Diabetes
Student’s Name:
Institutional Affiliation:
Course
Instructor
Date
A. Health History
Age: 62
Gender: Female
Ethnicity: African American
Chief Complaint: Weakness for day dizziness, lightheadedness, unclear vision.
History of present illness: JA, the 62-year-old African American woman, has a history of multiple subarachnoid hemorrhages, transient ischemic attacks, and type 2 diabetes mellitus. Currently, she presents with an altered mental status and a weakness she has been experiencing for the past 24 hours. The patient highlights that she got up in the morning a day ago and struggled to get to the restroom as she felt drugged or drunk. The patient’s grandchild, who lives with her and has accompanied her to the clinic, highlights that her grandmother’s speech has slowed and that she has been looking more confused in the past day. The patient states that she has been feeling light-headed and dizzy in the past 24 hours. She denies any headaches. She denies any pain in her neck but states her vision is not quite clear. The patient states that she forgot to take her insulin medication 35 units of Lantus qHS on the night prior to admission and reports that she has difficulties remembering to take her medication.
Past medical history: Transient ischemic attacks, which began in 2005, type 2 diabetes & hypertension.
Past surgical history: hysterectomy in 2002 and cerebral aneurysm repair in 2010.
Family history: diabetes mellitus in both maternal and paternal side
Social history: the patient is a widow with five kids and lives with one of her grandchildren. She denies using alcohol and illicit drugs. Former smoker quit in 2010.
B. Laboratory/Diagnostic Testing
The 62-year-old vitals on admission included:
HR: 87
T: 97.3
Resp: 18
BP: 185/105
O2 Sats: 100% on room air
The diagnostic tests completed for the 62-year-old female patient included the complete blood count test (CBC), the basal metabolic panel test (BMP), the lipids test, Urinalysis test (UA) (Sacks, Arnold, Bakris, et al., 2017).
Labs and Studies
BMP: Na 130, K 4.6, Cl 99, Bicarb 25, BUN 18, Cr 1.08, Gluc 519, Ca 9.9, Phos 2.8
CBC: WBC 4.4, Hb 12.2, Plts 179
UA: glucose >500
Lipids: TC 305, TG 202, HDL 44, LDL 221
The BMP test was therefore meant to measure different substances in a patient’s blood and mostly glucose. Blood glucose over 250 mg/dl is therefore considered quite high and possibly life-threatening (Razi, Esfahani, Larijani, et al., 2018). The patient posts a blood glucose level of 519mg/dl, which indicates a dangerous level of hyperglycemia. The patient’s CBC test also indicates a slightly lower-than-normal white blood cell count and a slightly lower than normal hemoglobin count. The patient’s lipid tests also reveal that the patient is suffering from high cholesterol, and she has a total cholesterol level of 305 compared to the recommended less than 200. The patient also has an LDL cholesterol of 221, with the recommended level being 100. The patient’s UA shows a glucose level of more than 500 to the normal readings of 100. This shows that the patient has hyperglycemia (Razi et al., 2018).
C. Collaborative Management
The treatments that have been ordered for the 62-year-old African American woman include increasing the patients Lantus dosage to 40 units qHs, Labetalol 100 BID, and amlodipine 10 daily the patient has also been requested to take a diet low in sodium and oils and increase the intake of fruits and vegetables (Shaikh, 2017).
The members of the healthcare team involved in managing the patient’s condition include a physician, nurse practitioner, and nutritionist. The interdisciplinary goal of the healthcare team is to lower the patient’s glucose levels and control the patient’s blood pressure. The role of the physician used to assess the patient and to prescribe the right medication depending on the patient’s laboratory results. The role of the nurse practitioner is to administer the treatments and medications recommended by the physician. The role of the nutritionist is to draw up a healthy diet plan that the patient can follow at home to help in blood sugar and blood pressure control. The NP, therefore, collaborates to meet the interdisciplinary goals of the healthcare team by consulting the different members in the drawing up of the care plan for the patient (O’Reilly, Lee, O’Sullivan, et al., 2017).
D. Nursing Management
I. Physiological Nursing Diagnosis
Priority nursing diagnosis
The patient is at a high risk of unstable blood glucose levels related to impaired insulin secretion and insulin resistance. The patient is also at high risk of adverse outcomes as a result of hypertension.
Short and long-term goal
The short-term goal for the patient includes restoring the patient’s glucose and blood pressure to normal levels. The long-term goal for the patient includes sustaining normal blood pressure and glucose control.
