PROJECT OVERVIEW – Focus on the Endocrine System
Using the provided list of possible topics related to the endocrine system,you will be creating a patient handout for a doctor’s office waiting room. The information should provide patients with information about the endocrine disorder/disrupteryou have chosen. Assume that most of the patients of your audience are adults with a typical high school science background; you may need to define the specific scientific terms for your reader. Be creative with your design. You want people to be drawn to look at your handoutand read through it. Finally, be sure to include accurate, up-to-date information and graphics that illustrate important ideas.
Outcomes fulfilled by completion of this project
Project parts, points, & due dates:
|COMPONENT||POINTS||My important due dates! (refer to Tracking Calendar)|
|1) Topic approval||Due: ____Today_____________|
|2) References submitted to instructor||-5||Due: ____July 9_____________|
|3) Email Patient Handout to instructor for SafeAssign plagiarism evaluation/feedback||Due: _____August 6__________|
|4) Rough draft of Patient Handout (peer review) – include Learning Commons feedback||20||Due: ______August 6_________|
|5) Final Patient Handout||50||Due: _____August 20__________|
|6) Presentation||30||Due: ____August 20___________|
|7) Reflection submission to ePortfolio||-15||Due: ____August 27___________|
|8) Project submission to ePortfolio||-100||Due: ____August 27___________|
My assigned/chosen endocrine disorder/disrupter is: ______________________________________________
This is an individual project and is worth 10% of your overall course grade. Failure to complete the assignment on the due date will result in an automatic zero. Please see your tracking calendar for the due dates for the assigned presentation topics.
Prior to beginning the research for your topic, you need to have your topic approved. To do so, send your instructor an email indicating your preferred endocrine disorder/disrupter along with a runner up. Include why you chose the topic. Your instructor will respond to the email, indicating your approved topic.
Patient Handout content
You will research the endocrine disorder/disrupter of your choice and use the following questionsas an incomplete guide to the type of information you will need for your Patient Handout.
You will need to obtain information from at least fourcredible sources (Google and Wikipedia are not good resources) and include a “works cited”/referencesection on the Patient Handout.
There are several templates available online for Patient Handouts. Refer to the Sample Templates file in the Authentic Assessment folder in Blackboard for more examples.
Peer Review of Patient HandoutRough Drafts (20 points):
Part of your project will require you to evaluate the rough drafts of your peers. You do not receive any points for submitting your rough draft, but failure to submit forfeits your peer review submissions and you will automatically receive 0 points for your peer review. Peer review is an important part of the research process; it is an opportunity for someone to provide feedback on your work before it is submitted for formal review.
Your submission for the peer review will be a rough draft of your Patient Handout. Each section of the handout must be well thought-out and presented in a way that the reader understands the information without requiring input from the author (titles, bullet points, images, citations, reference list, etc.). Bring five copies of the required materials to the peer review session (four copies for peers and one copy for the instructor).
You are required to email your rough draft document to the instructor on the Rough Draft Due Date. The document will be evaluated for plagiarism via SafeAssignat that time. The instructor will also provide detailed feedback to you after email submission.
You will be required to complete a rubric for four of your peers. The rubric will not only contain space for a score submission, but also written commentary, which you will use to justify your score. If you do not clearly justify your scoring of an individual rough draft, you will not receive credit for it. Each rubric completion is worth 5 points (up to 20 points possible).
Additionally, documentation that your presentation has been reviewed by the Learning Commons (LC)must be providedto the instructor at the time of the peer review. The LC will not read for content, but will review for grammar and formatting. Anticipate a 48 hour turn around for LC reviewing. The LRC will return your work to you with a “cover sheet” of recommended adjustments. The “cover sheet” must be submitted to the instructor with your rough draft.
As you complete your peer review, consider the following below:
Yes or No:
The peer review session will take place in lab. The regular lab will be completed on the day, followed by the peer review of the Patient Handout.
Final Patient Handout Submission (50 points):
The final Patient Handoutwill be assessed on the following criteria:
You must have a “works cited”/references section.
The use of graphs/tables/images is expected (with casual citations).
Presentations (30 points):
Who is the intended audience?
Nurses are not just medical care providers; they are also educators to their clients. For your presentation, you will treat your class as a group of individuals that you are educating about the topic. Do not assume they know anything about the subject matter, and provide the information in a manner that is easy to follow and understand by anyone. Consider that a patient has just been diagnosed with a disorder (or has a child just diagnosed) and is now learning some details about this disease.
