NRS 460 Topic 2 Assignment: While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

NRS 460 Topic 2 Assignment: While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

NRS 460 Topic 2 Assignment: While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion

Assessment Description

Use the “Case Study: Timothy Smith – ICU” template to complete the assignment.

This case study has indirect care experience requirements. The “NRS-460 – Case Studies: Indirect Care Experience Hours” form, found in the Topic 1 Resources, will be used to document the indirect care experience hours completed in the case study. As progress is made on the case study, update this form indicating the date(s) each section is completed. This form will be submitted in Topic 5.

You are required to cite a minimum of three sources to complete this assignment. Sources must be published within the past 5 years and appropriate for the assignment criteria and relevant to nursing practice.

While APA style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center. This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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Benchmark Information

This benchmark assignment assesses the following programmatic competencies and professional standards:

RN-BSN

6.2: Perform effectively in different team roles, using principles and values of team dynamics.

American Association of Colleges of Nursing Core Competencies for Professional Nursing Education

This assignment aligns to AACN Core Competencies 3.2, 6.1, and 6.2.

Attachments

NRS-460-RS-T2-BenchmarkCaseStudy-TimothySmith-ICU.docx

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Benchmark – Case Study: Timothy Smith – Intensive Care Unit – Rubric

LISTGRID

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Rubric Criteria

Total160 points

Criterion

1. Unsatisfactory

2. Insufficient

3. Approaching

4. Acceptable

5. Target

Power of Attorney

0 points

Discussion of how to determine who would make decisions on the patient’s behalf if he does not have Power of Attorney, as well how to utilize the chaplain to assist in locating family, is not present.
6 points

Discussion of how to determine who would make decisions on the patient’s behalf if he does not have Power of Attorney, as well how to utilize the chaplain to assist in locating family, is incomplete or incorrect.
6.32 points

Discussion of how to determine who would make decisions on the patient’s behalf if he does not have Power of Attorney, as well how to utilize the chaplain to assist in locating family, is present but lacks detail.
7.12 points

Discussion of how to determine who would make decisions on the patient’s behalf if he does not have Power of Attorney, as well how to utilize the chaplain to assist in locating family, is detailed.
8 points

Discussion of how to determine who would make decisions on the patient’s behalf if he does not have Power of Attorney, as well how to utilize the chaplain to assist in locating family, is thorough.

Quality vs. Quantity of Life

0 points

Discussion of the resources available to have difficult discussions with the patient’s family on quality versus quantity of life, including the patient’s quality of life should he receive hematoma evacuation surgery, is not present.
18 points

Discussion of the resources available to have difficult discussions with the patient’s family on quality versus quantity of life, including the patient’s quality of life should he receive hematoma evacuation surgery, is incomplete or incorrect.

18.96 points

Discussion of the resources available to have difficult discussions with the patient’s family on quality versus quantity of life, including the patient’s quality of life should he receive hematoma evacuation surgery, is present but lacks detail.
21.36 points

Discussion of the resources available to have difficult discussions with the patient’s family on quality versus quantity of life, including the patient’s quality of life should he receive hematoma evacuation surgery, is detailed.
24 points

Discussion of the resources available to have difficult discussions with the patient’s family on quality versus quantity of life, including the patient’s quality of life should he receive hematoma evacuation surgery, is thorough.

Ethical Considerations

0 points

Discussion of the ethical considerations of palliative care, possible outcomes, and limitations with the patient’s condition is not present.
12 points

Discussion of the ethical considerations of palliative care, possible outcomes, and limitations with the patient’s condition is incomplete or incorrect.
12.64 points

Discussion of the ethical considerations of palliative care, possible outcomes, and limitations with the patient’s condition is present but lacks detail

14.24 points

Discussion of the ethical considerations of palliative care, possible outcomes, and limitations with the patient’s condition is detailed.
16 points

Discussion of the ethical considerations of palliative care, possible outcomes, and limitations with the patient’s condition is thorough.

Psychosocial and Spiritual Considerations

0 points

Discussion of ways in which the nurse can address the patient’s psychosocial and spiritual needs is not present.
6 points

Discussion of ways in which the nurse can address the patient’s psychosocial and spiritual needs is incomplete or incorrect.

6.32 points

Discussion of ways in which the nurse can address the patient’s psychosocial and spiritual needs is present but lacks detail.
7.12 points

Discussion of ways in which the nurse can address the patient’s psychosocial and spiritual needs is detailed.
8 points

Discussion of ways in which the nurse can address the patient’s psychosocial and spiritual needs is thorough.

Economic Issues

0 points

Discussion of the economic issues the individual and family may encounter, including ability to work, housing needs, supplemental income, temporary disability, insurance, and medical expenses, is not present.
12 points

Discussion of the economic issues the individual and family may encounter, including ability to work, housing needs, supplemental income, temporary disability, insurance, and medical expenses, is incomplete or incorrect.
12.64 points

Discussion of the economic issues the individual and family may encounter, including ability to work, housing needs, supplemental income, temporary disability, insurance, and medical expenses, is present but lacks detail.
14.24 points

Discussion of the economic issues the individual and family may encounter, including ability to work, housing needs, supplemental income, temporary disability, insurance, and medical expenses, is detailed.
16 points

Discussion of the economic issues the individual and family may encounter, including ability to work, housing needs, supplemental income, temporary disability, insurance, and medical expenses, is thorough.

