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This a concept map, drawing of Pathophisiology of diabetes milletus 2, the cause, symptoms, digonistics, patogenesis, prognoisi, prevention, treament. and the after that the writer should use the concept map to write a report on type 2 milletus.
This a sample of a concept map, I want it to be better than this, it does not mean it should be exactly like this. Each box showing different coulour background to tell which groub it belong.
After drawing the concept map the writer then using themarking criteria, to a report , using pathophisiology of diabetes milletus 2 (500 words)
this concept map must be only on a page, while the remaining 500 words will be on the next 2 pages
the concept must be diffrenciate with colour background. And writer must use words so that, I will be able to access it. F you have any question pls don’t hesitate.
we are ask to draw a flowchart i.e is refered to as concept map of diabes milletus ll. which will start from what is Diabetics milletus ll. the whole explaination have to be in a box with arrow indicating how it leads to one another i.e in the other below
1.The pathophysiological process
???Definition: (succinct: define process and consequences)
2???Aetiology: (cause(s) if known. Any theories if not)
???Pathogenesis: the mechanism of disease development
Stimulus?? what is the process leading to structural changes?? therefore to the functional changes ?? clinical features (S&S)
?
???Relate to clinical features (signs and symptoms):
???Relate to course of disease: (with or without treatment)
???Relate to prognosis: (with or without treatment)
6
2012 ANE&S
4 The pathophysiological process – cont
???Diagnosis:
(methods used to confirm cause or extent of the structural and functional changes)
???Structural – A pathophysiological condition that occurs when organs/tissue change how they function due to cells being damaged or altered.
???Functional ??? the changes that occur when organs/tissue are unable to undertake their normal roles when there are alterations in that organ/tissue structure.
???Treatment
(including rationales behind therapeutic and nursing interventions)
???Prevention:
(possible if the cause is known)
7
2012 ANE&S
Pathophysiology
of a disease Pathology
Aetiology
Pathogenesis
Structural changes
Functional changes
Signs & symptoms
Clinical course
Prognosis nutritional
genetic
neoplastic
trauma
infectious
metabolic
+ Diagnosis
Treatment Prevention
please follow the marking creteria attached with the other. all in a flow chart with colour background, explaining how is related. please use words so that i will be able to assess it. all in a page and not double page. thank you.
Length: Report?750 words
Concept Map?one (1) A4 page
? The concept map must be computer generated.
? When researching the topic, use the template, as described in Lecture 1, to assist you in organising your information. The template will also assist in identifying key concepts and their relationship/s.
? Concept Map: is to be illustrated on one A4 page. Use APA convention to reference citations in the concept map and include these in the reference list.
? Concept map development clearly, yet concisely summarises the most important information identified into what is known as ?key concepts?. It also conveys the relationships or links between these key concepts. Critical thinking and creativity are essential components of this assessment. Concept map design needs to be visually stimulating.
Concept Map Report:
? You are to answer two (2) questions related to the topic.
? You are expected to paraphrase the literature and reference all work from others in accordance with academic standards.
? The marking criteria are at the end of this document.
? Use of too many direct quotes is unacceptable.
Concept Map Report questions
1
Identify and briefly explain the structural and functional changes that occur in the pancreas when Diabetes Mellitus Type II develops. (500 words)
2
Identify two factors that are associated with an increased risk of developing Diabetes Mellitus Type II. Briefly explain why these factors lead to an increased risk for the development of Diabetes Mellitus Type II. (250 words)
Marking criteria and standards
SCHOOL OF NURSING AND MIDWIFERY
400814 ~ ALTERATIONS IN NUTRITION, ELIMINATION AND SEXUALITY 2012
FINAL MARK:
CAUSE AND EFFECT CONCEPT MAP AND REPORT
Student Number: ????????? Student Name: ????..?????………………..
Criteria
Criterion Grade (eg. HD, D, C, P, F)
Mark Awarded
? Concept Map
/35
? Report
? Review of pathophysiology
? Explanation of why chosen risk factors increase the chances of developing diabetes mellitus type II
? Academic writing, spelling & grammar, referencing
/35
/20
/10
Mark Awarded
/100
Weighted Mark
/25%
Standards
High Distinction
Distinction
Credit
Pass
Fail
32 to 35
27.5 to 31.5
22 to 27
17.5 to 21.5
<17.5
Clearly, accurately and concisely summarises the information that identifies an understanding of ?Diabetes Mellitus Type II?.
Outstandingly clear, concise and accurate summarisation of the most important information.
Superior summarisation of the most important information in a clear, concise and accurate manner.
Good summarisation of the most important information in a clear, concise and accurate manner.
Summarisation of the most important information is satisfactory, but lacks clarity and conciseness.
Poor understanding of the topic. Insufficient evidence provided.
The relationships/links between the critical elements are clearly and logically articulated.
The relationships or links between the critical elements are conveyed with simplicity and are overtly clear and logical.
The relationships or links between the critical elements are conveyed overtly and clearly.
The relationships or links between the critical elements are conveyed with clarity and logic
The relationships or links between the critical elements are identifiable. The links may not be complete and/or the clarity and logic is difficult to identify easily.
The relationships or links between the critical elements are not, or are poorly conveyed. There is poor articulation of ideas, with lack of clarity and logic.
Originality, creativity and reflective thinking are evident in the concept map.
