The purpose of this activity is to develop students’ clinical reasoning skills using a case-based learning exercise.

NR 508 Week 2 Discussion Post Rubric

Week 2: Discussion

Purpose

Problem-based learning is a methodology designed to help students develop the reasoning process used in clinical practice through problem solving actual patient problems in the same manner as they occur in practice. The purpose of this activity is to develop students’ clinical reasoning skills using a case-based learning exercise. Through participation in an online discussion forum, students identify learning issues in a self-directed manner which facilitates learning for the entire group.

Activity Learning Outcomes

Through this discussion, the student will demonstrate the ability to:

1. Synthesize clinical knowledge, didactic learning and research findings to provide appropriate pharmacological care to primary care patients. (CO 1, 2, 3, 4 & 5)

Case Study & Discussion Questions

Claudia (G2P2) is a 36-year-old mother who recently delivered a child 9 months ago. She has been using condoms for birth control for the last 7 months. Today she is requesting a more convenient method of birth control. She is not sure of her current pregnancy plans, however, she does not wish to discuss sterilization or an IUD. She has no religious contraindications for treatment.

PMH: positive for mild hypertension with first pregnancy, seasonal allergies.

Surgeries: Left inguinal hernia and tonsillectomy.

Family history: Mother-HTN; Father-Colon CA (both deceased)

Social History: Denies tobacco use, wine one to two glasses a week, denies recreational drugs, exercises twice a week.

Drug allergies-Sulfa causes a rash.

Current medications-MVI with Fe, Calcium chews, Allegra 10mg daily prn for allergies.

Vitals: Height 67 inches, weight 157 pounds, BP 110/75, P 70, R 16. PAP collected today, breast exam WNL, urine pregnancy negative.

Physical exam is normal.

1. What are your treatment goals for Claudia today?

2. What are two possible medications (in different classes) that you can recommend for Claudia? Please provide detailed rationale and mechanism of actions for each medication. Make sure that all recommendations are cited with guidelines or scholarly, peer-reviewed articles and always include medication, strength, dosage form, route, frequency and duration when making recommendations.

3. Pick one of the medications from your response above and list five (5) patient-centered teaching points to communicate to the patient.

4. What would your contraceptive choice be if Claudia smoked 10-15 cigarettes per day? Explain your answer.

 

**To see view the grading criteria/rubric, please click on the 3 dots in the box at the end of the solid gray bar above the discussion board title and then Show Rubric.

DISCUSSION CONTENT Category Points % Description Application of Course Knowledge 35 35% 1. Decisions are well supported with EBM arguments that are in-line with the scenario; AND 2. Proper rationale and reasoning skills are demonstrated; AND 3. Information is taken from source(s) with appropriate interpretation/evaluation to develop a comprehensive analysis or synthesis of the topic at hand; AND 4. Applies concepts to personal experience in the professional setting and/or information has relevant application to real life; AND 5. All of the post makes direct reference to concepts discussed in the lesson; AND 6. Posts are on topic and answer all presented questions which demonstrates a solid understanding of the topic. (6 critical elements) Support from Evidence-Based Practice (EBP) 35 35% 1. Discussion post is supported with appropriate, scholarly sources; uses valid, relevant, and reliable outside sources to contribute to the threaded discussion; AND 2. Sources are published within the last 5 years (unless it is the most current CPG); AND 3. Reference list is provided and in-text citations match; AND 4. Provides relevant evidence of scholarly inquiry clearly stating how the evidence informed or changed professional or academic decisions (4 critical elements) Interactive Dialogue 15 15% 1. Student provides a substantive* response to at least one topic-related post of a peer; AND 2. Evidence from appropriate scholarly sources are included; AND 3. Reference list is provided and in-text citations match; AND 4. Student responds to all direct faculty questions OR if student was not asked a direct question student responds to either a 2nd peer post or a faculty question directed towards another student.   (*) A substantive post adds new content or insights to the discussion thread and information from student’s original post is not reused in peer or faculty response (4 critical elements)       Total CONTENT Points= 85 pts DISCUSSION FORMAT Category Points % Description Grammar, Syntax, Spelling & Punctuation 15 15% Discussion post has minimal grammar, syntax, spelling, punctuation, or APA format errors* (*) APA style references and in text citations are required; however, there are no deductions for errors in indentation or spacing of references. All elements of the reference otherwise must be included.         Total FORMAT Points= 15 pts       DISCUSSION TOTAL= 100 pts