Description
Chronic Illness Family Care PlanObjective: Care plans will be based on the case studies posted in D2L (go to the last area in the content section). Student will synthesize concepts of Rural Nursing Theory, chronic illness, and principles of patient and family centered care with nursing process to plan holistic care for a patient/family living with chronic illness. The plan should be specific enough so that another nurse could adhere to the care plan you wrote – continuity of care is important! Look appendix F for rubric
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Southwest Minnesota State University
Department of Nursing
NURS 320B: Chronic Illness in Rural Settings
Syllabus Spring eight week session 2021
(3 credits)
Professor: Ruth Van Heukelom, DNP, WOCN, RN
Email: ruth.vanheukelom@smsu.edu
Phone: (319) 541-0652
Office Hours: available via email, with individual appointment times via phone, or in Zoom as requested.
I am very willing to Zoom conference with individual learners or groups who have questions about the
course. Email me to set up a time that works for you. To visit with me in Zoom, go to
https://minnstate.zoom.us/j/4518969110 The password to the Zoom room is 992830. I will meet you
there. If you have any technical difficulties, call me at (319) 541-0652.
Important Note on Sending Email: Please put the course name and number in your message when you
send me an email. This information could help me with answering your questions more expeditiously.
Course Description
Students will explore continuity of care issues that impact the individual, family, community, and health
care systems in the area of chronic illness as well as death and dying in a rural setting. Palliative care,
common trajectories, ethical issues, patient and family teaching, as well as economic concerns are
explored. Admission to the Nursing Program required. The Department of Nursing reserves the right to
remove students from the course who do not meet the course requirements and prerequisites. This
course must be successfully completed prior to taking NURS 434.
Student Learning Objectives
1. Identify factors that affect chronic illness and rehabilitation of the individual and family.
2. Explore rural nursing theory and adaptation theories associated with chronic illness that can
help to guide nursing practice today.
3. Analyze key individual and family intervention strategies related to rural nursing and
adaptation to chronic illness.
4. Apply a holistic approach to the care of individuals with chronic illness in a rural setting.
Nursing Program Goal 2
Provide competent and meaningful care to clients and communities who are healthy, ill or dying.
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Student Learning Outcome
Integrate awareness of issues related to chronic illness in rural settings and apply nursing process to
meet diverse and unique needs of individuals and families.
Format
Distance learning is self-directed learning. It requires a high level of responsibility, dedication, and selfdiscipline on the part of the student. In this course you are responsible for your own work, your own
progress, and your own grade. In order to succeed, you will need to log in to the course regularly (I
suggest at least three times a week) to check announcements, participate in discussions, and access
course materials.
Resources
American Nurses Association (2015). Code of ethics for nurses: With interpretive statements. Silver
Spring, MD: ANA. This is available free of charge through the McFarland Library by accessing the
following permalink:
http://ssuproxy.mnpals.net/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&
AN=1021757&scope=site
American Psychological Association (2020). Publication manual of the American Psychological
Association (7th ed.). Washington, DC: APA. If you have the 6th edition, we can make that work.
Larson, P.A. (2019). Lubkin’s chronic illness: Impact and intervention. (10th ed.). Burlington, MA: Jones
and Bartlett Learning
Lowey, S.E. (2015). Nursing care at the end of life. Geneseo, NY: Open SUNY Textbooks, Milne Library.
This is available free of charge at https://textbooks.opensuny.org/nursing-care-at-the-end-of-life/
Winters, C. A. (2013). Rural nursing: Concepts, theory, and practice. (4thed.). New York: Springer.
Available free of charge through the McFarland Library. Go to library main page; click on books (near the
center of the screen); type ‘Rural Nursing, Winters’ in the search box.
Many of these texts you will use throughout the course of the program. It is highly encouraged to retain
these textbooks for future use in the SMSU Nursing Program.
Additional resources:
American Association of Colleges of Nursing (2008). The essentials of baccalaureate education for
professional nursing practice. Retrieved from http://www.aacn.nche.edu/educationresources/baccessentials08.pdf
(The “Essentials” document, used to guide the SMSU Nursing Program curriculum, delineates the
outcomes expected of graduates of baccalaureate nursing program while describing the generalist
nursing practice at completion of the nursing program.)
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QSEN Institute. (2019). QSEN competencies. Retrieved from
http://qsen.org/competencies/pre-licensure-ksas
(The overall goal of QSEN is to address the challenge of preparing future nurses with the knowledge,
skills, and attitudes [KSAs] necessary to continuously improve the quality and safety of the healthcare
systems in which they work.)