The map displays superior levels of original, creative and reflective thinking
The map displays high levels of original, creative and reflective thinking
The map displays reasonable levels of original, creative and reflective thinking.
The map displays satisfactory levels of originality, with little if any evidence of creative and reflective thinking.
The map displays little if any originality or creative and reflective thinking.
Presentation, layout and organisation of data stimulate, capture and maintain the attention of the reader through the appropriate use of colour and graphics.
Layout of the map is highly visually stimulating, professional in presentation, capturing attention through the appropriate use of colour and graphics
Layout of the map is reasonably visually stimulating, professional in presentation, capturing attention through the appropriate use of colour and graphics.
Layout of the map is moderately visually stimulating, professional in presentation, and is able to capture attention through the appropriate use of colour and graphics.
Map layout and presentation lacks clarity and organisation and minimally visually stimulates or captures attention.
Map layout and presentation lacks clarity and organisation and fails to stimulate or capture attention.
Standards
High Distinction
Distinction
Credit
Pass
Fail
32 to 35
27.5 to 31.5
22 to 27
17.5 to 21.5
<17.5
Discussion of structural and functional changes related to Diabetes Mellitus Type II displays analysis and synthesis of knowledge that is founded on evidence based research.
Outstanding critical analysis and synthesis of knowledge related to the topic using an extensive body of evidence-based research.
Superior critical analysis and synthesis of knowledge related to the topic using a satisfactory body of evidence-based research.
Good analysis and synthesis of knowledge related to the topic with use of some evidence-based research.
Minimal analysis and synthesis of knowledge related to the topic with minimal use of supporting literature.
Provides mere description of current knowledge with no evidence of critical analysis. Poor or incorrect understanding of topic. Insufficient evidence provided.
Discussion of pathophysiologic processes demonstrates a clear and accurate understanding of what is occurring.
Evidence of an exceptional grasp of the pathophysiologic processes that are occurring.
Evidence of a superior grasp of the pathophysiologic processes that are occurring.
Evidence of a satisfactory grasp of the pathophysiologic processes that are occurring.
Demonstrates an understanding of the pathophysiologic processes that are occurring.
Minimal, superficial discussion of pathophysiologic process.
Standards
19 to 20
16 to 18.5
13 to 15.5
10 to 12.5
<10
Discussion demonstrates a clear and accurate understanding of the reasons the selected risk factors lead to an increased chance of Diabetes Mellitus Type II occurring.
Exceptional clarity and accuracy of understanding of the reasons the selected risk factors lead to an increased chance of Diabetes Mellitus Type II occurring.
Superior clarity and accuracy of understanding of the reasons the selected risk factors lead to an increased chance of Diabetes Mellitus Type II occurring.
Good clarity and accuracy of understanding of the reasons the selected risk factors lead to an increased chance of Diabetes Mellitus Type II occurring.
Minimal clarity and accuracy of understanding of the reasons the selected risk factors lead to an increased chance of Diabetes Mellitus Type II occurring.
Little or no clarity and accuracy of understanding of the reasons the selected risk factors lead to an increased chance of Diabetes Mellitus Type II occurring.
Standards
9.5 to 10
8 to 9
6.5 to 7.5
5 to 6
<5
Writes in a clear and succinct academic style, using language that enhances the coherent and logical flow of ideas. Organisation of material and main points also enhances the flow of ideas.
Excellent, well developed writing style and use of language, which exhibits a coherent, logical flow of ideas to a high degree. Organisation of material and main points exhibits an advanced level of clarity.
An advanced, well developed writing style and use of language, which exhibits a coherent, logical flow of ideas to a high degree. Organisation of material and main points exhibits a high level of clarity.
A respectable writing style and use of language, which enables the effective flow of ideas to occur. Organisation of material and main points is clear.
A reasonable writing style but limited use of language, which hinders the effective flow of ideas to occur. Organisation of material and main points is reasonably clear.
An elementary writing style with very basic use of language and poor articulation of ideas. It is verbose, convoluted or otherwise difficult to read. Organisation of material and main points is unclear.
Uses correct grammar, spelling and punctuation.
Presentation requirements are met well.
No errors in spelling, punctuation, grammar or sentence construction. Presentation requirements are met well.
No errors in spelling, punctuation, grammar or sentence construction. Presentation requirements are met well.
Minor, infrequent errors in spelling, punctuation, grammar and sentence construction, which do not impede the flow of ideas. Presentation requirements are met well.
Minor, frequent errors in spelling, punctuation, grammar and sentence construction, which impede the flow of ideas. Presentation requirements are met.
The errors in grammatical construction, punctuation and spelling impede meaning. Basic presentation requirements are not met.
Referencing technique throughout, both in-text and reference list follow APA convention.
In-text referencing ideas are referenced correctly throughout the essay including appropriate acknowledgement (referencing) of all the words of others.
Reference list to include at least five journal articles. Please note: all references must be current (within the past 5 years) or be seminal publications.
Referencing technique is flawless and follows APA convention, both in-text and in the reference list.
Infrequent, minor errors in referencing technique and follows APA convention, both in-text and in the reference list.
Referencing technique may display minimal errors and follows APA convention, both in-text and in the reference list.
There may be errors in referencing, with technique barely following APA convention, both in-text and in the reference list.
There may be an absence or incorrect use of APA referencing technique.
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