Order ID:89JHGSJE83839 | Style:APA/MLA/Harvard/Chicago | Pages:5-10 |
Instructions:
MN 511 Clinical Assessment and Clock Driving Test Analysis
Please take a moment to watch this Assignment Introduction, or read the presentation transcript.
Outcomes addressed
MN585-04: Design age-appropriate health maintenance and screening plans for the frail elderly patients across the lifespan.
Purpose
One of the greatest challenges for nurse practitioners is determining when a frail elderly patient is no longer capable of performing certain tasks with safety. For example, this is particularly relevant issue when a frail elderly patient is still
driving and family members do not want to take their car keys away. Nurse practitioners have a legal and ethical obligation to meet standards of care and while many decisions like taking the driver’s license of a frail elderly patient may not be
popular it is necessary to protect not only the patient but society as well. The purpose of this assignment is to help the student become familiar with the Clock Drawing Test (CDT) and determine its relevance and significance in making
critical and important decisions in patient care when dealing with the frail elderly population.
Instructions
Administer the Clock Drawing Test (CDT) to an elderly patient > 75 years of age to test the patient’s executive level of functioning to determine whether or not this patient should be allowed to drive. Submit a copy of the CDT result.
Score the CDT.
Provide a summary report of the CDT Test including planning (circle size), organizing (placement of numbers) sequencing (inclusion of all numbers in the correct order) and abstraction (hands of the clock placement and length).
Should this patient be allowed to drive? Why/why not?
Describe your area of greatest learning from completing this assignment.
MN 511 Clinical Assessment and Clock Driving Test Analysis
RUBRIC |
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Excellent Quality 95-100%
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Introduction
45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Literature Support 91-84 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned. |
Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met. |
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Average Score 50-85% |
40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided. |
83-76 points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration. |
52-49 points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met. |
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Poor Quality 0-45% |
37-1 points The background and/or significance are missing. No search history information is provided. |
75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration. |
48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met |
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