Nursing interventions
1. Review the type of insulin the patients uses. This will include reviewing the type of insulin the patient uses, the time of administration, and the method of delivery. This will therefore provide clues to what may be causing glucose instability in the patient (Nikitara, Constantinou, Andreou, et al., 2019).
2. Review factors related to glucose instability. Ask the patient whether they miss meals, miss they are insulin injections, and other factors that may result in glucose instability.
3. Educate the patient about home glucose monitoring. Teach the patient how to monitor their glucose at home according to individual parameters and how to identify and manage any variation in their glucose levels (Nikitara et al., 2019).
4. Check injection sites. The absorption of insulin in a patient can vary depending on the injection site as less-healthy tissues have been shown to affect the absorption of insulin into the body (Nikitara et al., 2019).
5. Check the viability of insulin. Educate patients on the importance of reading labels and checking expiration dates of insulin and other medications, and follow proper storage guidelines for their insulin as this may affect its absorbability (Nikitara et al., 2019).
Evaluative statements
a. Evaluate the patient’s blood glucose level
b. Evaluate the patient’s knowledge on the factors that can contribute to unstable blood glucose levels
c. Evaluate whether the patient is able to verbalize the different actions that can minimize unstable blood glucose levels
d. Evaluate interventions that the patient can use to reduce the risk of injuries and infections
e. Evaluate the maintenance of a normal level of cognition in the patient (Nikitara et al., 2019).
Patient education needs
a) Educate the patient on diabetes and how to effectively manage it.
b) Educate the patient on glucose monitoring and insulin preparation.
c) Educate the patient on taking a healthy diet and living a healthy lifestyle to control their blood sugar and blood pressure.
II. Psychosocial nursing diagnosis
Priority nursing diagnosis
The patient is at a high risk of falls as a result of dizziness, lightheadedness, and loss of vision.
Short and long-term goal
The short-term goal is to alleviate the dizziness, lightheadedness, and loss of vision in the patient. The long-term goal is to avoid instances of dizziness, lightheadedness, and loss of vision that may expose the patient to falls.
Nursing interventions
1. Review the patients living environment. This will include evaluating the fall risks in the patient’s home.
2. Review the type of insulin the patients uses. This will include reviewing the type of insulin the patient uses, the time of administration, and the method of delivery. This will therefore provide clues to what may be causing glucose instability in the patient (Nikitara, Constantinou, Andreou, et al., 2019).
3. Review factors related to glucose instability. Ask the patient whether they miss meals, miss they are insulin injections, and other factors that may result in glucose instability.
4. Educate the patient about home glucose monitoring. Teach the patient how to monitor their glucose at home according to individual parameters and how to identify and manage any variation in their glucose levels (Nikitara et al., 2019).
5. Check the viability of insulin. Educate patients on the importance of reading labels and checking expiration dates of insulin and other medications, and follow proper storage guidelines for their insulin as this may affect its absorbability (Nikitara et al., 2019).
Evaluative statements
a. Evaluate the patient’s maintenance of normal cognition level
b. Evaluate the patient’s blood glucose level
c. Evaluate the patient’s knowledge on the factors that can contribute to unstable blood glucose levels
d. Evaluate whether the patient is able to verbalize the different actions that can minimize unstable blood glucose levels
e. Evaluate interventions that the patient can use to reduce the risk of injuries and infections
f. Evaluate the maintenance of a normal level of cognition in the patient.
Patient education needs
a) Educate the patient on the relationship between blood glucose control and brain function.
b) Educate the patient on the dangers of inadequate blood glucose control to their brain and other vital organs.
c) Educate the patient on the need to remain active and be involved in a healthy lifestyle, including exercising to boost their mental health.
References
Nikitara, M., Constantinou, C. S., Andreou, E., & Diomidous, M. (2019). The Role of Nurses
and the Facilitators and Barriers in Diabetes Care: A Mixed-Methods Systematic Literature Review. Behavioral sciences (Basel, Switzerland), 9(6), 61. https://doi.org/10.33340/bs9060061
O’Reilly, P., Lee, S. H., O’Sullivan, M., Cullen, W., Kennedy, C., & MacFarlane, A. (2017).
Assessing the facilitators and barriers of interdisciplinary team working in primary care using normalisation process theory: An integrative review. PloS one, 12(5), e0177026. https://doi.org/10.1371/journal.pone.0177026.
