Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children

Case Study Assignment: Assessment Tools and Diagnostic Tests in Adults and Children

To Prepare

1). Review this week’s Learning Resources and consider factors that impact the validity and reliability of various assessment tools and diagnostic tests. You also will review examples of pediatric patients and their families as it relates to BMI.
2). By Day 1 of this week, you will be assigned to one of the following Assignment options by your Instructor: Adult Assessment Tools or Diagnostic Tests (option 1), or Child Health Case (Option 2). Note: Please see the “Course Announcements” section of the classroom for your assignments from your Instructor.
3). Search the Walden Library and credible sources for resources explaining the tool or test you were assigned. What is its purpose, how is it conducted, and what information does it gather?
4). Also, as you search the Walden library and credible sources, consider what the literature discusses regarding the validity, reliability, sensitivity, specificity, predictive values, ethical dilemmas, and controversies related to the test or tool.
5). If you are assigned Assignment Option 2 (Child), consider what health issues and risks may be relevant to the child in the health example.
a). Based on the risks you identified, consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
b). Consider how you could encourage parents or caregivers to be proactive toward the child’s health.

Assignment Option 2: Child Health Case:
Include the following:

1). An explanation of the health issues and risks that are relevant to the child you were assigned.
2). Describe additional information you would need in order to further assess his or her weight-related health.
3). Identify and describe any risks and consider what further information you would need to gain a full understanding of the child’s health. Think about how you could gather this information in a sensitive fashion.
4). Taking into account the parents’ and caregivers’ potential sensitivities, list at least three specific questions you would ask about the child to gather more information.
5). Provide at least two strategies you could employ to encourage the parents or caregivers to be proactive about their child’s health and weight

CASE STUDY

Child Health Case (choose one)

A). Severely underweight 12-year-old Hispanic girl with underweight parents who has been bullied in school just recently

OR

B). Overweight 5-year-old black boy with overweight parents who work full-time and the boy spends his time after school with his grandmother

RUBRIC

In 3–4 pages, address the following:

A description of how the assessment tool or diagnostic test you were assigned is used in healthcare.
o What is its purpose?
o How is it conducted?
o What information does it gather?–

Excellent 30 (30%) – 35 (35%)
The response clearly, accurately, and with specific detail describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
Good 24 (24%) – 29 (29%)
The response accurately describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
Fair 18 (18%) – 23 (23%)
The response vaguely and/or with some inaccuracy describes how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
Poor 0 (0%) – 17 (17%)
The response is inaccurate or missing descriptions of how the assessment tool or diagnostic test assigned is used in healthcare, including its purpose, how it is conducted, and what information it gathers.
Based on your research, evaluate the test or the tool’s validity and reliability, and explain any issues with sensitivity, reliability, and predictive values.–

Excellent 45 (45%) – 50 (50%)
The response accurately and thoroughly evaluates the test or tool’s validity and reliability, and explains any issues with clear sensitivity, reliability, and predictive values. Student’s research is clear, accurate, and appropriate for the evaluation.
Good 39 (39%) – 44 (44%)
The response accurately evaluates the test or tool’s validity and reliability, and explains any issues with sensitivity, reliability, and predictive values. Student’s research is somewhat clear, accurate,and appropriate for the evaluation.
Fair 33 (33%) – 38 (38%)
The response vaguely and/or with some inaccuracy evaluates the test or tool’s validity and reliability, and explains any issues with some sensitivity, reliability, and predictive values. Student’s research is vague or inaccurate for the evaluation.
Poor 0 (0%) – 32 (32%)
“The response is inaccurate and/or missing evaluations of the test or tool’s validity and reliability, with explanations of any issues missing or lacking sensitivity, reliability, and predictive values. Student’s research is missing, inaccurate, or lacking for the evaluation.
Written Expression and Formatting – Paragraph Development and Organization:
Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused–neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction are provided that delineate all required criteria.–

Excellent 5 (5%) – 5 (5%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineate all required criteria.
Good 4 (4%) – 4 (4%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.
Fair 3 (3%) – 3 (3%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time. Purpose, introduction, and conclusion of the assignment are vague or off topic.
Poor 0 (0%) – 2 (2%)
Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time. No purpose statement, introduction, or conclusion were provided. Written Expression and Formatting - English writing standards: Correct grammar, mechanics, and proper punctuation-- Excellent 5 (5%) - 5 (5%) Uses correct grammar, spelling, and punctuation with no errors. Good 4 (4%) - 4 (4%) Contains a few (1 or 2) grammar, spelling, and punctuation errors. Fair 3 (3%) - 3 (3%) Contains several (3 or 4) grammar, spelling, and punctuation errors. Poor 0 (0%) - 2 (2%) Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding. Written Expression and Formatting - The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, running heads, parenthetical/in-text citations, and reference list.-- Excellent 5 (5%) - 5 (5%) Uses correct APA format with no errors. Good 4 (4%) - 4 (4%) Contains a few (1 or 2) APA format errors. Fair 3 (3%) - 3 (3%) Contains several (3 or 4) APA format errors. Poor 0 (0%) - 2 (2%) Contaicixns many (≥ 5) APA format errors.

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