Grading
A= 90-100%
B= 80-89.99%
C= 70-79.99%
D= 60-69.99%
F= less than 60%
Nursing students must maintain an overall GPA of 2.0 and attain a minimum grade of 2.0 in all courses
required in the RN to BSN Nursing Program. Any nursing course (indicated by NURS) may be retaken
once to attain a grade of 2.0. The student may not retake or withdraw from more than two nursing
courses.
The student may not progress in the nursing program if •
If it becomes necessary for the student to retake or withdraw from more than two nursing
courses.
Code of Conduct
Nursing students in the RN to BSN Nursing Program have responsibilities as they transition to the BSN
role of nursing. The National Student Nurses’ Association Code of Academic and Clinical Conduct is
based on such student responsibilities and is used to guide students in their personal and professional
development. For all learning environments, including academic and clinical settings, the Code of
Academic and Clinical Conduct will guide student conduct as well as faculty evaluation of student
accountability.
The Academic and Clinical Conduct is available in the SMSU Department of Nursing Student Handbook
and should be adhered to by every nursing student.
Netiquette Guidelines
1. Be respectful in your posts and comments to others and about others.
2. Postings should be professional.
3. Stay on topic.
4. Humor is often misinterpreted online, so it is best to keep humor to a minimum. Avoid sarcasm.
5. Avoid the use of texting abbreviations.
6. Please do not use all capitals in discussions as this is considered yelling online. The exception to this
would be some abbreviations, such as RN or USA.
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Attendance
Being a member of a learning community in the SMSU RN to BSN Program, attendance in this online
course means active participation in the course through participation in discussion assignments, group
projects, and course assignments. Implications for lack of participation are reflected in the grading
criteria and points awarded for assignments, as noted throughout the syllabus.
Assignments
Syllabus/orientation quiz
10 points
Initial thoughts
20 points
Synthesis and application posts (4)
with substantive additions 30 points each
120 points
Evidence based assessment tool description
20 points
Video Dialog with substantive additions
20 points
End of Life chapter summaries with substantive additions
30 points
Chronic Illness Family Care Plan
80 points
300 points total
Learning Activities
Interactions are vital in all learning environments. Discussions are used as teaching/learning strategies.
As you write in this course, please remember that integrating your own thoughts with evidence from the
literature is an effective to demonstrate synthesis and critical analysis. Sometimes a few short direct
quotes add value to your work. But remember that quotes generally serve to share someone else’s
thoughts, rather than your analysis.
Initial Thoughts: to foster student engagement and consider potential assumptions and biases.
Appendix A is the rubric for this assignment.
Synthesis and application with substantive additions: These assignments require synthesis of the
assigned readings and integration of a minimum of one professional nursing journal article in addition to
assigned readings. Question will be posed for each of these dialogs in the discussion area. Students will
choose one of the posed questions to address in the discussion forum. This is also an opportunity to
review what your peers have addressed and build on their knowledge and insights. You are required to
build on two topics other than the one addressed in your original synthesis and application post. See
grading rubric Appendix B
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Evidence based assessment tool assignment: A patient and family centered care plan is only as good as
the assessment it is based on. Using evidence-based assessment tools, relevant to the unique situation
can help the nurse uncover data that can be easily overlooked. Use should help focus your plan on
specific concerns to facilitate individualized care that focuses on specific contributing factors. You will
find one evidence-based assessment tool that you have limited or no familiarity with that would be
appropriate to use in chronic illness situations. You will share with your peers in the discussion board.
The grading rubric is found in Appendix C.
Video reflections dialog: The objective of this assignment is to stimulate both cognitive and affective
learning in the realm of end-of-life care. Peers will add to your initial post. The grading rubric is found in
Appendix D.
End of Life chapter summaries and dialog: Each student will review a chapter from Nursing Care at the
End of Life, posting their summary in the discussion forum. Peers will add to your summary. The
grading rubric if found in Appendix E.
Chronic Illness Family Care Plan: Each student will analyze a patient/family case study and create a plan
of care. Note that you will choose a case study (found in the content section) that includes the scenario
and some assessment data. You will also decide what additional data is needed to provide optimal care
and use evidence-based tools to collect that data (refer to Module 9). Desired individualized and
patient/family centered outcomes and interventions will be proposed. Additionally, consider the impact
rural residence has on the patient and family living with chronic illness. Appendix F is the rubric for the
Chronic Illness Family Care Plan.