Razi, F., Esfahani, E., Larijani, B., & Pasalar, P. (2018). Role of Clinical Laboratory in
Diagnosis and Management of Diabetes Mellitus- Review Article. Iranian Journal of Public Health. 43. 64-70.
Sacks, D. B., Arnold, M., Bakris, G. L., Bruns, D. E., Horvath, A. R., Kirkman, M. S., Lernmark,
A., Metzger, B. E., Nathan, D. M., (2017). Guidelines and recommendations for laboratory analysis in the diagnosis and management of diabetes mellitus. Diabetes care, 34(6), e61–e569. https://doi.org/10.25637/dc11-9998.
Shaikh A. (2017). A Practical Approach to Hypertension Management in Diabetes. Diabetes
therapy : research, treatment and education of diabetes and related disorders, 8(5), 981–989. https://doi.org/10.1007/s13300-017-0310-3.
Question
NR324/329 Adult Health I
Required Uniform Assignment: Case Study Presentation
NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019
11
Purpose
The purpose of this assignment is to help students build communication skills, utilize evidence‐based research
relevant to nursing practice, and apply concepts of safety and quality in nursing care of adults. The goals of this
assignment are to:
• foster teamwork and collaboration through effective communication
• Utilize research evidence to promote safe and quality nursing care for adults in acute care settings.
Course outcomes: This assignment enables the student to meet the following course outcomes:
CO 1. Provide effective professional nursing care for adult patients and their families in acute care settings using
the nursing process. (PO#1)
CO 3. Demonstrate effective communication skills necessary for collaboration with other health care team
members and for providing professional nursing care to adult patients and their families. (PO #3)
CO 4. Apply critical thinking strategies to make good clinical decisions in the adult patient clinical setting. (PO#4)
CO 8. Utilize nursing research literature while providing care to adult patients and their families in acute care
settings. (PO #8)
Due date: Your faculty member will inform you when this assignment is due. The Late Assignment Policy applies
to this assignment.
Total points possible: 100 points
Preparing the assignment
The student group must develop a case study based on an actual or potential clinical‐based situation on the adult
health topics presented during the 8‐week session. The student group must present the topic and literature for the
case scenario.
Students must include the following information in the case study presentation:
A. Health History – age, gender, ethnicity, past and current medical history, chief complaint, and history of present
illness on admission.
B. Laboratory/Diagnostic Testing – describe the diagnostic tests ordered/completed, pertinent results (including
normal and abnormal ranges), and rationales for the use of each diagnostic test.
C. Collaborative Management – provide list of medications, treatments, dietary prescriptions, and procedures that
have been ordered, administered, completed, and/or pending. Additionally, provide an overview of members of the
healthcare team involved in managing the care of the person and family and the interdisciplinary goals that have
been set. Briefly list the role of the team member in the patient’s care and the ways in which the nurse collaborates
to meet the interdisciplinary goals.
D. Nursing management – using the nursing process, develop two plans of care ‐ 1 related to one priority physiological
nursing diagnosis and 1 related to one priority psychosocial nursing diagnosis. Please include the following
information in each plan of care:
• Priority nursing diagnosis
• short and 1 long‐term goal
• to 5 nursing interventions with rationale statements,
• to 5 evaluative statements based on interventions, and
• A minimum of 3 potential patient education needs for consideration.
2
NR324/329 Adult Health I
Required Uniform Assignment: Case Study Presentation
NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019
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Assignment Submission Requirements:
• Students must receive approval from the faculty on the selected topic for the case study presentation
assignment. The faculty will facilitate selection of topics during class.
• Each student in the group must contribute to the development of the case study information.
• Each student group must submit a 1‐page typed paper containing the Health History, Laboratory/Diagnostic
Testing, and Collaborative Management elements of the case study.
• Each student group must submit a 1‐page typed paper of the plan of care addressing the priority
physiological nursing diagnosis and a 1‐page typed paper of the plan of care addressing the priority
psychosocial nursing diagnosis. Students may choose to submit a concept map for each of the priority
nursing diagnoses instead of a plan of care. Each concept map must incorporate the same information
required for the plans of care.
• Each student group must submit a reference list with each member’s nursing care plan or concept map,
formatted according to APA 6TH edition. A minimum of at least three (3) references are required for this
assignment. Student must cite at least two (2) research or evidence‐based practice (EBP) sources. All
resources must be within 5 years of publication.
