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– ## AlzheimersCaseStudy.docx – ## CaseStudyRubric1.pdf **## AlzheimersCaseStudy.docx** MSN 5550 Health Promotion: Prevention of Disease Case Study Module 4 **Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to p…
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– ## AlzheimersCaseStudy.docx
– ## CaseStudyRubric1.pdf
**## AlzheimersCaseStudy.docx**
MSN 5550 Health Promotion: Prevention of Disease
Case Study Module 4
**Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide a citation for your answers. Must follow APA, 7th ed. format.
**Due:** Saturday by 23:59 pm
**CASE STUDY: Family Member with Alzheimer’s Disease: Mark and Jacqueline**
Mark and Jacqueline have been married for 30 years. They have grown children who live in another state. Jacqueline’s mother has moved in with the couple because she has Alzheimer’s disease. Jacqueline is an only child and always promised her mother that she would care for her in her old age. Her mother is unaware of her surroundings and often calls out for her daughter Jackie when Jacqueline is in the room. Jacqueline reassures her mother that she is there to help, but to no avail.
Jacqueline is unable to visit her children on holidays because she must attend to her mother’s daily needs. She is reluctant to visit friends or even go out to a movie because of her mother’s care needs or because she is too tired. Even though she has eliminated most leisure activities with Mark, Jacqueline goes to bed at night with many of her caregiving tasks unfinished. She tries to visit with her mother during the day, but her mother rejects any contact with her daughter. Planning for the upcoming holidays seems impossible to Mark, because of his wife’s inability to focus on anything except her mother’s care.
Jacqueline has difficulty sleeping at night and is unable to discuss plans even a few days in advance. She is unable to visit friends and is reluctant to have friends visit because of the unpredictable behavior of her mother and her need to attend to the daily care.
**Reflective Questions**
1. How do you think this situation reflects Jacqueline’s sense of role performance?
2. How do you think that Jacqueline may be contributing to her own health?
3. Provide examples of behavioral changes (functional, potentially dysfunctional, and dysfunctional) within the health patterns of families.
**## CaseStudyRubric1.pdf**
1
MSN5550 Health Promotion: Prevention of Disease
Case Study Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Ideas,
Arguments,
& Analysis
0-30 points 35-39 points 40-44 points 45-50 points /50
Ideas expressed lack an
understanding of the case
study. Comments are
irrelevant, off-topic, and/or
confusing to follow.
Viewpoint, if given, is not
supported with evidence or
examples.
Ideas expressed in case
study show a minimal
understanding of the topic.
Comments are general in
nature and/or occasionally
may not be relevant.
Rehashes or summarizes
ideas with limited analysis,
original thought, and/or
supported viewpoints.
Ideas expressed in case
study are mostly substantive
and relevant to topic; some
original thought.
Demonstrates logical
thinking, reasoning, and/or
analysis for most part.
Viewpoint is supported with
evidence and/or examples.
Ideas expressed in case
study include original
thought, substantial
depth, and are relevant to
topic. Responses show
strong logical thinking,
reasoning, and analysis
with evidence and
examples. Construction of
new meaning and insights
are evident.
Connection
to Course
Materials
0-13 points 14-15 points 16-17 points 18-20 points /20
No connections are made
to readings or other course
materials (lectures, media,
resources, etc.), and/or if
made, are not clearly
stated and are largely
personal opinions.
Minimal direct connections
are made to readings and/or
other course materials
(lectures, media, resources,
etc.). Connections are
largely inferred and
somewhat unclear at times.
Some direct connections are
made to readings and/or
other course materials
(lectures, media, resources,
etc.) and are clearly stated
for the most part.
Strong, direct connections
are made to readings
and/or other course
materials (lectures, media,
resources, etc.) and are
clearly stated.
Content and
Pedagogical
Knowledge
0-13 points 14-15 points 16-17 points 18-20 points /20
The case study response
displays a lack of
comprehension of the
assignment.
The case study responses
are partially addressed.
There are components of
the assignment not
addressed.
The case study response
demonstrates
comprehension of
assignment expectations,
however, is missing
responses to some of the
case study questions.
The case study response
demonstrates
comprehension of
assignment expectations
and includes the essential
components of the
assignment.
2
Case Study Rubric (continued)
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Writing
Quality
0-6 points 7 points 8 points 9-10 points /10
Responses to case study
show a below average/poor
writing style that lacks
standard English, and/or is
difficult for readers to
follow. Contains frequent
errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show an average and/or
casual writing style using
standard English that is
generally clear but contains
some errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show above average writing
style that is clear using
standard English with minor
errors in grammar,
punctuation, usage, and/or
spelling.
Responses to case study
are well written and
clearly articulated using
standard English,
characterized by elements
of a strong writing style
with correct grammar,
punctuation, usage, and
spelling.
TOTAL POINTS (sum of Criteria) /100
Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
– Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
**## CaseStudyRubric1.pdf**
1
MSN5550 Health Promotion: Prevention of Disease
Case Study Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Ideas,
Arguments,
& Analysis
0-30 points 35-39 points 40-44 points 45-50 points /50
Ideas expressed lack an
understanding of the case
study. Comments are
irrelevant, off-topic, and/or
confusing to follow.
Viewpoint, if given, is not
supported with evidence or
examples.
Ideas expressed in case
study show a minimal
understanding of the topic.
Comments are general in
nature and/or occasionally
may not be relevant.
Rehashes or summarizes
ideas with limited analysis,
original thought, and/or
supported viewpoints.
Ideas expressed in case
study are mostly substantive
and relevant to topic; some
original thought.
Demonstrates logical
thinking, reasoning, and/or
analysis for most part.
Viewpoint is supported with
evidence and/or examples.
Ideas expressed in case
study include original
thought, substantial
depth, and are relevant to
topic. Responses show
strong logical thinking,
reasoning, and analysis
with evidence and
examples. Construction of
new meaning and insights
are evident.
Connection
to Course
Materials
0-13 points 14-15 points 16-17 points 18-20 points /20
No connections are made
to readings or other course
materials (lectures, media,
resources, etc.), and/or if
made, are not clearly
stated and are largely
personal opinions.
Minimal direct connections
are made to readings and/or
other course materials
(lectures, media, resources,
etc.). Connections are
largely inferred and
somewhat unclear at times.
Some direct connections are
made to readings and/or
other course materials
(lectures, media, resources,
etc.) and are clearly stated
for the most part.
Strong, direct connections
are made to readings
and/or other course
materials (lectures, media,
resources, etc.) and are
clearly stated.
Content and
Pedagogical
Knowledge
0-13 points 14-15 points 16-17 points 18-20 points /20
The case study response
displays a lack of
comprehension of the
assignment.
The case study responses
are partially addressed.
There are components of
the assignment not
addressed.
The case study response
demonstrates
comprehension of
assignment expectations,
however, is missing
responses to some of the
case study questions.
The case study response
demonstrates
comprehension of
assignment expectations
and includes the essential
components of the
assignment.
2
Case Study Rubric (continued)
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Writing
Quality
0-6 points 7 points 8 points 9-10 points /10
Responses to case study
show a below average/poor
writing style that lacks
standard English, and/or is
difficult for readers to
follow. Contains frequent
errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show an average and/or
casual writing style using
standard English that is
generally clear but contains
some errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show above average writing
style that is clear using
standard English with minor
errors in grammar,
punctuation, usage, and/or
spelling.
Responses to case study
are well written and
clearly articulated using
standard English,
characterized by elements
of a strong writing style
with correct grammar,
punctuation, usage, and
spelling.
TOTAL POINTS (sum of Criteria) /100
Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
– Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
**## AlzheimersCaseStudy.docx**
MSN 5550 Health Promotion: Prevention of Disease
Case Study Module 4
**Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide a citation for your answers. Must follow APA, 7th ed. format.
**Due:** Saturday by 23:59 pm
**CASE STUDY: Family Member with Alzheimer’s Disease: Mark and Jacqueline**
Mark and Jacqueline have been married for 30 years. They have grown children who live in another state. Jacqueline’s mother has moved in with the couple because she has Alzheimer’s disease. Jacqueline is an only child and always promised her mother that she would care for her in her old age. Her mother is unaware of her surroundings and often calls out for her daughter Jackie when Jacqueline is in the room. Jacqueline reassures her mother that she is there to help, but to no avail.
Jacqueline is unable to visit her children on holidays because she must attend to her mother’s daily needs. She is reluctant to visit friends or even go out to a movie because of her mother’s care needs or because she is too tired. Even though she has eliminated most leisure activities with Mark, Jacqueline goes to bed at night with many of her caregiving tasks unfinished. She tries to visit with her mother during the day, but her mother rejects any contact with her daughter. Planning for the upcoming holidays seems impossible to Mark, because of his wife’s inability to focus on anything except her mother’s care.
Jacqueline has difficulty sleeping at night and is unable to discuss plans even a few days in advance. She is unable to visit friends and is reluctant to have friends visit because of the unpredictable behavior of her mother and her need to attend to the daily care.
**Reflective Questions**
1. How do you think this situation reflects Jacqueline’s sense of role performance?
2. How do you think that Jacqueline may be contributing to her own health?
3. Provide examples of behavioral changes (functional, potentially dysfunctional, and dysfunctional) within the health patterns of families.
**## CaseStudyRubric1.pdf**
1
MSN5550 Health Promotion: Prevention of Disease
Case Study Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Ideas,
Arguments,
& Analysis
0-30 points 35-39 points 40-44 points 45-50 points /50
Ideas expressed lack an
understanding of the case
study. Comments are
irrelevant, off-topic, and/or
confusing to follow.
Viewpoint, if given, is not
supported with evidence or
examples.
Ideas expressed in case
study show a minimal
understanding of the topic.
Comments are general in
nature and/or occasionally
may not be relevant.
Rehashes or summarizes
ideas with limited analysis,
original thought, and/or
supported viewpoints.
Ideas expressed in case
study are mostly substantive
and relevant to topic; some
original thought.
Demonstrates logical
thinking, reasoning, and/or
analysis for most part.
Viewpoint is supported with
evidence and/or examples.
Ideas expressed in case
study include original
thought, substantial
depth, and are relevant to
topic. Responses show
strong logical thinking,
reasoning, and analysis
with evidence and
examples. Construction of
new meaning and insights
are evident.
Connection
to Course
Materials
0-13 points 14-15 points 16-17 points 18-20 points /20
No connections are made
to readings or other course
materials (lectures, media,
resources, etc.), and/or if
made, are not clearly
stated and are largely
personal opinions.
Minimal direct connections
are made to readings and/or
other course materials
(lectures, media, resources,
etc.). Connections are
largely inferred and
somewhat unclear at times.
Some direct connections are
made to readings and/or
other course materials
(lectures, media, resources,
etc.) and are clearly stated
for the most part.
Strong, direct connections
are made to readings
and/or other course
materials (lectures, media,
resources, etc.) and are
clearly stated.
Content and
Pedagogical
Knowledge
0-13 points 14-15 points 16-17 points 18-20 points /20
The case study response
displays a lack of
comprehension of the
assignment.
The case study responses
are partially addressed.
There are components of
the assignment not
addressed.
The case study response
demonstrates
comprehension of
assignment expectations,
however, is missing
responses to some of the
case study questions.
The case study response
demonstrates
comprehension of
assignment expectations
and includes the essential
components of the
assignment.
2
Case Study Rubric (continued)
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Writing
Quality
0-6 points 7 points 8 points 9-10 points /10
Responses to case study
show a below average/poor
writing style that lacks
standard English, and/or is
difficult for readers to
follow. Contains frequent
errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show an average and/or
casual writing style using
standard English that is
generally clear but contains
some errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show above average writing
style that is clear using
standard English with minor
errors in grammar,
punctuation, usage, and/or
spelling.
Responses to case study
are well written and
clearly articulated using
standard English,
characterized by elements
of a strong writing style
with correct grammar,
punctuation, usage, and
spelling.
TOTAL POINTS (sum of Criteria) /100
Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
– Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
**## AlzheimersCaseStudy.docx**
MSN 5550 Health Promotion: Prevention of Disease
Case Study Module 4
**Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide a citation for your answers. Must follow APA, 7th ed. format.
**Due:** Saturday by 23:59 pm
**CASE STUDY: Family Member with Alzheimer’s Disease: Mark and Jacqueline**
Mark and Jacqueline have been married for 30 years. They have grown children who live in another state. Jacqueline’s mother has moved in with the couple because she has Alzheimer’s disease. Jacqueline is an only child and always promised her mother that she would care for her in her old age. Her mother is unaware of her surroundings and often calls out for her daughter Jackie when Jacqueline is in the room. Jacqueline reassures her mother that she is there to help, but to no avail.
