Sample Answer for NU 665B Week 7 Discussion 1: Teen Type 1 Diabetic Patient Included After Question
Initial Post
You are working in a family practice when your newly diagnosed Type 1 diabetic patient comes in. Parker is a 13-year-old male and is accompanied by his mother, Diane. The mother and patient report that he is “devastated” by his new diagnosis and that he hasn’t been going out with his friends or participating in any of his previous activities. You suspect he might be experiencing depression. His fasting glucose in the office today is 275.
Complete the following:
Initial Post by Wednesday (Day 3) at 11:59 p.m.
List 10 to 20 additional pieces of subjective information you need to elicit from the mother and patient to help formulate your differential diagnoses and plan. You may not ask questions that were already addressed in the HPI/ROS. You will need two scholarly references for the questions you ask. See the rubric for more detail.
What would be an appropriate screening tool for this patient? Include this in addition to your 10 to 20 questions.
Initial Response Post by Friday (Day 5) 11:59 p.m. Choose a classmate’s questions to answer:
Choose a classmate’s questions to answer.
Every peer post should have only one response post. Please do not reply to a peer if a response is already posted.
You are answering as the patient. Make it case-appropriate but imaginative. Be creative and answer thoroughly. No references are needed.
Reply Posts
Reflective Response Post by Sunday (Day 7). Please respond with the following:
Two appropriate developmental milestones and rationales with references. For each milestone, explain why this is appropriate and how it was/would be assessed.
Two differential diagnoses and rationales with references. Support your answers with references.
Create a plan of care for that patient.
Plan must include pharmacology, non-pharmacology, labs/diagnostics, referrals/interprofessional communications, patient education (10 to 15 individual items minimum), and follow-up.
Make sure to pick one health maintenance item for this patient (primary or secondary) and explain to the patient why this is important.
Address one existing or potential social determinant of health for this patient during your visit. How will you help the patient overcome this obstacle to health care?
List four school/sports-related patient education/management education topics that need to be covered during the visit. Support each topic with a rationale. Also, create a plan of care for this patient, adjusting medications and creating appropriate referrals.
Please refer to the Grading Rubric for details on how this activity will be graded.
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A Sample Answer For the Assignment: NU 665B Week 7 Discussion 1: Teen Type 1 Diabetic Patient
Title: NU 665B Week 7 Discussion 1: Teen Type 1 Diabetic Patient
Simulated Office Visit Assignment Rubric
Note: Scholarly resources are defined as evidence–based practice, peer–reviewed journals; textbook (do not rely solely on your textbook as a reference); and National Standard Guidelines. Review assignment instructions, as this will provide any additional requirements that are not specifically listed on the rubric.
CriteriaExemplary
Exceeds ExpectationsAdvanced
Meets ExpectationsIntermediate
Needs ImprovementNovice
InadequateTotal PointsInitial PostPost includes 10–20 questions of subjective information that are appropriate for the patient vignette. Questions are targeted toward the content of the vignette.
Questions are supported by appropriate references.
Initial Post by Wednesday (Day 3) at 11:59 p.m.
30 pointsPost includes questions of subjective information that are appropriate for the patient vignette. Questions are general and NOT targeted toward the content of the vignette.
Questions are supported by appropriate references.
Initial Post by Wednesday (Day 3) at 11:59 p.m.
26 pointsPost includes less than 10–20 questions of subjective information and/or are not appropriate for the patient vignette. Questions are vague.
Questions are supported by appropriate references.
Initial Post is late.
23 pointsPost includes less than 10–20 questions of subjective information and/or are not appropriate for the patient vignette. Questions are vague or not appropriate for patients.
Questions are NOT supported by appropriate references.
Initial Post is late.
20 points30Initial Response PostStudent answers ALL peer’s questions appropriately, as the patient. Answers drive discussion and analysis forward.
Initial Response Post by Friday (Day 5) 11:59 p.m.
30 pointsStudent answers ALL peer’s questions appropriately, as the patient. Answers struggle to drive discussion and analysis forward.
Initial Response Post by Friday (Day 5) 11:59 p.m.
26 pointsStudent does not answer ALL questions appropriately or from patient perspective.
Initial Response Post by Friday (Day 5) 11:59 p.m.
23 pointsStudent does not answer ALL questions appropriately or from patient perspective. Questions are irrelevant or do not makes sense.
Initial Response Post is late.
20 points30Reflective Response PostStudent replies to additional post with 4 appropriate differentials and rationale that are well supported by evidence.
Appropriate and evidence–based plan of care is developed for one differential; supported by references.
Reflective Response Post due by Sunday (Day 7) 11:59 p.m.
30 points1–2 minor omissions from differentials or plan of care. These do not constitute missing must not miss differentials or safety issues.
Reflective Response Post due by Sunday (Day 7) 11:59 p.m.
26 points3+ minor omissions from differentials or plan of care. These do not constitute missing must not miss differentials or safety issues.
Reflective Response Post due by Sunday (Day 7) 11:59 p.m.
23 points1–2 major omissions from differentials or plan of care. These constitute missing must not miss differentials or safety issues.
Reflective Response Post due by Sunday (Day 7) 11:59 p.m.
Responses after Day 7 will not receive any credit.
20 points30OrganizationWell–organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas.
5 pointsOrganized content with minimal issues in content flow.
4 pointsPoor organization, and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work.
3 pointsIllogical flow of ideas. Missing significant content. Prose rambles. Purpose statement is unclear or missing.
Demonstrates incomplete understanding of content and/or inadequate preparation.
2 points5APA, Grammar, and SpellingCorrect APA formatting with no errors.
There are no spelling, punctuation, or word–usage errors
5 pointsCorrect and consistent APA formatting of references and cites all references used. No more than two unique APA errors.
The writer demonstrates correct usage of formal English language in sentence construction. Variation in sentence structure and word usage promotes readability.
There are minimal to no grammar, punctuation, or word–usage errors.
4 pointsThree to four unique APA formatting errors.
The writer occasionally uses awkward sentence construction or overuses/inappropriately uses complex sentence structure. Problems with word usage (evidence of incorrect use of thesaurus) and punctuation persist, often causing some difficulties with grammar. Some words, transitional phrases, and conjunctions are overused.
Multiple grammar, punctuation, or word usage errors.
3 pointsFive or more unique formatting errors or no attempt to format in APA.
The writer demonstrates limited understanding of formal written language use; writing is colloquial (conforms to spoken language).
The writer struggles with limited vocabulary and has difficulty conveying meaning such that only the broadest, most general messages are presented.
Grammar and punctuation are consistently incorrect. Spelling errors are numerous.
2 points5Total Points100