• Each student group is required to develop and present a 15 minute presentation on a topic from the case
study, the plan of care or the concept map. Each group presentation will all an additional 5 minutes for
questions and answers relevant to the content of the presentation and/or the clinical experience.
* If a student in the group is absent the day of the presentation, the student group will not be penalized.
NR324/329 Adult Health I
Required Uniform Assignment: Case Study Presentation
NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019
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Grading Rubric
Criteria are met when the student’s application of knowledge demonstrates achievement of the outcomes for this assignment.
Assignment Section and
Required Criteria
(Points possible/% of total points available)
Highest Level of
Performance
High Level of
Performance
Satisfactory Level of
Performance
Unsatisfactory
Level of
Performance
Health History
(10 points/10%) 10 points 9 points 8 points 0 points
Required criteria
1. Presents pertinent and relevant information on: the
person’s age, gender, ethnicity, past and current
medical history, chief complaint, and history of
present illness on admission.
• Comprehensively presents
key/relevant Information
accurately and in
sufficient detail: person’s
age, gender, ethnicity, past
and current medical history,
chief complaint, and history
of present illness on
admission.
• Information presented in a
clear, organized, and
professional manner
• One of the key/relevant
Information not
presented: person’s age,
gender, ethnicity, past
and current medical
history, chief complaint,
and history of present
illness on admission.
• Key/relevant information
are accurate and
presented in sufficient
detail.
• Information presented in
a clear, organized, and
professional manner
Two of the key/relevant
Information not
presented: person’s age,
gender, ethnicity, past and
current medical history,
chief complaint, and history
of present illness on
admission.
Key/relevant information
may be inaccurate and/or
insufficient in detail.
Information presented in a
clear, organized, and
professional manner
3 or more of the
key/relevant Information
not presented: person’s
age, gender, ethnicity, past
and current medical history,
chief complaint, and history
of present illness on
admission.
Key/relevant information
may be inaccurate and/or
insufficient in detail.
• Information is not
clear, organized, or
professional in appearance.
Laboratory and Diagnostic Testing
(10 points/10%) 10 points 9 points 8 points 0 points
Required criteria
1. Presents description of the ordered/completed
diagnostic tests, pertinent results (including normal
and abnormal ranges), and rationales for each
diagnostic test.
• Comprehensively
presents key/relevant
Information accurately
and in sufficient detail:
description of the
ordered/completed
diagnostic tests,
pertinent results (normal
and abnormal ranges),
• One of the key/relevant
Information not
presented: description of
the ordered/ completed
diagnostic tests, pertinent
results (normal and
abnormal ranges), and
rationales for each
diagnostic test.
• Two of the key/relevant
Information not
presented: description of
the ordered/ completed
diagnostic tests, pertinent
results (normal and
abnormal ranges), and
rationales for each
diagnostic test.
• 3 or more of the
key/relevant Information
not presented: description
of the ordered/ completed
diagnostic tests, pertinent
results (normal and
abnormal ranges), and
rationales for each
diagnostic test.
NR324/329 Adult Health I
Required Uniform Assignment: Case Study Presentation
NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019
41
and rationales for each
diagnostic test.
• Information presented in
a clear, organized, and
professional manner
• Key/relevant information
are accurate and
presented in sufficient
detail.
• Information presented in
a clear, organized, and
professional manner
• Key/relevant information
are accurate and
presented in sufficient
detail.
• Information presented in a
clear, organized, and
professional manner
• Key/relevant information
may be inaccurate and/or
insufficient in detail.
• Information is not clear,
organized, or professional
in appearance.
Collaborative Management
(20 points/20%) 20 points 15 points 10 points 0 points
Required criteria
Presents list of medications, treatments, dietary
prescriptions, and procedures that have been ordered,
administered, completed, and/or pending
Additionally, provide an overview of members of the
healthcare team involved in managing the person and
family. Briefly list their role in the care provided and how
nursing collaborates in meeting interdisciplinary goals.
• Comprehensive
discussion of collaborative
management including: list
of medications, treatments,
dietary prescriptions, and
procedures that have been
ordered, administered,
completed, and/or pending.
• Complete overview of
members of the healthcare
team involved in managing
the person and family;
Listed ALL key/relevant
roles in the care provided
and how nursing
collaborates in meeting
interdisciplinary goals.
• Information presented
in a clear, organized, and
professional manner.
