concept process

Basic concept: Hypoxia

system disorder: anemia

NR283 Pathophysiology

Concept Process Assignment Guidelines

PURPOSE
To integrate and build on basic concepts in support of critical thinking.

COURSE OUTCOMES This assignment enables the student to meet the following course outcomes.
o Correlate lifestyle, environmental, and other influences with changes in levels of wellness. (POs 1 and 7)
o Explain the pathophysiologic processes of select health conditions. (PO 1)
o Predict clinical manifestations and complications for select disease processes. (POs 1 and 8)

DUE DATE
Refer to Course Calendar for details. The Late Assignment Policy applies to this assignment.

TOTAL POINTS POSSIBLE
5

0 Points

REQUIREMENTS
Access to ATI Active Learning Templates

PREPARING THE ASSIGNMENT
Obtain the Active Learning Template titled “Basic Concepts” and “Systems Disorder” from your ATI Account

DIRECTIONS AND ASSIGNMENT CRITERIA
Select a pathophysiology concept that you have not previously completed an active learning template for. Some

examples include but are not limited to: pathophysiology, etiology, iatrogenic, exogenous, prevention, mortality,

morbidity, manifestations, symptoms, communicable diseases, apoptosis, hyperplasia, ischemia, impaired gas

exchange, impaired mobility, or impaired perfusion.

Complete the three areas of the template describing in detail this concept.

Select a disease process from the current organ system you are studying, that you have not previously

completed an active learning template for. Some examples include but are not limited to: pneumonia, heart

failure, hyperthyroidism, colon cancer, renal failure, arthritis.

Complete the top three boxes, the Assessment and Safety Concerns area of the form. Be prepared to submit,

present and/or teach this concept to others based on your faculty member’s instructions. In addition, complete

as much of the Patient Centered Care area as you are able based on your own research and/or collaboration

with your peers or faculty.

Create a 1 page analysis describing how the selected concept relates to the selected systems disorder. Be

prepared to present and/or submit your paper.

NR281/282/283 Pathophysiology

NR 283 Concept Process Assignment Guidelines Revised 7/20/2018 ew 2

The following is an example to help clarify the assignment guidelines:

After completing the two templates below, the analysis paper might include a discussion of how immobility will

affect the particular selected disorder (in this case fracture). The analysis might include how immobility will

increase complications if patient is unable to walk, or if the patient does not have access to a walker. It may also

include the possibility the patient will be immobile in a bed right after surgical repair, and how this may affect

the outcome of the patient. Furthermore, highlights on how a specific patient age could affect immobility (i.e.

elderly are more likely to fracture hips). Reviewing how immobility may affect other types of fractures could be

included.

NR281/282/283 Pathophysiology

NR 283 Concept Process Assignment Guidelines Revised 7/20/2018 ew 3

NR281/282/283 Pathophysiology

NR 283 Concept Process Assignment Guidelines Revised 7/20/2018 ew 4

Assignment
Criteria

Points % Description

Complete Basic
Concept

Template

15 30 Complete the entire template. Be ready to submit, present, and/or
teach this concept to others.

Complete
Systems
Disorder
Template

15 30 Complete the entire template. Be ready to submit, present, and/or
teach this concept to others.

Write Reflection
Analysis on how
the concept and
disease relate to

each other.

15 30 Complete the analysis. Be ready to submit, present, and/or teach this
concept to others.

Overall Spelling,
Grammar,

Presentation,
and Legibility

5 10 Grammar, capitalization, punctuation, spelling, and legibility.

Total 50 100

NR 283 Pathophysiology

NR 283 Concept Process Assignment Guidelines Revised 7/20/2018 ew 5

GRADING RUBRIC

Assignment Criteria Outstanding or Highest Level of
Performance

A (92–100%)

Very Good or High Level of
Performance

B (84–91%)

Competent or Satisfactory Level of
Performance

C (76–83%)

Poor, Failing or Unsatisfactory Level
of Performance

F (0–75%)

Basic Concept Active
Learning Template

>92% of the Active Learning Template
is completed in its entirety. >92% of
details and examples are included.
Student uses appropriate terminology
more than 92% of the time.

1

5 Points

84%-91% of the Active Learning
Template is complete. 84%-91% of
the details and examples are
included. Student use appropriate
terminology 84%-91% of the time.

10 Points

76%-83% of more of the Active
Learning Template is complete. 76%-
83% details and examples are
included. Student uses appropriate
terminology 76%-83% of the time.