Collaboration

0 points

Explanation of the role of each team member’s competency and how they contribute to the patient’s care is not present.

12 points

Explanation of the role of each team member’s competency and how they contribute to the patient’s care is incomplete or incorrect.
12.64 points

Explanation of the role of each team member’s competency and how they contribute to the patient’s care is present but lacks detail.

14.24 points

Explanation of the role of each team member’s competency and how they contribute to the patient’s care is detailed.
16 points

Explanation of the role of each team member’s competency and how they contribute to the patient’s care is thorough.

Interdisciplinary Team Part I: Team Dynamics (B)

(C6.2)
0 points

Explanation of the principles that can be applied to facilitate effective team dynamics that ensuring the role of each member is define by his/her scope of practice, as well as ensures the delegation of work is based on roles and competencies, is not present.
18 points

Explanation of the principles that can be applied to facilitate effective team dynamics that ensuring the role of each member is define by his/her scope of practice, as well as ensures the delegation of work is based on roles and competencies, is incomplete or incorrect.
18.96 points

Explanation of the principles that can be applied to facilitate effective team dynamics that ensuring the role of each member is define by his/her scope of practice, as well as ensures the delegation of work is based on roles and competencies, is present but lacks detail.
21.36 points

Explanation of the principles that can be applied to facilitate effective team dynamics that ensures the role of each member is defined by his/her scope of practice, as well as ensuring the delegation of work is based on roles and competencies, is detailed.

24 points

Explanation of the principles that can be applied to facilitate effective team dynamics that ensures the role of each member is define by his/her scope of practice, as well as ensuring the delegation of work is based on roles and competencies, is thorough.

Interdisciplinary Team Part II: Interprofessional Communication

0 points

Discussion of the importance of each member of the interdisciplinary team communicating their information in a professional, accurate and timely manner, as well as how the presence of diversity, equity, and inclusion impact the dynamics of team-based communications, is not present.
12 points

Discussion of the importance of each member of the interdisciplinary team communicating their information in a professional, accurate and timely manner, as well as how the presence of diversity, equity, and inclusion impact the dynamics of team-based communications, is incomplete or incorrect.
12.64 points

Discussion of the importance of each member of the interdisciplinary team communicating their information in a professional, accurate and timely manner, as well as how the presence of diversity, equity, and inclusion impact the dynamics of team-based communications, is present but lacks detail.
14.24 points

Discussion of the importance of each member of the interdisciplinary team communicating their information in a professional, accurate and timely manner, as well as how the presence of diversity, equity, and inclusion impact the dynamics of team-based communications, is detailed.

16 points

Discussion of the importance of each member of the interdisciplinary team communicating their information in a professional, accurate and timely manner, as well as how the presence of diversity, equity, and inclusion impact the dynamics of team-based communications, is thorough.

ICU Psychosis

0 points

Explanation of ICU psychosis/delirium and the interventions nurses can implement to prevent it from happening, as well as a discussion on the patient’s risk for developing ICU psychosis/delirium, is not present.
12 points

Explanation of ICU psychosis/delirium and the interventions nurses can implement to prevent it from happening, as well as a discussion on the patient’s risk for developing ICU psychosis/delirium, is incomplete or incorrect.

12.64 points

Explanation of ICU psychosis/delirium and the interventions nurses can implement to prevent it from happening, as well as a discussion on the patient’s risk for developing ICU psychosis/delirium, is present but lacks detail.

14.24 points

Explanation of ICU psychosis/delirium and the interventions nurses can implement to prevent it from happening, as well as a discussion on the patient’s risk for developing ICU psychosis/delirium, is detailed.

16 points

Explanation of ICU psychosis/delirium and the interventions nurses can implement to prevent it from happening, as well as a discussion on the patient’s risk for developing ICU psychosis/delirium, is thorough.

Mechanics of Writing

Includes spelling, punctuation, grammar, and language use.
0 points

Errors in grammar or syntax are pervasive and impede meaning. Incorrect language choice or sentence structure errors are found throughout.
6 points

Frequent and repetitive mechanical errors are present. Inconsistencies in language choice or sentence structure are recurrent.
6.32 points

Occasional mechanical errors are present. Language choice is generally appropriate. Varied sentence structure is attempted.
7.12 points

Few mechanical errors are present. Suitable language choice and sentence structure are used.
8 points

No mechanical errors are present. Appropriate language choice and sentence structure are used throughout.

Documentation of Sources

Includes citations, footnotes, references, bibliography, etc., as appropriate to assignment and style.
0 points

Sources are not documented.

6 points

Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
6.32 points

Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.
7.12 points

Sources are documented, as appropriate to assignment and style, and format is mostly correct.

8 points

Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of errors.

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