview; description of the

patient; and the report provided to the participants using the format of situation, background, assessment,

and recommendation (SBAR). Progressing over time with a fictional patient’s health status changing, this

evolving case study presents the situation in three stages. Stage 1 is the initial stage where the patient’s

healthcare situation is presented, followed by a trigger, which represents a health challenge or worsening of

health. Participants identify the appropriate interventions to maintain a stable health status as well as

recognize via assessment the deterioration in the fictional patient’s health. Stage 2 continues the

presentation of the patient with progressive decline in health status requiring the identification of

appropriate actions by participants. A trigger for Stage 3 will be identified based on the stabilization of the

fictional patient. An outcome of the evolving case study is suggested as part of Stage 3. Preparation for the

debriefing of participants is considered by the identification of Socratic questions.

Required content for the assignment

Part 1: Overview of evolving case study

• Description of the evolving case study

o Identify the purpose

o Identify the type of learner that case study is developed for

o Identify the concept to be demonstrated by the fictional patient

• Description of the setting

Part 2: Description of fictional patient by identifying each of the following elements

• Name

• Gender/age/weight/height

• Allergies

• Past medical history

• History of present illness

• Social history

• Primary medical diagnosis

• Surgeries and/or procedures with dates

Part 3: Develop the report that learners receive prior to the start of the evolving case study using SBAR

• Time of report

• Identify person providing the report

• Identify each of the following for SBAR

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Chamberlain College of Nursing NR536 Advanced Pathophysiology, Health Assessment and Pharmacology for Nurse Educators: Experiential Learning Week 5: Development of an Evolving Case Study for Clinical or Classroom Setting PURPOSE This assignment provides the opportunity for the student to develop an evolving case study that would be useful as part of a small group activity in the clinical setting. It should not be written for a simulation learning activity. Using a concept presented in Weeks 2, 3, and 4, the student incorporates the elements expected of an evolving case study as well as includes pathophysiology, pharmacology, and physical assessment. 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 3: Integrate caring and person-centered concepts within diverse practice settings to maximize healthcare and learner outcomes. (PO 2) 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 evidence-based and interprofessiona ...
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