(240)-343-2585 info@essaymerit.com

NUR 660 Week 10 Discussion 1 Teaching Presentation—Team A (Diabetes Types 1 and 2) NUR 660 Week 10 Discussion 1 Teaching Presentation—Team A (Diabetes Types 1 and 2) NUR 660 Week 10 Discussion 1 Teaching Presentation—Team A (Diabetes Types 1 and 2) Value: 100 points Due: To facilitate scholarly discourse, create your initial post by Day 3, and reply to at least two of your classmates, on two separate days, by Day 7. Gradebook Category: Discussions Instructions In this week’s discussion, you get to be the instructor! Your job is to teach your peers about a topic related to the endocrine system. As you are preparing your information, think about the most important aspect of your question and how you can be the expert for your peers. Be creative! Use visual aids, diagrams, etc. to help your peers learn. The deliverable for this discussion is a recorded PowerPoint presentation. You may access the following links for more information and tips about creating an effective PowerPoint presentation: You’re Doing It Wrong: PowerPoint Rules You Should Be Following Presentation Tips from Nancy Duarte’s Slide:ology Create Presentation Slides People Can “Get” in 3 Seconds Use Zoom to record a video of yourself giving your presentation. For instructions on how to use Zoom, refer to the Zoom Tutorial in the Student Orientation. Videos must be recorded in a quiet, private area with no distractions (this means no pets or other household members should be making noise or in the room while recording) and should be 10 to 12 minutes in length (be clear and concise). After your recording is complete, follow these instructions to create a private, unlisted YouTube video. You will need the YouTube video website/URL to submit your assignment. Submit your YouTube video website/URL and your PowerPoint file to this discussion. The best way to do this is to copy and paste the website/URL for the YouTube video into a Word document then upload the Word document (along with your PPT file). Your instructor will access your video via the link. Initial Post It is understood that thoughtful responses to your topic questions will take some time and thought. Please organize and refine your presentation before creating your initial post. This week, you are responsible for answering ALL of the questions from your team’s question set, as assigned in the Announcements section of this course. Develop your PowerPoint presentation (with narration) by addressing ALL of the questions in the question set for your assigned team. You can address the questions in any order or fashion you like, but be sure you cover all of the questions. Keep your presentation to 10 to 12 minutes or less. As you are preparing your presentation, think about how you can “be the expert” for your peers. Be creative! Use visual aids, diagrams, etc. to help your peers learn. Your slides should contain highlights of the information, but avoid slides with lots of text. The goal is to highlight the key areas and discuss the rest. In addition to your textbook and course materials, use evidence-based, peer-reviewed journals that have been published within the past three to five years to support your presentation. Record your presentation by following the instructions provided. Please post your PowerPoint file and the link to your presentation as your initial post by Day 3. Hi Audrey, Great job on your presentation! It was very well organized and easy to follow. Two pearls of wisdom about diabetes mellitus that will help me remember facts for the quiz are the two mnemonics that you presented. First, you mentioned, “cold & clammy = need some candy, hot & dry = sugar high”. I have not heard of this phrase, but it surely will help tie together hyperglycemia with thirst and polyuria and hypoglycemia with diaphoresis. The second mnemonic is “SAD MANS” depicting other treatments of diabetes that do not immediately come to mind. As you’ve mentioned, caution of hypoglycemia is warranted, especially when using treatments such as insulin, sulfonylurea, or meglitinide (Cryer, 2021). It is critical for providers to educate patients on the proper use of medications and the signs and symptoms to look out for. For example, if glucose level is too low, neurogenic and neuroglycopenic symptoms can become life-threatening and manifest as delirium, seizures, and coma (Cryer, 2021). In contrast, if glucose level becomes too high, the individual is at risk for diabetic ketoacidosis (DKA) and hyperosmolar hyperglycemia state (HHS) (Hirsch & Emmett, 2021). Thus, it is important to properly monitor levels and follow instructions for diabetic medications as directed. Some insulins are fast-acting and can cause hypoglycemia if the patient decides to skip a meal. With proper education, patients can better control their sugar level and maintain a low risk for complications. References Cryer, P. (2021). Hypoglycemia in adults with diabetes mellitus. UpToDate. https://www.uptodate.com/contents/hypoglycemia-in-adults-with-diabetes-mellitus Hirsch, I., & Emmett, M. (2021). Diabetic ketoacidosis and hyperosmolar hyperglycemic state in adults: Epidemiology and pathogenesis. UpToDate. https://www.uptodate.com/contents/diabetic-ketoacidosis-and-hyperosmolar-hyperglycemic-state-in-adults-epidemiology-and-pathogenesis 271 words Team A Week 10 Discussion Team A PowerPoint Template Worksheet (PPT) Diabetes Type 1 and 2 Describe the pathophysiology of both type 1 and type 2 diabetes. Describe the risk factors for the development of both type 1 and type 2 diabetes. List three complications of diabetes; describe the pathophysiology of each, and explain appropriate preventative measures. Explain what HgbA1C is, what it measures, and how it is important to the management of diabetes. Identify two medications used to treat diabetes; discuss how they interrupt