5 Points

<76% of more of the Active Learning Template is incomplete. <76% Details and examples are not included. Student uses appropriate terminology <76% of the time.

0 Points

Systems Disorder
Template

>92% of the Active Learning Template
is completed in its entirety. >92% of
details and examples are included.
Student uses appropriate terminology
more than 92% of the time.

15 Points

84%-91% of the Active Learning
Template is complete. 84%-91% of
the details and examples are
included. Student use appropriate
terminology 84%-91% of the time.

10 Points
76%-83% of more of the Active
Learning Template is complete. 76%-
83% details and examples are
included. Student uses appropriate
terminology 76%-83% of the time.

5 Points
<76% of more of the Active Learning Template is incomplete. <76% Details and examples are not included. Student uses appropriate terminology <76% of the time. 0 Points

Analysis Paper A strong connection and correlation is
made between the selected basic
concept and the selected system
disorder.

15 Points

Information was described and
compared between the basic concept
and system disorder, but only a weak
correlation or connection was made
between them.

10 Points

Some information was described and
compared between the basic concept
and system disorder, but no
correlation or connection was made
between them.

5 Points

Little information was described and
compared between the basic concept
and system disorder, and no
correlation or connection or a wrong
correlation or connection was made
between them.

0 Points

Overall Spelling,
Grammar and
Presentation Style

There are less than three unique
errors in grammar, capitalization,
punctuation, and/or spelling.
Information is handwritten and the
handwriting is legible.

5 Points

There are more than two but less
than nine unique errors in grammar,
capitalization, punctuation, and/or
spelling. 80% or more of the
information is handwritten or and the
20% or less of the handwriting is
illegible.

3 Points

There are more than eight but less
than sixteen unique errors in
grammar, capitalization, punctuation,
and/or spelling. 50% or more of the
information is handwritten or and the
50% or less of the handwriting is
illegible.

1 Points

There are more than fifteen unique
errors in grammar, capitalization,
punctuation, and/or spelling.
Information is not handwritten or the
handwriting is illegible.

0 Points

Total Points Possible = 50 points

NR283 Pathophysiology

Concept Process Assignment Guidelines

NR283_Concept Process Assignment Guideline_V4 1

Purpose
To integrate and build on basic concepts in support of critical thinking.

Course outcomes: This assignment enables the student to meet the following course outcomes:

CO 1: Correlate lifestyle, environmental, and other influences with changes in levels of wellness. (POs 1 and 7)

CO 2: Explain the pathophysiologic processes of select health conditions. (PO 1)

CO 3: Predict clinical manifestations and complications for select disease processes. (POs 1 and 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: 50 points

Preparing the assignment
Select a pathophysiology concept that you have not previously completed an active learning template for. Some

examples include but are not limited to: pathophysiology, etiology, iatrogenic, exogenous, prevention, mortality,

morbidity, manifestations, symptoms, communicable diseases, apoptosis, hyperplasia, ischemia, impaired gas exchange,

impaired mobility, or impaired perfusion.

Complete the three areas of the template describing in detail this concept.

Select a disease process from the current organ system you are studying, that you have not previously completed an

active learning template for. Some examples include but are not limited to: pneumonia, heart failure, hyperthyroidism,

colon cancer, renal failure, arthritis.

Complete the top three boxes, the Assessment and Safety Concerns area of the form. Be prepared to submit, present

and/or teach this concept to others based on your faculty member’s instructions. In addition, complete as much of the

Patient Centered Care area as you are able based on your own research and/or collaboration with your peers or faculty.

Create a 1 page analysis describing how the selected concept relates to the selected systems disorder. Be prepared to

present and/or submit your paper.

The following is an example to help clarify the assignment guidelines:

After completing the two templates below, the analysis paper might include a discussion of how immobility will affect

the particular selected disorder (in this case fracture). The analysis might include how immobility will increase

complications if patient is unable to walk, or if the patient does not have access to a walker. It may also include the

possibility the patient will be immobile in a bed right after surgical repair, and how this may affect the outcome of the

patient. Furthermore, highlights on how a specific patient age could affect immobility (i.e. elderly are more likely to

fracture hips). Reviewing how immobility may affect other types of fractures could be included.

For writing assistance (APA, formatting, or grammar) visit the APA Citation and Writing page in the online library.

