Nursing Diagnosis and Care Plan
Frameworks that MUST be included and discussed is the Oppsala Model for Internationalisation PLUS The Eclectic Paradigm by
August 15, 2017MAINE-BARNES, LTD
August 15, 2017Guidelines for Course Project Milestone 2:
Nursing Diagnosis and Care Plan Assignment
Purpose
This activity will be a continuation of the Milestone 1: Health History that you submitted in Week 4. In this part of the assignment you will take the information you gathered, analyze the data, and developa nursing care plan.
Course Outcomes
This assignment enables the student to meet the following course outcomes:
CO #3: Utilize effective communication when performing a health assessment. (PO #3)
CO #4:Identify teaching/learning needs from the health history of an individual. (PO#2)
CO #5: Explore the professional responsibilities involved in conducting a comprehensive health assessment and providing appropriate documentation. (PO #6)
Points
This assignment is worth a total of 250 points.
Due Date
The assignment is to be submitted to the Dropbox by Sunday, 11:59 p.m. MTat the end of Week 6.Post questions to the weekly Q&A Forum. Contact your instructor if you need additional assistance. See the Course Policies regarding late assignments. Failure to submit your paper to the Dropbox on time may result in a deduction of points.
Directions
- Download the NR305_Milestone2_Form from Doc Sharing. You will type your answers directly into this Word document. Your paper does NOT need to follow APA formatting; however, you are expected to use correct grammar, spelling, syntax and write in complete sentences.
- Save the file by clicking Save as†and adding your last name to the file name, e.g., NR305_Milestone2_Form_Smithâ€
- Please post questions in the weekly Q&A Forums so the entire class may view the answers.
Grading Criteria
| Category | Points | % | Description |
| ANALYZE THE DATA | |||
| Areas for focused assessment | 30 | 12 | Provide an overview of those areas of strength and weakness noted on the Health Assessment, Health History. Do not go into detail in this section. |
| Client’s strengths | 30 | 12 | Expand on areas identified as strengths related to the person’s overall health. Support your conclusions with data from the textbook. |
| Areas of concern | 30 | 12 | Expand on areas previously identified as abnormal and those that place the person at health risk. Support your observations with data from the textbook. |
| Health teaching topics | 30 | 12 | What health education needs have you identified? Support your statements with facts from the Health History and information from your textbook. |
| NURSING CARE PLAN | |||
| Diagnosis | 30 | 12 | Write one nursing diagnosis that reflects a priority need for this person. Types of diagnoses include an illness, risk for illness or a wellness diagnosis. |
| Plan | 30 | 12 | Write one goal and one measurable expected outcome related your nursing diagnosis. Explain why this goal and outcome is a priority. Include cultural consideration of the client. For example, African Americans are at higher risk for hypertension and any prehypertensive blood pressure readings should be addressed. |
| Intervention | 30 | 12 | Write as many nursing orders or nursing interventions that you need in order to achieve the outcome. Provide the rationale for each intervention listed |
| Evaluation | 30 | 12 | You won’t have an opportunity to carry out your care plan so you cannot evaluate the effectiveness of your nursing orders/interventions. Instead comment on what you would look for in order to evaluate your effectiveness |
| CLARITY OF WRITING | 10 | 4 | Use proper grammar, spelling and medical language |
| Total | 250 pts | 100% | A quality paper will meet or exceed all of the above requirements. |
Grading Rubric
| Assignment Criteria | A
Outstanding or highest level of performance |
B
Very good or high level of performance |
C
Competent or satisfactory level of performance |
F
Poor or failing or unsatisfactory level of performance |
| Analyze the Data | ||||
| Areas for focused assessment
30 points |
Identifies all strengths and weaknesses
27-30 points |
Overlooks no more than 1 strength and/or 1 weakness
25-26 points |
Overlooks morethan 1 strength and 1 weakness
22-24 points |
Overlooks more than 2 strengths and 2 weakness areas; item not included
0-21 |
| Client’s strengths
30 points |
Uses textbook (cites source) to validate all traits identified as strengths
27-30 points |
Uses textbook (cites source) to validate all but 1 trait identified as a strength
25-26 points |
Uses source to validate strengths, but not the textbook
22-24 |
Does not validate identified strengths
0-21 |
| Areas of concern
30 points |
Uses textbook (cites source) to validate all traits identified as concerns
27-30 points |
Uses textbook (cites source) to validate all but 1 trait identified as a concern
25-26 points |
Uses source to validate concerns, but not the textbook
22-24 |
Does not validate identified concerns
0-21 |
| Health teaching topics
30 points |
Identifies all areas of knowledge deficit contained in Health History; validates findings using textbook (cites source)
27-30 points |
Identifies all but 1-2 knowledge deficits contained in Health History; validates findings using textbook (cites source)
25-26 points |
Fails to identify 3 areas of knowledge deficit contained in Health History; validates findings using textbook (cites source)
22-24 |
Does not validate findings with textbook
0-21 |
| Nursing Care Plan | ||||
| Diagnosis
30 points |
Diagnosis properly writtenin NANDA termsand reflects an illness, risk for illness or a wellness diagnosis.
27-30 points |
Diagnosis not written in NANDA terms or does not reflect an illness, risk for illness or a wellness diagnosis. 25-26 points | Diagnosis not written in NANDA termsand does not reflect an illness, risk for illness or wellness diagnosis.
22-24 |
Diagnosis is not documented
0-21 |
| Plan
30 points |
Goal realistic; outcome measurable and timed. Cultural considerations are identified and addressed.
27-30 points |
Goal realistic but outcome not measurable or timed. Cultural considerations are mostlyaddressed
25-26 points |
Goal somewhat realistic; outcome not measurable or timed. Cultural considerations are barely addressed.
22-24 |
Goal is not documented; cultural considerations are not adequately addressed
0-21 |
| Intervention
30 points |
Interventions will aid in achievement of outcome; sound, rationale provided
27-30 points |
Interventions will aid in achievement of outcome; rationale provided but not necessarily sound
25-26 points |
Interventions incomplete and rationale provided but not necessarily sound
22-24 |
Interventions will not support outcome achievement; no rationale provided
0-21 |
| Evaluation
30 points |
Criteria listed to thoroughly evaluate effectiveness of health education
27-30 points |
Criteria listed mostly evaluates effectiveness of health education
25-26 points |
Criteria listed partially evaluates effectiveness of health education
22-24 |
No evaluation criteria listed
0-21 |
| CLARITY OF WRITING
10 points |
No grammar, spelling, or syntax errors. Writes logically in complete sentences.
10 points |
No more than 2 errors of any type
8-9 points |
2-3 errors of any type
6-7 points |
3 or more errors of any type
0-5 points |
| Total Points Possible = 250 points | ||||
BOOK
D’Amico, Donita, and Colleen Barbarito. Health & Physical Assessment in Nursing, 2nd Edition.Pearson Learning Solutions, 2010.VitalBook file.