On your presentation day, you will need:
Note: If you miss class this day, you will receive a zero on your presentation; there will be no make-up day.
** For this project, you will upload your final Patient Handout to your ePortfolio under the outcome…“Utilize appropriate current technology and resources to locate and evaluate information needed to accomplish a goal, and then communicate findings in visual, written and/or oral formats.”
Self-Reflection (-15 points):
Look back over the project and reflect on the process, learning and final product. Assess how this assignment helped develop you for the workforce and identify the new knowledge, skills and behaviors (KSB’s) you’ve learned. Think about how these KSB’s will impact your career and life-long learning.
Then, type a short reflection which answers to the following questions (plan on 1-2 pages). You may also include any additional reflective information relevant to the project if you choose.
LIST OF POSSIBLE PROJECT TOPICS:
You are welcome to research a different endocrine disorder/disrupter. The topic must be approved by the instructor prior to the start of your work.
Peer Review of Rough Draft
Patient Handoutcontents checklist(use as a guide) – AUTHOR SHOULD REFER TO FINAL RUBRIC:
_____ What other names are there for this disorder/disrupter?
_____ What causes the disorder/disrupter?
_____ Title, course information, date, relevant images, etc.?
_____ What are the symptoms?
_____ Is a certain population affected?
_____ Can anyone be affected by the disorder/disrupter?
_____ Can it be inherited?
_____ What kind of medical assistance will the affected person need?
_____ Will further assistance be needed, as the patient grows older?
_____ What is the long-term outlook for the patient?
_____ Are there any treatments or cures?
_____ Could this disorder have been prevented?
_____ Can this individual have children in the future?
_____ Will those children be affected?
_____ What is the current status of research on this disorder?
_____ For the disorder/disrupter, is the discovery history presented?
_____ Is the negative feedback loop and hormones involved presented?
|Poor (0)||Weak (1)||Good (2-3)||Excellent (4)||Total|
|Content –Patient Handoutchecklist||Missing ≤7 required elements||Missing 4-6 required elements||Missing 1-3 required elements||All required elements present|
|Spelling/ Grammar||>3 spelling/ grammar issues detected.||2-3 spelling/ grammar issues detected.||1-2 spelling/ grammar issues detected.||0-1 spelling/ grammar issues detected.|
|Citations – casual citations (non-APA)||There are missing citations, and/ or missing references.||All citations are present and there are references at the end of the project.|
Comments: REFER TO FINAL RUBRIC FOR COMPLETE DETAILS TO INCLUDE
|Final Patient Handout|
|Poor (0)||Weak (1)||Good (2-3)||Excellent (4-5)||Total|
|No information or mention of symptoms||Answered minimally, lacking detail in symptoms and age of onset.||Physical and behavioral symptoms included. Answered completely, but did not include typical age of onset.||Physical and behavioral symptoms included. Answered completely, including typical age of onset.
|Normal feedback loop & hormones involved/ impact of disorder on normal functioning||No information or mention of.||Answered minimally. No mention of hormone or target organ.
|Answered completely but is missing some detail (either hormone or target organ).||Answered completely and includes detailed information.
|History of disorder/disrupter
|No information or mention of.||Described minimally but missing some details in more than one area.||Accurately described but missing some detail relating to a single area.||Answered completely and includes detailed information.||5 possible|
|No information or mention of testing.||Described minimally. Detail missing from both procedure and reading of the results.
|Accurately described but missing some detail in either procedure or reading of the results.||Answered completely. Current testing procedure and reading of the results.||5 possible|
|Lifestyle, Treatments and Prognosis
· Quality of life
· Life expectancy
· Normalcy of life
|No information or mention of prognosis or treatment. No information in any areas – caregiver, family, quality of life, life expectancy.
|Answered minimally. No empathetic tone. Details missing in 2 of 4 areas – caregiver, family, quality of life, life expectancy.
|Answered completely but not in an empathetic tone or detail missing in 1 of 4 areas – caregiver, family, quality of life, life expectancy.||Answered completely in an empathetic tone. Includes tips for caregivers, family, quality of life and life expectancy.||5 possible|
|No handout provided to class||Handout provided to class||5 possible
|Design and Format||The Patient Handout is poorly constructed or is not in a Patient Handout format.||The Patient Handout is in the correct format but needs editing to be easy to read and follow||The Patient Handout is mostly well-designed with figures and easy-to-read text.||The Patient Handout is well-designed with figures and easy-to-read text.||5 possible|
|Spelling/ Grammar||>6 spelling/ grammar issues detected.||4-5 spelling/ grammar issues detected.||2-3 spelling/ grammar issues detected.