Please note that your instructor may provide you with additional assessments in any form to determine that you fully
understand the concepts learned in the review module.

https://library.chamberlain.edu/APA

2

NR283 Pathophysiology
Concept Process Assignment Guidelines

NR283_Concept Process Assignment Guideline_V4 2

Example:

3

NR283 Pathophysiology
Concept Process Assignment Guidelines

NR283_Concept Process Assignment Guideline_V4 3

Example:

NR283 Pathophysiology
Concept Process Assignment Guidelines

NR283_Concept Process Assignment Guideline_V4 4

Grading Rubric
Criteria are met when the student’s application of knowledge within the paper demonstrates achievement of the outcomes for this assignment.

Assignment Section and
Required Criteria

(Points possible/% of total points available)

High Level of
Performance

Satisfactory Level of
Performance

Unsatisfactory Level of
Performance

Section not present in
paper

Basic Concept Active Learning Template
(15 points/30%)

15 points 10 points 5 points 0 points

Required criteria
1. Complete the entire template. Be ready to

submit, present, and/or teach this concept to

others.

>92% of the Active Learning
Template is completed in its
entirety. >92% of details and
examples are included. Student
uses appropriate terminology
more than 92% of the time.

84%-91% of the Active Learning
Template is complete. 84%-91%
of the details and examples are
included. Student use
appropriate terminology 84%-
91% of the time.

76%-83% of more of the Active
Learning Template is complete.
76%-83% details and examples
are included. Student uses
appropriate terminology 76%-
83% of the time.

<76% of more of the Active Learning Template is incomplete. <76% Details and examples are not included. Student uses appropriate terminology <76% of the time.

Systems Disorder Active Learning Template
(15 points/30%)

15 points 10 points 5 points 0 points
Required criteria
1. Complete the entire template. Be ready to

submit, present, and/or teach this concept to
others.

>92% of the Active Learning
Template is completed in its
entirety. >92% of details and
examples are included. Student
uses appropriate terminology
more than 92% of the time.

84%-91% of the Active Learning
Template is complete. 84%-
91% of the details and
examples are included. Student
use appropriate terminology
84%-91% of the time.

76%-83% of more of the Active
Learning Template is complete.
76%-83% details and examples
are included. Student uses
appropriate terminology 76%-
83% of the time.
<76% of more of the Active Learning Template is incomplete. <76% Details and examples are not included. Student uses appropriate terminology <76% of the time.

Analysis Paper
(15 points/30%)

15 points 10 points 5 points 0 points

Required criteria
1. Write Reflection Analysis on how the concept

and disease relate to each other.

A strong connection and
correlation is made between the
selected basic concept and the
selected system disorder.

Information was described and
compared between the basic
concept and system disorder,
but only a weak correlation or
connection was made between
them.

Some information was described
and compared between the
basic concept and system
disorder, but no correlation or
connection was made between
them.

Little information was described
and compared between the
basic concept and system
disorder, and no correlation or
connection or a wrong
correlation or connection was
made between them.

NR283 Pathophysiology
Concept Process Assignment Guidelines

NR283_Concept Process Assignment Guideline_V4 5

Overall Spelling, Grammar, and Presentation Style

(5 points/10%)
5 points 3 points 1 points 0 points

Required criteria
1. Use correct spelling, grammar, presentation

style, and legible submission

There are less than three unique
errors in grammar,
capitalization, punctuation,
and/or spelling. Information is
handwritten and the
handwriting is legible.

There are more than two but
less than nine unique errors in
grammar, capitalization,
punctuation, and/or spelling.
80% or more of the information
is handwritten or and the 20% or
less of the handwriting is
illegible.

There are more than eight but
less than sixteen unique errors
in grammar, capitalization,
punctuation, and/or spelling.
50% or more of the information
is handwritten or and the 50% or
less of the handwriting is
illegible.

There are more than fifteen
unique errors in grammar,
capitalization, punctuation,
and/or spelling. Information is
not handwritten or the
handwriting is illegible.

Total Points Possible = 50 points

ACTIVE LEARNING TEMPLATES TherapeuTic procedure A1

Basic Concept
STUDENT NAME _____________________________________

CONCEPT ______________________________________________________________________________ REVIEW MODULE CHAPTER ___________

ACTIVE LEARNING TEMPLATE:

Related Content
(E.G., DELEGATION,
LEVELS OF PREVENTION,
ADVANCE DIRECTIVES)

Underlying Principles Nursing Interventions
WHO? WHEN? WHY? HOW?

1. STUDENT NAME:
2. CONCEPT:
3. REVIEW MODULE CHAPTER:
4. Related Content:
5. Underlying Principles:
6. Nursing Interventions: