Paper , Order, or Assignment Requirements
Case Study 1
In a short essay (500-750 words), answer the Question at the end of Case Study 1. Cite references to support your positions.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.
You are required to submit this assignment to Turnitin.
Case Study 1
Ms. A. is an apparently healthy 26-year-old white woman. Since the beginning of the current golf season, Ms. A has noted increased shortness of breath and low levels of energy and enthusiasm. These symptoms seem worse during her menses. Today, while playing in a golf tournament at a high, mountainous course, she became light-headed and was taken by her golfing partner to the emergency clinic. The attending physician’s notes indicated a temperature of 98 degrees F, an elevated heart rate and respiratory rate, and low blood pressure. Ms. A states, “Menorrhagia and dysmenorrheal have been a problem for 10-12 years, and I take 1,000 mg of aspirin every 3 to 4 hours for 6 days during menstruation.” During the summer months, while playing golf, she also takes aspirin to avoid “stiffness in my joints.”
Laboratory values are as follows:
Hemoglobin = 8 g/dl
Hematocrit = 32%
Erythrocyte count = 3.1 x 10/mm
RBC smear showed microcytic and hypochromic cells
Reticulocyte count = 1.5%
Other laboratory values were within normal limits.
Considering the circumstances and the preliminary workup, what type of anemia does Ms. A most likely have? In an essay of 500-750 words, explain your answer and include rationale.
Case Study 1
Less Than Satisfactory 72-75%
40.0 % Accurate identification of anemia classification and rationale. Identification of anemia classification and rationale is not offered. Identification of anemia classification and rationale is offered, but incomplete, lacking relevant information, such as rationale. Identification of anemia classification and rationale meets the basic requirements of the assignment. Identification of anemia classification and rationale is offered in detail. Identification of anemia classification and rationale is offered in detail, while demonstrating evidence of deeper insight and/or reflection.
40.0 % Explanation of patient diagnosis with rationale from case findings. Outside sources and/or medical and nursing references used to support conclusions. Explanation of patient diagnosis is not offered. Explanation of patient diagnosis is offered, but incomplete, lacking relevant information, or does not provide outside sources and/or medical and nursing references to support conclusions. Explanation of patient diagnosis uses outside sources and/or medical and nursing references to support conclusions, and meets the basic requirements of the assignment. Explanation of patient diagnosis uses outside sources and/or medical and nursing references to support conclusions and is offered in detail. Explanation of patient diagnosis uses outside sources and/or medical and nursing references to support conclusions and is offered in detail, while demonstrating evidence of deeper insight and/or reflection.
15.0 %Organization and Effectiveness
5.0 % Thesis Development and Purpose Paper lacks any discernible overall purpose or organizing claim. Thesis and/or main claim are insufficiently developed and/or vague; purpose is not clear. Thesis and/or main claim are apparent and appropriate to purpose. Thesis and/or main claim are clear and forecast the development of the paper. It is descriptive and reflective of arguments and appropriate to purpose. Thesis and/or main claim are comprehensive; contained within the thesis is the essence of the paper. Thesis statement makes the purpose of the paper clear.
5.0 % Paragraph Development and Transitions Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs are established. Transitions are inappropriate to purpose and scope. Organization is disjointed. Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other. A logical progression of ideas between paragraphs apparent. Paragraphs exhibit unity, coherence, and cohesiveness. Topic sentences and concluding remarks are appropriate to purpose. There is a sophisticated construction of paragraphs and transitions. Ideas progress and relate to each other. Paragraph and transition construction guide the reader. Paragraph structure is seamless.
5.0 % Mechanics of Writing (includes spelling, punctuation, grammar, language use) Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice, sentence structure, and/or word choice are present. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used. Writer is clearly in command of standard, written, academic English.