|0-1 spelling/ grammar issues detected.||5 possible|
|Citations – casual citations (non-APA)
|There are noimage citations, and/ or missing references. 0-1 approved sources.||There are 1-2 uncited images in the Patient Handout. Minimum 2 approved sources. There are references posted on the Handout.||All that needs to be cited is cited (minimum 3 approved sources). There are references posted on the Handout.
|All that needs to be cited is cited (minimum 4 approved sources). There are references posted on the Handout.||5 possible|
Total= (max. 50)
|0-1 points||2-3 points||4 points||5 points||Total|
|Discussion of presentation with content overview (x2)||The presentation did not provide insight into the presentation and was not aimed at a general audience. Was less than 4 minutes or longer than 12 minutes.||Presentation was 4-5 minutes; or, the presentation was hard to follow and did not cover the topic appropriately.||Gave a (6-7 minute) summary that provided information in such a way that the presentation could be given to the general public.||Gave a (8-9 minute) summary that provided information in such a way that the presentation could be given to the general public.||10 possible|
|Presentation Vocabulary and language (x1)||· The presenter did not define/pronounce new vocabulary 50% of new vocabulary
· Language was not appropriate for the classroom or intended audience.
|· The presenter defined/pronounced at least 50% of new vocabulary correctly.
· About 25% of the presentation contained inappropriate language.
|· The presenter defined/pronounced at least 75% of new vocabulary correctly.
· Some slang (less than 25%) was used, but the language was, for the most part, appropriate
|· The presenter defined/pronounced all new vocabulary correctly.
· The language was accurate and inappropriate was not used
|Preparation & knowledge of content (x1)||· The presenter lost their place many times during the presentation and/or there were greater than 5 areas where halting language or awkward pauses were used.
· Greater than 25% reading from notes.
|· The presenter had trouble presenting the materials, there was at least 5 areas where there was use of halting language (i.e. um, and, etc.) and/or awkward pauses.
· Or 10%-25% of presentation was read verbatim.
|· The presenter was fluid in presenting the materials, there was minimal use of halting language (i.e. um, and, etc.) or awkward pauses.
· Less than 10% of the presentation was read verbatim.
|· The presenter was fluid in presenting the materials, there was no use of halting language (i.e. um, and, etc.) or awkward pauses.
· Less than 10% of the presentation was read verbatim from presentation notes.
|Presentation Style (x1)||· Poor contact made with the audience, and inappropriate body language throughout. And/or,
· Speaker exhibits no enthusiasm about content
|· Poor eye contact made with the audience, or inappropriate body language throughout.
· Speaker exhibits some enthusiasm about content
|· Good eye contact made with the audience, and appropriate body language throughout.
· Speaker exhibits some enthusiasm about content
|· Good eye contact made with the audience, and appropriate body language throughout.
· Speaker is enthusiastic about content
|Responsive to the Appropriate Degree of Support/ Independence (x1)||The student is not successful in providing meaningful responses to prompting comments and questions posed during his/her presentation.||The student is minimally successful in providing meaningful responses to prompting comments and questions posed during his/her presentation.||The student is partially successful in providing meaningful responses to prompting comments and questions posed during his/her presentation.||The student is fully successful in providing meaningful responses to prompting comments and questions posed during his/her presentation.||5 possible|
Other requirements included on presentation rubric
|ePortfolio||Presentation was not posted to ePortolfio with a clear explanation, as a comment, of why you uploaded it to the specific outcome (-100 points. A zero is entered in the grade book for the entire project.)||Presentation was posted to ePortfolio within 48 hours after due date, or was posted without explanation. (-10 points)||Presentation was posted to ePortfolio. (0)||0|
|Self-Reflection||A completed self-reflection was not given to the instructor on the date of the presentation. (-15 points)||An incomplete self-reflection was given to the instructor on the date of the presentation: missing 4-5 required components. (-10 point)||An incomplete self-reflection was given to the instructor on the date of the presentation: missing 1-3 required components. (-5 point)||A completed self-reflection was given to the instructor on the date of the presentation. (0)||0|
Total (30 points max) =
Instructor written feedback: