N670 Samuel Merritt University Who Killed Benita Vasquez Case Analysis Listen to the “Who killed Benita Vasquez?” Case study audio story and answer the fol

N670 Samuel Merritt University Who Killed Benita Vasquez Case Analysis Listen to the “Who killed Benita Vasquez?” Case study audio story and answer the following 5 questions:

1- What are the clinical causes of death in the story of Benita Vasquez?

2- What are the underlying social environmental causes of her death?

3- How did cultural and social identity contribute to the poor outcome?

4- What would you have done differently if you have saw Mrs. Vasquez in the rural health clinic initially?

5- What healthcare policy changes could improve or prevent the outcome that Mrs. Vasquez had NVNVT33004
Week 2 Case Study Who Killed X
samuelmerritt instructure.com/courses/2598187/assignments/23742901
Ongoing Feedback
Week 2 Case Study: Who Killed Benita Vasquez?
Criteria
Ratings
Pts
Account
Analysis of
topic, and
logical
expression of
ideas
0.0 pts
No
Submission
Dashboard
Courses
Groups
50 pts
3.0 pts
Exceeds
Met
Excelsinresponding to A solid submission,
assignment Interesting, responding
demonstrates
appropriately to
sophistication of thought assignment. Clearly
Central idea/thesis is states a
clearly communicated, thesis/central idea
worth developing, while but may have minor
limited enough to be lapses in
manageable. Submission development.
recognizes some
Begins to
complety of its thesis: acknowledge the
may acknowledge its complexity of
contradictions,
central idea and the
qualifications, or limits possibility of other
and follow out their points of view.
logical implications. Shows careful
Understands and
reading of sources
critically evaluates its but may not
sources appropriately evaluate them
limits and defines terms. critically. Attempts
to define terms, not
always successfully
20 pts
Needs Improvement
Adequate but
weaker and less
effective, possibly
responding less well
to assignment
Presents central idea
in general terms
often depending on
platitudes or clichés
Usually does not
adequately
acknowledge other
views. Shows basic
comprehension of
sources, perhaps
with lapses in
understanding if it
defines terms often
depends on
dictionary
definitions
1.0 pts
Not Met
Does not have
a clear central
idea or does
not respond
appropriately
to the
assignment.
Thesis may be
too vague or
obvious to be
developed
effectively
Submission
may not
demonstrate
understanding
of sources
Does not
respond to
the
assignment
lacks a
thesis or
central
idea, and
may
neglect to
use sources
where
necessary
The
assignment
is not
turned i
Calendar
5.0 pts
Inbox
Help
Critical
Thinking
(Logical
Structure,
clear
purpose
considers
audience,
transitions
between
5.0 pts
Exceeds
Uses a logical
structure
appropriate to
submission’s
subject. purpose,
audience, thesis,
and disciplinary
field. Sophisticated
transitional
sentences often
develop one idea
from the previous
one, or identify
their logical
3.0 pts
Met
Shows a logical
progression of
ideas and uses
fairly
sophisticated
transitional
devices; eg,
may move from
least to more
important idea.
Some logical
links may be
faulty, but each
paragraph
2.0 pts
Needs Improvement
Lists ideas or arrange
them randomly rather
than using any evident
logical structure. May use
transitions, but they are
likely to be sequential
(first, second, third, rather
than logic-based. While
each paragraph may relate
to central idea. logic is not
always clear. Paragraphs
have topic sentences but
may be overly general, and
arrangement of sentences
1.0 pts
Not Met
Has random
organization,
lacking internal
paragraph
coherence and
using few or
inappropriate
transitions
Paragraphs may
lack topic
sentences or
main ideas or are
too general or too
specific to be
0.0 pts
No
Submission
No
appreciable
organization:
lacks
transitions
and
coherence.
The
assignment
is not turned
ideas are
5.0 pts
clear, ideas
are
developed,
reader can
follow
?
tangent
NVNVT33004
Week 2 Case Study: Who Killed 8 x
+
samuelmerritt instructure.com/courses/2598187/assignments/23742901
1.0 pts
Not Met
0.0 pts
No
Submission
Account
CD)
Dashboard
Critical
Thinking
(Logical
Structure,
clear
purpose,
considers
audience,
transitions
between
ideas are
clear, ideas
are
developed,
reader can
follow
progression
of ideas.)
5.0 pts
Exceeds
Uses a logical
structure
appropriate to
submission’s
subject, purpose,
audience, thesis,
and disciplinary
field. Sophisticated
transitional
sentences often
develop one idea
from the previous
one, or identify
their logical
relations. Guides
the reader through
the chain of
reasoning or
progression of
ideas.
3.0 pts
Met
Shows a logical
progression of
ideas and uses
fairly
sophisticated
transitional
devices; e.g.,
may move from
least to more
important idea.
Some logical
links may be
faulty, but each
paragraph
clearly relates
to submission’s
central idea.
2.0 pts
Needs Improvement
Lists ideas or arrange
them randomly rather
than using any evident
logical structure. May use
transitions, but they are
likely to be sequential
(first second, third) rather
than logic-based. While
each paragraph may relate
to central idea, logic is not
always clear. Paragraphs
have topic sentences but
may be overly general, and
arrangement of sentences
within paragraphs may
lack coherence.
Courses
Has random
organization,
lacking internal
paragraph
coherence and
using few or
inappropriate
transitions.
Paragraphs may
lack topic
sentences or
main ideas or are
too general or too
specific to be
effective.
Paragraphs do
not all relate to
submission’s
thesis.
No
appreciable
organization;
lacks
transitions
and
coherence.
The
assignment
is not turned
in.
5.0 pts
Groups
Calendar
Inbox
Help
Evidence
5.0 pts
Exceeds
1.0 pts
Not Met
Depends on clichés
Uses
evidence
appropriately
and
effectively,
providing
sufficient
evidence and
explanation
to convince.
Full Marks
3.0 pts
Met
Begins to offer
reasons to support
its points, perhaps
using varied kinds
of evidence. Begins
to interpret the
evidence and
explain connections
between evidence
and main ideas. Its
examples bear
some relevance.
2.0 pts
Needs Improvement
Often uses generalizations
to support its points. May
use examples, but they may
be obvious or not relevant.
Often depends on
unsupported opinion or
personal experience or
assumes that evidence
speaks for itself and needs
no application to the point
being discussed. Often has
lapses in logic
or
overgeneralizations
for support or
offers little
evidence of any
kind. May be
personal narrative
rather than essay,
or summary rather
than analysis.
0.0 pts
No
Submission
Uses
irrelevant
details or
lacks
supporting
evidence
entirely.
May be
unduly
brief. The
assignment
is not
turned in.
5.0 pts
Language
usage:
K
5.0 pts
Exceeds
Chooses words for their
3.0 pts
Met
Generally uses
2.0 pts
Needs
Improvement
1.0 pts
Not Met
0.0 pts
No
Submission
May be too vague
H
O
Ô
tangent
NVNVT33C04
Week 2 Case Study: Who Killed B x
+
samuelmerritt instructure.com/courses/2598187/assignments/23742901
Language
usage
10 pts
Not Met
Account
5.0 pts
Exceeds
Chooses words for their
precise meaning and
uses an appropriate
level of specificity.
Sentence style fits
assignment’s audience
and purpose. Sentences
are varied, yet clearly
structured and carefully
focused, not long and
rambling.
3.0 pts
Met
Generally uses
words accurately
and effectively, but
may sometimes be
too general.
Sentences
generally clear,
well structured,
and focused,
though some may
be awkward or
ineffective
2.0 pts
Needs
Improvement
Uses relatively
vague and general
words, may use
some
inappropriate
language.
Sentence structure
generally correct,
but sentences may
be wordy,
unfocused,
repetitive, or
confusing.
May be too vague
and abstract, or
very personal
and specific
Usually contains
several awkward
or ungrammatical
sentences;
sentence
structure is
simple or
monotonous.
0.0 pts
No
Submission
Usually
contains
many
awkward
sentences,
misuses
words,
employs
inappropriate
language. The
assignment is
not turned in
5.0 pts
Dashboard
Courses
18
Groups
DDD
Calendar
1.0 pts
Not Met
Mechanics
such as
punctuation,
spelling and
grammatical
correctness
Inbox
5.0 pts
Exceeds
Almost
entirely free
of spelling,
punctuation,
and
grammatical
errors.
3.0 pts
Met
May contain a
few errors,
which may
annoy the
reader but not
impede
understanding
2.0 pts
Needs
Improvement
Usually contains
several mechanical
errors, which may
temporarily
confuse the reader
but does not
impede the overall
understanding.
Usually contains either
many mechanical errors
or a few important
errors that block the
reader’s understanding
and ability to see
connections between
thoughts.
0.0 pts
No Submission
Contains so many
mechanical errors that
it is impossible for the
reader to follow the
thinking from
sentence to sentence.
The assignment is not
turned in.
5.0 pts
Help
CLO
N670_01
view longer
description
threshold: 10 pts
1.0 pts
Aligned
0.0 pts
No Marks
G CLO
N670_02
view longer
description
threshold: 1.0 pts
1.0 pts
Aligned
0.0 pts
No Marks
CLO
N670_03
view longer
description
threshold: 10 pts
1.0 pts
Aligned
0.0 pts
No Marks
?
O
e
Epic
tangent
NVNVT33004
Case Study: Who Killed B X
+
e
samuelmerritt instructure.com/courses/2598187/assignments/23742901
= N670 Family Centered Advanced Practice Nurs > Assignments > Week 2 Case Study: Who Killed Benita Vasquez?
2019FALL
Week 2 Case Study: Who Killed Benita Vasquez?
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Due Sep 22 by 11:59pm
Points 25
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Listen to the Who Killed Benita Vasquez? – Case Study audio story. Transcript
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Case_Study_Who_Killed_Benita_Vasquez
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Note: This is a true story.
Collaborations
Answer the following questions:
Panopto Library
Student Resources
1. What are the clinical causes of death in the story of Benita Vasquez?
2. What are the underlying social and environmental causes of her death?
3. How did cultural and social identity contribute to the poor outcome?
4. What would you have done differently if you saw Mrs. Vasquez in the rural health clinic initially?
5. What healthcare policy changes could improve or prevent the outcome that Mrs. Vasquez had?
Faculty Resources
Ongoing Feedback
Week 2 Case Study: Who Killed Benita Vasquez?
Criteria
Ratings
Pts
Analysis of
topic, and
logical
expression of
ideas
3.0 pts
Met
5.0 pts
Exceeds
Excels in responding to
assignment. Interesting,
demonstrates
sophistication of thought.
Central idea/thesis is
clearly communicated,
worth developing, while
limited enough to be
manageable. Submission
recognizes some
A solid submission,
responding
appropriately to
assignment. Clearly
states a
thesis/central idea
but may have minor
lapses in
development.
Begins to
2.0 pts
Needs Improvement
Adequate but
weaker and less
effective, possibly
responding less well
to assignment.
Presents central idea
in general terms,
often depending on
platitudes or clichés.
Usually does not
1.0 pts
Not Met
Does not have
a clear central
idea or does
not respond
appropriately
to the
assignment.
Thesis may be
too vague or
obvious to be
0.0 pts
No
Submission
Does not
respond to
the
assignment
lacks a
thesis or
central
idea, and
may
tangent

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