Jacqueline is unable to visit her children on holidays because she must attend to her mother’s daily needs. She is reluctant to visit friends or even go out to a movie because of her mother’s care needs or because she is too tired. Even though she has eliminated most leisure activities with Mark, Jacqueline goes to bed at night with many of her caregiving tasks unfinished. She tries to visit with her mother during the day, but her mother rejects any contact with her daughter. Planning for the upcoming holidays seems impossible to Mark, because of his wife’s inability to focus on anything except her mother’s care.
Jacqueline has difficulty sleeping at night and is unable to discuss plans even a few days in advance. She is unable to visit friends and is reluctant to have friends visit because of the unpredictable behavior of her mother and her need to attend to the daily care.
**Reflective Questions**
1. How do you think this situation reflects Jacqueline’s sense of role performance?
2. How do you think that Jacqueline may be contributing to her own health?
3. Provide examples of behavioral changes (functional, potentially dysfunctional, and dysfunctional) within the health patterns of families.
**## CaseStudyRubric1.pdf**
1
MSN5550 Health Promotion: Prevention of Disease
Case Study Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Ideas,
Arguments,
& Analysis
0-30 points 35-39 points 40-44 points 45-50 points /50
Ideas expressed lack an
understanding of the case
study. Comments are
irrelevant, off-topic, and/or
confusing to follow.
Viewpoint, if given, is not
supported with evidence or
examples.
Ideas expressed in case
study show a minimal
understanding of the topic.
Comments are general in
nature and/or occasionally
may not be relevant.
Rehashes or summarizes
ideas with limited analysis,
original thought, and/or
supported viewpoints.
Ideas expressed in case
study are mostly substantive
and relevant to topic; some
original thought.
Demonstrates logical
thinking, reasoning, and/or
analysis for most part.
Viewpoint is supported with
evidence and/or examples.
Ideas expressed in case
study include original
thought, substantial
depth, and are relevant to
topic. Responses show
strong logical thinking,
reasoning, and analysis
with evidence and
examples. Construction of
new meaning and insights
are evident.
Connection
to Course
Materials
0-13 points 14-15 points 16-17 points 18-20 points /20
No connections are made
to readings or other course
materials (lectures, media,
resources, etc.), and/or if
made, are not clearly
stated and are largely
personal opinions.
Minimal direct connections
are made to readings and/or
other course materials
(lectures, media, resources,
etc.). Connections are
largely inferred and
somewhat unclear at times.
Some direct connections are
made to readings and/or
other course materials
(lectures, media, resources,
etc.) and are clearly stated
for the most part.
Strong, direct connections
are made to readings
and/or other course
materials (lectures, media,
resources, etc.) and are
clearly stated.
Content and
Pedagogical
Knowledge
0-13 points 14-15 points 16-17 points 18-20 points /20
The case study response
displays a lack of
comprehension of the
assignment.
The case study responses
are partially addressed.
There are components of
the assignment not
addressed.
The case study response
demonstrates
comprehension of
assignment expectations,
however, is missing
responses to some of the
case study questions.
The case study response
demonstrates
comprehension of
assignment expectations
and includes the essential
components of the
assignment.
2
Case Study Rubric (continued)
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Writing
Quality
0-6 points 7 points 8 points 9-10 points /10
Responses to case study
show a below average/poor
writing style that lacks
standard English, and/or is
difficult for readers to
follow. Contains frequent
errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show an average and/or
casual writing style using
standard English that is
generally clear but contains
some errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show above average writing
style that is clear using
standard English with minor
errors in grammar,
punctuation, usage, and/or
spelling.
Responses to case study
are well written and
clearly articulated using
standard English,
characterized by elements
of a strong writing style
with correct grammar,
punctuation, usage, and
spelling.
TOTAL POINTS (sum of Criteria) /100
Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
– Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
– 1
– 2