Pt should have Rheumatoid arthitis and meet in a clinic inpatient setting
CASE STUDY and
EVIDENCE BASED GUIDELINE PRESENTATIONS
With approval from the faculty, the student will select a
patient to present in class. The student
will create a recorded PowerPoint presentation and post the presentation in the
discussion board. Presentations should
be about 15 – 20 minutes long.
The student will include discussion question/s for the class to
respond to.
Students should present a case study in a SOAP format (see
guide). Topics for presentation should
include:
New patients
Patients with moderate
severity problem, with or without comorbidities. Examples of disease conditions:
o
Dermatology disorders – Skin Ca
o
ENT disorders
o
Lung disorders: pneumonia, COPD, Asthma
o
CV Disorders: resistant HTN or hyperlipidemia,
CAD, angina, CHF, PAD
Endocrine: DM,
hypo/hyperthyroidism
Neuro: TIA, CVA
MS: RA, Gout
Hematology: Anemia
GU: complicated UTI,
kidney stones, STIs
o
Psych: depression, anxiety
Subjective
Chief
Complaint (CC). The opening statement
should give an overview of the patient, age, sex, reason for visit and the
duration of the complaint. If the patient has a history of a major
medical problem that bears strongly on the understanding of the present
illness, include it.
History of Present Illness (HPI). Present the most important problem first. If there is
more than one problem, treat each separately. Present the information
chronologically. Cover one system before going onto the next.
Characterize the chief complaint – quality, severity, location, duration,
progression, and include pertinent negatives.
Review of Systems (ROS). Include only the pertinent systems. Most of the ROS is incorporated in the HPI.
Past Medical and Surgical History (PM/SH). Discuss other past medical history that bears directly on
the current medical problem.
Allergies/Medications. Present all current medications along with dosage, route and
frequency.
Social/Work History. Smoking, alcohol and recreational drug use. Home, environment, work status and sexual
history (if pertinent).
Family History. Note particular family history of genetically
based diseases.
Objective
Physical
Exam. Include a focused assessment. Include all significant abnormal findings and
any normal findings that contribute to the diagnosis.
Labs/Other Tests. Review laboratory or diagnostic tests done with
results.
Assessment
Working
Diagnosis/(3) Differential Diagnoses. Provide a summary
of the important aspects of the history, physical exam, lab/diagnostic tests
and formulate the differential diagnoses and working diagnosis.
Plan
Discuss the actual management of the patient including
pharmacologic and non- pharmacologic management. Discuss the follow up plan for the
patient, if necessary.
Clinical Guidelines
Discussion
1. Review
the classic presentation and key findings in the physical exam in patients with
this diagnosis, including what your patient may not have exhibited.
2. Identify and discuss the latest guideline for
the diagnosis.
·
What are the appropriate tests to make the
diagnosis (if applicable)? If not done, discuss why.
·
Discuss the treatment guidelines for this
disease condition. Based on guidelines, was the treatment appropriate? Discuss
other treatment options. If the patient was not treated based on the
guidelines, what was the rationale?
3. Identify
the “red flags” for this diagnosis.
4.
Provide 5 certification type question related to
the diagnosis. DO NOT provide answers.
The presentor will post the answers with rationale after all the students have
participated in the discussion board.
Grading will be based
on the following criteria:
Case Presentation with relevant patient information – not
more than 3-5 slides
20%
Guideline presentation – based on peer reviewed data (5-8
slides)
25%
Recommendations/interventions are formulated that may be
applied to the situation based on advanced nursing practice competencies.
25%
Certification questions – Provide 5 certification
questions on the topic presented. (Do NOT include answers)
10%
Power point presentation is organized in a clear, concise
manner, thoughtful. References.
10%
Summary of seminar discussion is
provided. Knowledge and skill in leading the discussion are demonstrated and
interactions with peers are based on adult learning principles.
10%
Total
100%