Throughout the course, late assignments will be deducted 25% per each day late, unless otherwise
indicated within the syllabus. In every NURS course, the assignments are linked to course objectives. All
course objectives must be met to successfully complete the course. Omission of any assignments
equates to not meeting all course objectives. Thus, all assignments must be completed and submitted
to pass the course, even if they are completed past the due date and will not earn a grade for the
course. This means that the lack of completion of any assignments, such as a discussion or paper
assignment, will result in an “F” course grade. If a student has missing coursework at the end of the
semester, this coursework must be submitted no later than Sunday night at midnight before finals week,
or the last Friday night at midnight of summer session. Arrangements for extenuating circumstances are
considered for late work with previous approval from faculty. Ultimately, this means that if all
coursework is not submitted by Sunday night before finals week, or the last Friday of summer session,
the student will not pass this course. No late work is accepted after these dates unless previous
arrangements have been made with faculty.
Assignment Usage Disclaimer
All assignments and written work submitted by students are subject to being shared with others for the
purpose of meeting accreditation and regulatory requirements. Course material may also be used
anonymously for assessment of student learning outcomes (SLOs) addressed by the Department of
Nursing as well as assessment of the SMSU Liberal Education Program (LEP) Student Learning Outcomes
(SLOs). When student assignments are shared, the student’s identity will be protected. Course artifacts
may also be used for campus-wide LEP or program assessment.
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Student Responsibilities
1. Read the syllabus.
2. Turn assignments in on time. Each day the assignment is late 25% will be deducted.
3. Participate in discussion.
4. Be respectful to classmates and professor.
5. Practice professional conduct.
Technology Requirements
Course syllabus, assignments, discussions, and all announcements will be posted on D2L Brightspace. To
find D2L Brightspace, go to the SMSU home page and follow the instructions below.
-Click on “Quick Links” in the navigation bar using CHROME as the recommended browser
-Click on D2L Brightspace from the drop down list
-A list of courses you enrolled in will appear. Click on the course you choose to enter.
If you have trouble accessing D2L Brightspace, contact the MinnState Service Desk at
https://servicedesk.minnstate.edu/CherwellPortal/MNSO#0 or 877-GO MNSCU (877-4666728), or seek help at the Help Desk, Library Main Floor Southwest Minnesota State University
at 507-537-6111, or email the:Helpdesk@smsu.edu@smsu.edu
***Technology failure is not an adequate excuse for late assignments.
***All correspondence for this course will be through your SMSU email
Students with Disabilities Statement
Any student who feels she/he may need an accommodation based on the impact of a documented
disability should contact Pam Ekstrom in Disability Services at 507-537-7672 or
pam.ekstrom@smsu.edu. Disability Services is located in Bellows Academic 246 and the office hours are
from 9 – 5 Monday – Friday. After you have met with Pam, please meet with the course instructor to
review course requirements and discuss your accommodation needs.
Library and Online Data Search
The library online database search can be found at http://www.smsu.edu/library/
You will need to have your library ID number to gain access to the online databases. Be sure to use the
“Ask the Librarian” feature for questions you may have related to online searches or potential books you
may need to enrich your learning experience.
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Student Portfolio
For each nursing course taken in the nursing program, students will be asked to submit an assignment
they completed to their personal portfolio (NURS 1000). The portfolio is designed to highlight the work
that you have completed throughout the program. At the end of the course your professor will give you
instructions on where you can post the assignment online. For this course, your Chronic Illness Family
Care Plan will be part of the portfolio. Your final grade will not be posted for the course until the
assignment is placed in the portfolio.
Professional Nursing Journal Articles and References
–
The journal cannot be bought at a grocery store
The journal is not a newspaper
The article is not an editorial or advertisement
The article is at least 3 pages in length
The journal will be found in CINAHL
The article is less than 5 yrs. old
The article is from a journal that is peer reviewed
The article will have the word nursing in it
If the article does not meet these criteria, please ask the professor for permission to use it
before including it in your assignments.
–
As you write in this course, please remember that integrating your own thoughts with evidence
from the literature is an effective to demonstrate synthesis and critical analysis. Quotes
generally serve to share someone else’s thoughts, rather than your analysis. Please avoid or limit
long quotations.
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My presence commitment – Realizing that it can be more challenging to stay connected in an online
course than when we meet in person regularly, my plan to become and stay connected includes:
* check my SMSU email every weekday by 8am and at intervals until 8pm. Over the weekend, I will
check email at least daily. When you email, please including the course name in the subject line helps me
respond more quickly and is appreciated.
* respond to your phone calls – please be sure to leave a message if I don’t answer.
* schedule individual meetings in Zoom per your request
* I do not respond to the pager in D2L Brightspace
* post an announcement in D2L Brightspace at least weekly that includes information applicable to the
entire class
* email your SMSU email account for individual matters.
– if I need to be ‘gone’ for a weekday or more, I will email or post an announcement
– Please note: I will not respond to all posts in the discussion forum as that tends to divert and
sometimes squelch your dialog. I will be reviewing all posts and making comments in the gradebook.
– I am not a tech support expert. If you have technical problems, I will likely refer you to the help desk at
(507) 537- 6111 or TRChelpesk@smsu.edu
My expectations of you
– check your SMSU email at least three times a week, responding within 24 hours as appropriate and/or
requested
– Check the course announcements when you access the course.
– Be sure to let me know via email or phone if you have questions.
– If you need an extension, ask before the assignment is due.
– review all of your peers’ primary posts in the discussion forum. There is much to learn from your
peers!
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Course plan
Note: More detail included on schedule posted in the Getting Started folder under content
Mod
Topic
Essential /
Resources
QSEN competency
1
Introduction to
Patient Centered Care;
Syllabus; Orientation video
Rural Nursing
Evidence Based Practice
Winters text
Theory
Professional journal articles
2
Exploring Rural
Patient Centered Care;
Winters text;
Nursing Theory
Evidence Based Practice
Professional journal articles
3
Rural dwellers
VI; VII; IX
Winters text
Patient Centered Care;
Professional journal articles
Evidence Based Practice
4
Rural health
V, VII,VIII
Winters text
disparities
Patient Centered Care;
Professional Journal articles
Evidence Based Practice
Code of Ethics; CDC websites
5
Rural nursing
VII; VIII; IX
Winters text; Code of Ethics;
practice
Patient Centered Care;
Professional journal articles
Evidence Based Practice
6
Introduction to
V, VI, VII, VIII, IX
Larson text
Chronic Illness
Patient Centered Care
Code of Ethics; CDC website
Evidence Based Practice
Professional journal articles
7
Impact of chronic
V, VI; VII; IX
Larson text
illness on
Patient Centered Care;
Code of Ethics
individuals and
Evidence Based Practice
Professional journal articles
families
Teamwork and Collaboration
8
Impact of chronic
VIII
Larson text
illness on
Patient Centered Care
Code of Ethics
individuals and
Evidence Based Practice
Movie of choice with focus on
families: part 2
Teamwork and Collaboration chronic illness
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Palliative Care
VIII
Finding Hope video segments
Patient Centered Care
Atul Gwande videos
10
End of Life: Part 1
VIII
Nursing Care at the End of Life
Patient Centered Care
Professional journal articles
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End of Life: Part 2
V, VI, VII, VIII, IX
Larson text
Patient Centered Care;
Winters text
Evidence Based Practice;
Professional journal articles
Teamwork & Collaboration
Clinical Practice Guidelines
12
Family caregiving,
VI; VII; IX
Larson text
self management
Patient Centered Care;
Professional journal articles
and homecare
Evidence Based Practice;
Assigned online resources
Teamwork and Collaboration
13
Long term care
VI; VII; VIII; IX
Larson text
and rehabilitation
Patient Centered Care;
Professional journal articles
Evidence Based Practice;
Assigned online resources
Teamwork and Collaboration
14
Synthesis
VI; VII; VIII; IX
Larson text
Patient Centered Care;
Winters text
Evidence Based Practice;
Professional journal articles
Teamwork and Collaboration
15
Planning care for
VI; VII; VIII; IX
Larson text
complex patients
Patient Centered Care;
Winters text
and families
Evidence Based Practice;
Professional journal articles
Teamwork and Collaboration
Item(s) due
Syllabus /orientation quiz
Academic Honesty
Statement
Initial thoughts assignment
Modules 2 & 3 synthesis and
application
substantive additions
Modules 4 & 5 synthesis and
application
Substantive additions
Modules 6 & 7 synthesis and
application
Substantive additions
Evidence based assessment
tool assignment
Video Dialog
Substantive additions
End of Life Chapter
Summaries
Substantive additions
Modules 12 & 13 synthesis
and application
Substantive additions
Optional draft Chronic Illness
Family Care Plan
Chronic Illness family care
plan due
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Department Acceptance Requirements
Students are allowed to take this course once they have entered the nursing program.
Essentials Competencies Met
Essential V: Healthcare Policy, Finance, and Regulatory Environment
–
Healthcare policies, including financial and regulatory, directly and indirectly influence the
nature and functioning of the healthcare system and thereby are important considerations in
professional nursing practice.
Essential VI: Inter-professional Communication and Collaboration for Improving Patient Health
Outcomes
– Communication and collaboration among healthcare professionals are critical to delivering high
quality and safe patient care.
Essential VII: Clinical Prevention and Population Health
– Health promotion and disease prevention at the individual and population level are necessary to
improve population health and are important components of baccalaureate generalist nursing
practice.
Essential VIII: Professionalism and Professional Values
– Professionalism and the inherent values of altruism, autonomy, human dignity, integrity, and
social justice are fundamental to the discipline of nursing.
Essential IX: Baccalaureate Generalist Nursing Practice
– The baccalaureate graduate nurse is prepared to practice with patients, including individuals,
families, groups, communities, and populations across the lifespan and across the continuum of
healthcare environments.
– The baccalaureate graduate understands and respects the variations of care, the increased
complexity, and the increased use of healthcare resources inherent in caring for patients.
QSEN Competencies
Patient-Centered Care
Definition: Recognize the patient or designee as the source of control and full partner in providing
compassionate and coordinated care based on respect for patient’s preferences, values, and needs.
Evidence-based Practice
Definition: Integrate best current evidence with clinical expertise and patient/family preferences and
values for delivery of optimal health care.
Teamwork and Collaboration
Definition: Function effectively within nursing and inter-professional teams, fostering open
communication, mutual respect, and sheared decision-making to achieve quality patient care.
Revised February, 2021
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Appendix A – Initial Thoughts (20 points possible)
Objective: To consider potential biases and assumptions. The expectation is that your post is respectful
of all, but it need not be congruent with evidence or nursing theory. This is your opportunity to share
observations and opinions. It is important to be aware of what we ‘really’ think at this point in time!
We all have opinions, biases, and assumptions! We can’t learn and grow optimally without being aware
of these assumptions.
Please refer to the Assignment Guidance and Template folder for a more detail
2 points
Addressed own nursing experience (how long, general area(s) of nursing practice, geographic location
(rural, suburban, or urban). Personal information (family, hobbies, pets, etc. is optional)
For the following five items – share your own thoughts. This can be either from your personal experience or
something you have observed in a clinical situation. Note that to earn full points, your post must address all
parts of the question; give evidence of careful thought; and demonstrate professional writing. Please share
your observations and thoughts regarding the following:
3 points 1) What have you observed regarding health care seeking behaviors (ex. do people seek preventative
care, where do they get their health information? who do they trust? etc.) of individuals you serve?
What can nurses do to encourage health promotion/disease prevention efforts?
3 points 2) How important is comfort level with health care providers for the individuals you serve? What
impacts comfort level?
3 points 3) Is there adequate access to quality health care for the population you serve as a nurse? What
facilitates their access? What barriers to access exist?
3 points 4) Does geographic location, as an independent variable, impact the likelihood of health disparities?
Explain your response.
3 points 5) In four sentences or less, share what you believe patient and family centered care includes.
3 points Writing quality – clarity, organization, appropriate grammar, & sentence structure. No citations or
references required.
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Appendix B – synthesis and application Remember that integrating your own thoughts with evidence
from the literature is an effective to demonstrate synthesis and critical analysis. Sometimes a few short
direct quotes add value to your work. But remember that long quotes generally serve to share someone
else’s thoughts, rather than your analysis.
Please refer to the Assignment Guidance and Template folder for a more detail.
Post thoroughly addresses all parts
Initial post addresses most,
50% or more of question parts
of the discussion topic/question
but not all, of the discussion not addressed
(6 points)
(4 points)
(0 points)
Writing is focused, organized, clearly Comments are reasonably
(0 points)
and concisely presented (2 points)
organized (1 point)
Post demonstrates that the content
Demonstrates adequate
Initial posting shows limited
was appropriately reviewed,
familiarity and analysis of
knowledge and evaluation of
understood, and synthesized.
the content (4 points)
the topic. Or limited to
Minimal direct quotations
information that could be
(6 points)
derived from prior posts (0
points)
Posting includes a thoughtQuestion added, minimally
Question not included
provoking question related to the
thought provoking (1 point) (0 points)
topic to stimulate further discussion
(2 points)
Complete sentences, grammatically
Complete sentences, but
Poor sentence structure
correct and free of spelling errors
some (3 or less per
inadequate organization, four
(2 points)
paragraph) grammar and/or or more grammar and/or
spelling errors.
spelling errors per paragraph;
(1 point)
run-on sentences (0 points)
At least two evidence-based,
Provides evidence-based,
Provides no scholarly reference
scholarly resources support post. At
scholarly references using
to support position/ideas in
least one citation/reference must be incorrect APA format. Or
postings/discussion and /or
from a professional nursing journal
provides non-scholarly
uses no APA format
(see criteria on p. 7 of syllabus)
references with correct APA
Closely adheres to APA style. (2
format in-text (1 point)
points)
Substantive Addition One
1) Addition adds relevant, valuable
1) Response adds value
Little added value
information for nursing practice
2) Minimal demonstration
Critical analysis not evident
2) Demonstrates critical analysis
of critical analysis
Multiple writing mechanics
Minimal or no direct quotes
3) Professionally written
errors
3) Professionally written
4) Responds to same topic
Professional journal article not
4) Adds to a topic other than own
as own original post
integrated, cited or referenced.
initial post
5) Professional nursing
(0 points)
5) at least one professional nursing
journal cited and referenced
journal is cited and referenced (5
per APA style, but
points)
integration into response is
limited (3 points)
Substantive Addition Two
1) Addition adds relevant, valuable
1) Response adds value
Little added value.
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information for nursing practice
2) Demonstrates critical analysis
Minimal or no direct quotes
3) Professionally written
4) Adds to a topic other than own
initial post
5) at least one professional nursing
journal is cited and referenced (5
points)
2) Minimal demonstration
of critical analysis
3) Professionally written
4) Responds to same topic
as own original post
5) Professional nursing
journal cited and referenced
per APA style, but
integration into response is
limited (3 points)
Critical analysis not evident
Multiple writing mechanics
errors
Professional journal article not
integrated, cited or
referenced.(0 points)
Appendix C: Evidence Based assessment tool assignment – 20 points
A patient and family centered care plan is only as good as the assessment it is based on. Using evidencebased assessment tools, relevant to the unique situation can help the nurse uncover data that can be
easily overlooked. You will find one evidence- based assessment tool that could have value in situations
of chronic illness. Please choose a tool you have limited or no familiarity with. Go to Module 9 to find
a more detailed discussion of the value of evidence-based assessment tools. There are links to get you
started in finding these tools as well.
You will share with your peers in the discussion board adhering to the following criteria.
Please refer to the Assignment Guidance and Template folder for a more detail
Criterion
Description
of tool
Tool easy for
peers to
access
Relevance to
nursing
practice
Writing
quality
Excellent
Assessment tool is described. Include
(at a minimum)
– in what types of chronic illness
situations would use of this tool
would be appropriate?
– approximate length of time needed
to complete the assessment?
(5 points)
Uploads the assessment tool to the
discussion forum OR posts a link to
the assessment tool/tool descriptors
(5 points)
Addresses how the selected
assessment tool would be valuable in
providing individualized, patient
centered care.
(5 points)
Punctuation, spelling, spacing,
capitalization and writing mechanics
errors are rare. Writing is clear,
succinct, focused, organized. Easy to
understand main ideas (5 points)
Competent
Description limited. Not clear
when use would be
appropriate.
Length of time needed not
included
(3 points)
Not satisfactory
Incomplete,
inaccurate
Assessment tool not uploaded
or link not provided
(3 points)
Use of tool not clearly linked
to individualized,
patient/family centered care
(3 points)
Assessment tool not
uploaded or link not
provided
(0 points)
Not clearly related to
individualized,
patient centered care
(0 points)
Fewer than 5 writing
mechanics errors.
Writing is focused and
organized (3 points)
Five or more writing
mechanics error.
Clarity, focus lacking.
(0 points)
(0 points)
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Appendix D: Video dialog – 20 points possible
Objective: to stimulate both cognitive and affective learning in the realm of end of life care.
Initial post – Choose one video combination from those included in Module 10 for your primary post.
Substantive additions – two responses to the two videos combinations that were not addressed in
primary post. Note criteria for a professional nursing journal on page seven of the syllabus.
Please refer to the Assignment Guidance and Template folder for a more detail
Criteria
Summary
Relevance
to nursing
practice
Question
for peers
Professional
writing
mechanics.
substantive
addition# 1
substantive
addition # 2
Excellent
Clearly summarized message
of videos. Succinct, yet
thorough (2 points)
Message clearly linked to
nursing practice. What
can/should nursing do in light
of the video message?
(4points)
Thought stimulating
(1 point)
– Fewer than four total mistakes
in grammar, sentence structure,
punctuation, paragraphing.
– Organization is clear and logical.
(3 points)
Primary post
Competent
Lacks one of the following:
Clarity, succinctness,
thoroughness (4 points)
Vague, not clearly linked to
nursing practice
(5 points)
(0 points)
Question not thought
stimulating (0 points)
– Fewer than eight mistakes in
writing quality.
– Clear and logical
– Multiple or lengthy direct
quotations
(2 points)
Substantive additions
1) Addition adds relevant,
1) Response adds value.
valuable information.
2) Minimal demonstration of
2) Demonstrates critical analysis.
critical analysis.
Minimal or no direct quotes.
3) Professionally written.
3) Professionally written.
4) Responds to same topic as
4) Adds to combination other
own original post
than own initial post
5) Professional nursing journal
5) at least one professional
cited and referenced per APA
nursing journal is cited and
style, but integration into
referenced. (5 points)
response is limited (3 points)
1) Addition adds relevant,
valuable information.
2) Demonstrates critical analysis.
Minimal or no direct quotes.
3) Professionally written.
4) Adds to a topic other than
originally addressed or addressed
in first addition
5) at least one professional
nursing journal is cited and
referenced. (5 points)
Does not meet criteria
Lacks two of the following:
Clarity, succinctness,
thorough (1 points)
Not linked to nursing
practice
1) Response adds value.
2) Minimal demonstration of
critical analysis.
3) Professionally written.
4) Responds to same topic as
own original post or first
addtion
5) Professional nursing journal
cited and referenced per APA
style, but integration into
response is limited (3 points)
No question
(0 points)
Eight or more mistakes in
writing mechanics.
Lacks organization.
(0 points)
Little added value.
Critical analysis not evident.
Multiple writing mechanics
errors.
Professional journal article not
integrated, cited or referenced.
(0 points)
Little added value.
Critical analysis not evident.
Multiple writing mechanics
errors.
Professional journal article not
integrated, cited or referenced.
(0 points)
15
Appendix E: End of Life Dialog – Chapter summary: Nursing Care at the End of Life. 30 points
possible. Note this is an individual assignment (even though two students might review the same
chapter.
Objective: To gain an appreciation of the complexity of caring for individuals and families in end of life
situations.
Initial post -Summarize the chapter you chose for your primary post. Respond to the prompts posted
in the rubric below. No references required beyond the text by Lowey.
Substantive additions – two responses to different chapters than originally addressed are posted. Note
criteria for a professional nursing journal on page seven of the syllabus.
Please refer to the Assignment Guidance and Template folder for a more detail
Initial post
Criteria
1. Succinct
summary
2. Implications
for nursing
Question for
peers
Professional
writing
mechanics.
Citation(s) and
reference(s) per
APA style)
substantive
addition # 1
substantive addition
#2
Excellent
Summarized clearly and
logically. Succinct yet, thorough.
(6 points)
Competent
Lacks one of the
following: Clarity,
succinct, thorough
(4 points)
Summary clearly linked to
Vague, not clearly
nursing practice (10 points)
linked to nursing
practice (5 points)
Thought stimulating (1 point)
Question not thought
stimulating (0 points)
Fewer than four total mistakes in
Fewer than eight
grammar, sentence structure,
mistakes in writing
punctuation, paragraphing
quality
Organization is clear and logical
Clear and logical
Multiple or lengthy direct
Minimal or no direct quotations
quotations (2 points)
(3 points)
Substantive additions
1) Addition adds relevant, valuable 1) Response adds value.
information.
2) Minimal demonstration
2) Demonstrates critical analysis.
of critical analysis.
Minimal or no direct quotes.
3) Professionally written.
3) Professionally written
4) Responds to same topic
4) Adds to a topic other than own
as own original post
initial post
5) Professional nursing
5) at least one professional
journal cited and
nursing journal is cited and
referenced per APA style,
referenced (5 points)
but integration into
response limited (3 points)
1) Addition adds relevant, valuable 1) Response adds value
information
2) Minimal demonstration
2) Demonstrates critical analysis.
of critical analysis
Minimal or no direct quotes
3) Professionally written
3) Professionally written
4) Responds to same topic
4) Adds to a topic other than own
as own original post
initial post
5) Professional nursing
5) at least one professional nursing journal cited and
journal is cited and referenced
referenced per APA style,
(5 points)
but integration is limited
(3 points)
Does not meet criteria
Lacks two of the following:
Clarity, succinctness,
thoroughness
(0 points)
Not linked to nursing
practice
(0 points)
No question
(0 points)
Eight or more mistakes in
writing mechanics
Lacks organization
(0 points)
Little added value
Critical analysis not evident
Multiple writing mechanics
errors
Professional journal article
not integrated, cited or
referenced
(0 points)
Little added value
Critical analysis not evident
Multiple writing mechanics
errors.
Professional journal article
not integrated, cited or
referenced. (0 points)
Syllabus, NURS 320 16
Appendix F – Chronic Illness Family Care Plan
Objective: Care plans will be based on the case studies posted in D2L (go to the last area in the content
section). Student will synthesize concepts of Rural Nursing Theory, chronic illness, and principles of
patient and family centered care with nursing process to plan holistic care for a patient/family living
with chronic illness. The plan should be specific enough so that another nurse could adhere to the care
plan you wrote – continuity of care is important!
Note an optional template is included in the Assignment Guidance and Template folder.
Please refer to the Assignment Guidance and Template folder for a more detail.
Criterion
Excellent
Competent
1. Overview of the
situation.
All relevant data from case study
included.
Organized and clear.
(3 points)
A minimum of three evidence-based
assessment tools, appropriate to the
situation, are used to gather data (see
module 9). Note: this data will be
fictitious.
Most relevant data from
case study considered.
Clarity and organization
are lacking. (2 points)
Appropriate assessment
tools used.
2. Relevant assessment
data gathered/included.
Enough information included so reader
understands the assessment tool and
the fictious assessment findings
gathered.
3. Priority nursing
concerns identified,
supported by data, and
justified
Not
satisfactory
Incomplete
(0 points)
Work incomplete
or incorrect
(0 points)
Challenging for reader to
understand tools or data
collected.
Clarity and organization
are lacking.
(7 points)
Assessment data is clear, thorough and
logical. (10 points)
A minimum of three priority concerns
are identified and clearly supported by
the data gathered.
Priority concerns
minimally supported by
gathered data.
Priority concerns flow from
assessment data included/collected.
Concerns included, but do
not flow from data.
One concern is a physical; one is
psychosocial; the third can be either
physical or psychosocial. These do
NOT need to be written in NANDA
format.
Priorities not adequately
justified.
Work incomplete
or incorrect
(0 points)
(7 points)
Why did you choose these as priority?
Priority of chosen concerns is justified
(10 points)
4. Goals/desired
outcome
Appropriate, realistic, measurable
outcomes/goals for the patient/family
are formulated.
Outcomes/goals do not
clearly flow from nursing
concerns.
Work incomplete
or incorrect
(0 points)
Syllabus, NURS 320 17
Goals are patient / family centered
One goal/outcome developed to meet
each priority concern
Desired outcomes/goals clearly flow
from assessment data.
(8 points)
5. Evidence based
nursing interventions
proposed.
Outcomes/goals not
individual/family
centered
Outcomes not
measurable or realistic.
(6 points)
A minimum of two evidence-based
nursing interventions proposed to
meet each desired outcome/ goal.
Interventions do not
consistently fit with
desired outcomes.
Work incomplete
or incorrect
Interventions flow from desired
goals/outcomes and are supported
with evidence
Interventions not
supported by scholarly
evidence.
Interventions are individualized and
‘fit’ with the unique situation.
(10 points)
Involvement of patient and family is
clearly elicited and incorporated into
the plan of care.
Interventions do not ‘fit’
with sitaution
(7 points)
Patient and family
involvement in planning
care is minimally evident.
How did the nurse ensure that the
patient/family are involved in
identifying priority concerns,
formulating goals, and developing
interventions?
Evidence that plan was
developed to unique
situation is minimal.
(0 points)
6. Individualized,
patient / family
centered care is
evident.
6. Evaluation
considered –
7. Consideration of rural
residence
8. Conclusion
Evident that the plan was developed to
meet this unique situation (4 points)
Addresses how the nurse will evaluate
the plan of care and modify as needed
(2 points)
A minimum of two concepts of Rural
Health Nursing Theory that fit with
scenario are addressed as they fit with
unique patient/ family scenario
(6 points)
Gives the paper/plan a sense of
completeness.
Leaves the reader with a final
impression. (2 points)
Organization for effectiveness
Not evident
(0 points)
(3 points)
Evaluation not
appropriate for unique
situation. (1 point)
Rural Health Nursing
concepts are included,
but not fully addressed.
Work incomplete
or incorrect
(0 points)
Work incomplete
or incorrect.
(0 points)
Concepts do not clearly
fit with unique situation.
(4 points)
Sense of completeness
lacking. (1 point)
No conclusion.
(0 points)
Title page includes name, institution, date, and page numbers
Uses APA style correctly for citations and references.
Avoids plagiarism. Summarizes clearly rather than using long quotations
(rubric continued next page)
1 point
3 points
3 points
Syllabus, NURS 320 18
Punctuation, spelling, spacing, capitalization and writing mechanics errors are rare.
Writing is clear and focused. Assessment is appropriate to the situation and complete.
Nursing concerns clearly flow from the assessment data; goals flow from the nursing
priorities; interventions are developed to meet stated goals. Patient and family
involvement addressed. Reader can easily follow the plan development.
References drawn from a minimum of three professional nursing journal articles. Journal
resources are synthesized and integrated into plan appropriately. Reasoning is sound
and does not include logical fallacies or assumptions.
Submitted to portfolio by the due date (same day paper is due)
Total points possible
3 points
8 points
8 points
3 points
80 points
Revised February, 2020
Please note:
You can either write a professional paper or use the optional template (found in the Assignment
Guidance and Template folder). Either way, you must adhere to the grading rubric to earn as many
points as possible.
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