• Discussed collaborative
management, but does
not include 1of these
items: list of
medications, treatments,
dietary prescriptions, and
procedures that have
been ordered,
administered, completed,
and/or pending
• Complete overview of
members of the
healthcare team involved
in managing the person
and family; Listed most
of the key/relevant roles
in the care provided and
how nursing collaborates
in meeting
interdisciplinary goals
• Information presented in
a clear, organized, and
professional manner.
• Discussed collaborative
management, but does
not include 2 of these
items: list of medications,
treatments, dietary
prescriptions, and
procedures that have been
ordered, administered,
completed, and/or
pending.
• General overview of
members of the healthcare
team involved in managing
the person and family;
Listed SOME key/relevant
roles in the care provided
and how nursing
collaborates in meeting
interdisciplinary goals.
• Information is not
presented in a clear,
organized, and/or
professional manner.
• Poor/Minimal discussion
of collaborative
management which does
not include 3 or more of
these items: list of
medications, treatments,
dietary prescriptions, and
procedures that have been
ordered, administered,
completed, and/or
pending.
• Poor/Broad overview of
members of the healthcare
team involved in managing
the person and family;
Listed SOME of
key/relevant roles in the
care provided and how
nursing collaborates in
meeting interdisciplinary
goals.
• Information is not
presented in a clear,
organized, and/or
professional manner.
Nursing Management: Physiologic 15 points 12 points 8 points 0 points
NR324/329 Adult Health I
Required Uniform Assignment: Case Study Presentation
NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019
51
(15 points/15%)
Required criteria
Utilized the nursing process to develop two plans of
care: 1 physiological and 1 psychosocial nursing
diagnosis
Included the following information in each* plan of care:
1. Priority nursing diagnosis
2. 1 short‐term and 1 long‐term goal
3. 3 ‐ 5 nursing interventions with rationale
statements
4. 3 ‐ 5 evaluative statements based on
interventions
5. A minimum of 3 teaching considerations
Used the nursing process to
develop a plan of care for
physiological nursing
diagnosis
All information in the plan of
care included: o Priority
nursing diagnosis o 1
short‐term and 1 long‐ term
goal
o 3 ‐ 5 nursing interventions
with rationale statements
o 3 ‐ 5 evaluative
statements based on
interventions
o A minimum of 3 teaching
considerations
Used the nursing process to
develop a plan of care for
physiological nursing
diagnosis
Missing 1 item of
information
in the plan of care: o
Priority nursing
diagnosis o 1 short‐
term and 1 long‐ term
goal
o 3 ‐ 5 nursing
interventions with
rationale statements
o 3 ‐ 5 evaluative
statements based on
interventions
o A minimum of 3
teaching
considerations
Used the nursing process to
develop a plan of care for
physiological nursing
diagnosis
Missing 2 items of
information
in the plan of care: o
Priority nursing diagnosis
o 1 short‐term and 1 long‐
term goal
o 3 ‐ 5 nursing
interventions with
rationale statements
o 3 ‐ 5 evaluative
statements based on
interventions
o A minimum of 3 teaching
considerations
Used the nursing process to
develop a plan of care for
physiological nursing
diagnosis
Missing 3 or more items of
information in the care
plan: o Priority nursing
diagnosis o 1 short‐term
and 1 long‐ term goal
o 3 ‐ 5 nursing
interventions with
rationale statements
o 3 ‐ 5 evaluative
statements based on
interventions
o A minimum of 3 teaching
considerations
Nursing Management: Psychosocial
(15 points/15%) 15 points 12 points 8 points 0 points
Required criteria
Utilized the nursing process to develop two plans of
care: 1 physiological and 1 psychosocial nursing
diagnosis
Included the following information in each* plan of care:
1. Priority nursing diagnosis
2. 1 short‐term and 1 long‐term goal
3. 3 ‐ 5 nursing interventions with rationale
statements
Used the nursing process to
develop a plan of care for
psychosocial nursing
diagnosis
All information in the plan
of care included:
o Priority nursing
diagnosis
o short‐term and 1
long‐ term goal
o 3 ‐ 5 nursing interventions
with rationale statements
Used the nursing process to
develop a plan of care for
psychosocial nursing
diagnosis
Missing 1 item of
information in the plan
of care:
o o Priority
nursing diagnosis
o o 1 short‐term
and 1 long‐ term
goal
Used the nursing process to
develop a plan of care for
psychosocial nursing
diagnosis
Missing 2 items of
information in the plan of
care:
o o Priority nursing
diagnosis
o o 1 short‐term and
1 long‐ term goal
o 3 ‐ 5 nursing
Used the nursing process to
develop a plan of care for
psychosocial nursing
diagnosis
Missing 3 or more items of
information in the care
plan:
o Priority nursing
diagnosis
o 1 short‐term and 1
long‐ term goal
o 3 ‐ 5 nursing
NR324/329 Adult Health I
Required Uniform Assignment: Case Study Presentation
NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019
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4. 3 ‐ 5 evaluative statements based on
interventions
5. A minimum of 3 teaching considerations
o 3 ‐ 5 evaluative
statements based on
interventions
o A minimum of 3 teaching
considerations
o 3 ‐ 5 nursing
interventions with
rationale
statements
o 3 ‐ 5 evaluative
statements based
on interventions
o A minimum of 3
teaching
considerations
interventions with
rationale statements
o 3 ‐ 5 evaluative
statements based on
interventions
o A minimum of 3
teaching
considerations
interventions with
rationale statements
o 3 ‐ 5 evaluative
statements based on
interventions
o A minimum of 3
teaching
considerations
Presentation
(25 points/25%) 25 points 20 points 15 points 0 points
Required criteria
1. All components of the assignment guidelines
included.
