Assessment 3: NUR2102 Written Assignment Task overview

1

Assessment 3: NUR2102 Written Assignment

Task overview

Assessment name NUR2102 Written Assignment

Brief task

description

Apply the Clinical Reasoning Cycle to identify and describe how you would assess, intervene

and evaluate care for the case study “Mr Noel Smith”.

Rationale for

assessment task.

This assessment will develop clinical reasoning skills and demonstrate the application of

models of evidence-based care to work collaboratively with individuals with chronic

conditions. It will develop theoretical concepts to assess, plan and intervene and evaluate care

for people with a chronic condition. The assessment will develop graduates who are; well

informed individuals with discipline-specific and industry knowledge relevant to their

profession or area of study; critical, creative, thinkers who can integrate and apply knowledge

and relevant skills, including research and digital literacy skills, to analyse and evaluate ideas,

concepts, theories and problems, and offer insights, innovative approaches and solutions;

ethical, engaged professionals and citizens who engage in non-discriminatory and sage

practices and consider the local, global, social, economic legal and environmental influences

on, and impact of, their attitudes and actions; and employable, enterprising professionals who

are confident, self-directed, know how they learn, and are resourceful, resilient, and adaptable

to change.

Due Date 23/10/20, 23:59 (AEST)

Length 1800 words +/-10% Word count includes in-text referencing and excludes the reference list

Marks out of:

Weighting:

Marks out of 100

Weighting 45%

Course Objectives

measured

CLO 1. Apply clinical reasoning skills and models of evidence-based care to work

collaboratively with individuals with chronic conditions across the lifespan;

CLO 2. Apply theoretical concepts in simulated practice to assess, plan and therapeutically

intervene and evaluate care for people with various chronic conditions;

2

GA 1. Well informed individuals with discipline-specific and industry knowledge relevant to

their profession or area of study;

GA 2. Critical, creative, thinkers who can integrate and apply knowledge and relevant skills,

including research and digital literacy skills, to analyse and evaluate ideas, concepts,

theories and problems, and offer insights, innovative approaches and solutions;

GA 3. Ethical, engaged professionals and citizens who engage in non-discriminatory and

sage practices and consider the local, global, social, economic legal and environmental

influences on, and impact of, their attitudes and actions;

GA 4. Employable, enterprising professionals who are confident, self-directed, know how

they learn, and are resourceful, resilient, and adaptable to change.

3

Task information

Task detail

Step 1: Review the elements of the Clinical Reasoning Cycle (The Clinical Reasoning Cycle Lecture is

located in Module 1 on the StudyDesk and the chapter from the textbook is located in the

Assessment tab - Written Assignment Two). No submission of the Clinical reasoning Cycle is

required.

Step 2: Using the information provided in the patient situation and the current patient information

and supported by the best available scholarly evidence apply the Clinical Reasoning Cycle in short

answer format responding to the following questions:

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Case study

Short answer responses:

Note: You may use headings to differentiate the three parts of your response to the assignment

questions

Patient situation:

Mr Noel Smith a 55-year-old retired mining manager presents to the local Emergency Department with marked dyspnoea and audible wheeze increasing over the past 24 hours. He was diagnosed with asthma 20 years ago. Mr Smith recently divorced from his wife of 15 years. While he used to be very active socially, he has withdrawn from family and friends since the divorce. He smokes 30 cigarettes a day, consumes 3-4 standard drinks daily and his diet is high in saturated fat and sodium. Mr Smith is independent with daily care and mobility however, he does not exercise routinely. Mr Smith does not routinely visit his General Practitioner (GP). Over the past 5 years, his episodes of coughing and wheezing have increased. Mr Smith only takes his prescribed medications sporadically or when his symptoms worsen. He acknowledges that he once had an asthma action plan but admits that he does not understand it or has never had it reviewed by his GP. He does not feel that his diet or weight contributes to his asthma and states that exercise only makes him feel “puffed”.