the pathology and help return the patient to a more homeostatic state. Reply Posts Review all your peers’ posts, as they will help you prepare for the quiz this week. Select posts from two peers that developed a presentation from a different team than you. For example, students from Team A reply to one presentation post from Team B and one presentation post from Team C. Each reply must use at least one scholarly reference other than your textbook. Thinking about your population-specific NP track and anticipated practice area: Identify and explain two “pearls of wisdom” or “key concepts/ideas” that you learned from reviewing your peers’ presentations. Discuss two areas that would be critical to discuss when providing patient education to a patient diagnosed with the selected condition. Please refer to the Grading Rubric for details on how this activity will be graded. Posting to the Discussion Forum Select Add a new discussion topic. Type your topic in the subject line. Create your post. Select Post to Forum. Click here to ORDER an A++ paper from our Verified MASTERS and DOCTORATE WRITERS: NUR 660 Week 10 Discussion 1 Teaching Presentation—Team A (Diabetes Types 1 and 2) 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. Note: The value of each of the criterion on this rubric represents a point range. (example: 17-0 points) Discussion Question Rubric – 100 Points Criteria Exemplary Exceeds Expectations Advanced Meets Expectations Intermediate Needs Improvement Novice Inadequate Total Points Quality of Initial Post Provides clear examples supported by course content and references. Cites three or more references, using at least one new scholarly resource that was not provided in the course materials. All instruction requirements noted. 40 points Components are accurate and thoroughly represented, with explanations and application of knowledge to include evidence-based practice, ethics, theory, and/or role. Synthesizes course content using course materials and scholarly resources to support importantpoints. Meets all requirements within the discussion instructions. Cites two references. 35 points Components are accurate and mostly represented primarily with definitions and summarization. Ideas may be overstated, with minimal contribution to the subject matter. Minimal application to evidence-based practice, theory, or role development. Synthesis of course content is present but missing depth and/or development. Is missing one component/requirement of the discussion instructions. Cites one reference, or references do not clearly support content. Most instruction requirements are noted. 31 points Absent application to evidence-based practice, theory, or role development. Synthesis of course content is superficial. Demonstrates incomplete understanding of content and/or inadequate preparation. No references cited. Missing several instruction requirements. Submits post late. 27 points 40 Peer Response Post Offers both supportive and alternative viewpoints to the discussion, using two or more scholarly references per peer post. Post provides additional value to the conversation. All instruction requirements noted. 40 points Evidence of further synthesis of course content. Provides clarification and new information or insight related to the content of the peer’s post. Response is supported by course content and a minimum of one scholarly reference per each peer post. All instruction requirements noted. 35 points Lacks clarification or new information. Scholarly reference supports the content in the peer post without adding new information or insight. Missing reference from one peer post. Partially followed instructions regarding number of reply posts. Most instruction requirements are noted. 31 points Post is primarily a summation of peer’s post without further synthesis of course content. Demonstrates incomplete understanding of content and/or inadequate preparation. Did not follow instructions regarding number of reply posts. Missing reference from peer posts. Missing several instruction requirements. Submits post late. 27 points 40 Frequency of Distribution Initial post and peer post(s) made on multiple separate days. All instruction requirements noted. 10 points Initial post and peer post(s) made on multiple separate days. 8 points Minimum of two post options (initial and/or peer) made on separate days. 7 points All posts made on same day. Submission demonstrates inadequate preparation. No post submitted. 6 points 10 Organization Well-organized content with a clear and complex purpose statement and content argument. Writing is concise with a logical flow of ideas. 5 points Organized content with an informative purpose statement, supportive content, and summary statement. Argument content is developed with minimal issues in content flow. 4 points Poor organization and flow of ideas distract from content. Narrative is difficult to follow and frequently causes reader to reread work. Purpose statement is noted. 3 points Illogical flow of ideas. Prose rambles. Purpose statement is unclear or missing. Demonstrates incomplete understanding of content and/or inadequate preparation. No purpose statement. Submits assignment late. 2 points 5 APA, Grammar, and Spelling Correct APA formatting with no errors. The writer correctly identifies reading audience, as demonstrated by appropriate language (avoids jargon and simplifies complex concepts appropriately). Writing is concise, in active voice, and avoids awkward transitions and overuse of conjunctions. There are no spelling, punctuation, or word-usage errors. 5 points Correct 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 points Three 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 points Five 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. Submits assignment late. 2 points 5 Total Points 100 Order Now