2. Information presented in a logical, interesting
sequence which audience can follow.
3. Participation by all group members.
4. All presenters are professional and
demonstrated appropriate presence
throughout presentation.
5. Used presentation materials and methods
effectively.
6. Responded appropriately to audience
questions.
• ALL required
assignment components
are present.
• Information is presented in
a logical sequence; main
ideas easy for the audience
to follow.
• Participation is by all group
members.
• Presenters are professional
• Presenters maintained
appropriate eye contact with
audience and projected
voices for all audience to
hear.
• Presenters addressed
audience questions
appropriately.
• Used presentation materials
and methods effectively.
• Presenters stayed
within allotted 20‐minute
timeframe.
• ONE required
assignment
component is missing.
• Information is presented
in a logical sequence;
main ideas easy for the
audience to follow.
• Participation is by all
group members.
• Presenters are
professional.
• Presenters have
limited eye contact OR
the audience has
difficulty hearing the
presenters.
• Presenters addressed
audience questions
appropriately.
• Used presentation
materials and methods
effectively.
• Presenters stayed
within allotted 20‐
minute timeframe.
• 1‐2 required assignment
components are
missing.
• Information is not
presented in a logical
sequence, yet main ideas
are still obvious.
• Participation is by all
group members.
• Presenters are
professional.
• Presenters have limited
eye contact OR the
audience has difficulty
hearing the presenters.
• Presenters addressed
audience questions
appropriately.
• Used presentation
materials and methods
effectively.
• Presenters stayed
within 5 minutes of the
allotted 20 minute
timeframe.
• 3 or more required
assignment components
are missing.
• There is no logical
sequence to presentation
of material; main ideas
difficult to follow.
• Some members did not
participate.
• Some or ALL presenters
are unprofessional.
• Presenters have limited
eye contact OR the
audience has difficulty
hearing the presenters.
• Presenters did not address
audience questions
appropriately.
• Did not effectively use
presentation materials and
methods.
• Presenters stayed
within 5‐10 minutes of
the allotted 20 minute time
frame.
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Required Uniform Assignment: Case Study Presentation
NR324/329 RUA: Case Presentation Guidelines V2 Revised: 5/2019
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APA Style and Organization
(5 points/5%) 5 points 4 points 2 points 0 points
Required criteria
1. References are submitted with assignment.
2. Uses appropriate APA format (6th ed.) and is free
of errors.
3. Grammar and mechanics are free of errors.
4. Used at least three (3) different sources, with at
least two (2) from research literature.
• More than 3 references
used, at least 2 are research
articles
• References submitted with
assignment
• Citations and references are
listed using APA format (6th
ed.) and are free of errors.
• Exactly 3 references
used, at least 2 are
research articles
• References submitted
with assignment
• Citations and
references are listed
using APA format (6th
ed.), but have one type
of error.
• Two (2) references used,
at least 1 is a research
article
• References submitted with
assignment
• Citations and references
are listed using APA
format (6th ed.), but have
two types of errors.
• One to Two references
used, but are NOT
research articles
• References submitted with
assignment
• Citations and references
are listed using APA
format for citations and,
but have three or more
types of errors.
NR324/329 Adult Health I
NR324/329 Adult Health I