Current patient information

Objective Data Past Medical History Social & Family History

Weight 95kgs

Height 176 cm

BMI 30.7

BP 155/95

HR 110

RR 32

Sp02 92%

Audible wheeze and decreased air entry

Productive cough

Accessory muscle use

Talking in short sentences

Hypercholesterolemia

Hypertension

Asthma diagnosis at 35 years of age

Obstructive Sleep Apnoea, does not like to use CPAP overnight

Gastroesophageal Reflux Disease (GORD)

Seasonal hay fever

Reports being “wheezy” as a child and having recurrent chest infections

Current Medications

Salbutamol

Ipratropium Bromide

Atorvastatin

Amlodipine

Esomeprazole

Recently divorced from his wife of 15 years

Retired mining manager

Smokes 30 cigarettes a day

Drinks alcohol 3-4 standard drinks a day

Independent with daily care and mobility

Family history

Father deceased-Chronic Obstructive Pulmonary Disease (COPD)

Brother deceased -Myocardial Infarction

Mother lives in aged care (82 years old)

Subjective Data

“My chest feels tight and it’s hard to breathe”

“I get like this 3-4 times per year”

“My puffer didn’t help but it could be out date”

“I don’t have a current asthma action plan”

Consider

the patient

situation

5

Part A. Collect cues and recall knowledge (400 words)

1. From the provided patient situation and current patient information, identify the relevant

patient cues/information and using best available scholarly evidence explain how these

relate to asthma pathophysiology.

2. Analyse the subjective and objective data in the current patient information table and

compare normal vs abnormal signs and symptoms. From this comparison provide an

interpretation of his overall health status with support from the best available scholarly

evidence.

Part B. Identify problems, establish goals, take action and evaluate outcomes (1000 words)

1. Identify and discuss the acute and chronic problems/issues for Mr Noel Smith. Provide

a rational for the identified problems based on the cues/information collected from

Part A.

2. From the chronic problems/ issues identified, outline ONE (1) SMART goal developed in

collaboration with Mr Noel Smith.

Ensure all the elements: S (specific) M (measurable) A (achievable), R (realistic) T

(timely) elements are incorporated. (Refer to Appendix A)

3. Identify relevant nursing interventions that will assist Mr Noel Smith in achieving the

identified SMART goal. Using the best available scholarly evidence provide a rationale

as to why these interventions are appropriate for Mr Smith.

4. Using best available scholarly evidence, describe the strategies you would use to

evaluate the effectiveness of the nursing interventions you identified in Question 3.

Collect cues and Information

Process

information

Identify

problems

and issues

Establish

goals

Take

action

Evaluate

outcomes

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Part C. Contemplate/reflect on new learning (400 words)

Critically discuss the role of the nurse in facilitating self-efficacy and self-management for

patients (and their families) living with a chronic condition in order to achieve improved

health outcomes and quality of life. Use the best available scholarly evidence to support

your discussion.

Writing Style This assessment piece will be written in the form of academic short answers supported by scholarly

evidence from peer reviewed resources.

An introduction and conclusion are NOT required

Write in full grammatical sentences

Use correct spelling and punctuation

Paragraph format is required. Dot/bullet points or numbered lists are not permitted

Keep your writing formal and in third person.

Express your ideas clearly and concisely

Appropriately reference any information sources used.

Referencing/

citations

For this assessment you will use either APA 6th or APA 7th referencing style.

Sources: the majority of the references contained within your reference list must be no older

than 6 years old.

In text citations: You must include in text citations in the body of your work. Each new point or

piece of evidence must be attributed (via in-text citation) to the source.

Formatting

Style

Assignment must be presented as follows;

Microsoft word document format

Double Line Spacing with page numbers to be provided

Times New Roman, 12-point font

Use APA formatting style. The first line of each paragraph is indented. The reference list starts

on a new page with the heading “References”

Resources

available to

complete

task

NUR2102 course modules, specifically 1, 2, 3 & 4

Clinical Reasoning Cycle (Clinical Reasoning Cycle Module 1 on the StudyDesk and the Clinical

Reasoning Cycle chapter located in the assessment tab-Written Assignment Two

SMART Goals information (see information and examples in Appendix A)

USQ academic writing style is provided in links on the course Resources Tab.

https://www.usq.edu.au/library/study-support/assignments

Referencing

https://www.usq.edu.au/library/referencing

Reflect on

process and

new learning

https://www.usq.edu.au/library/study-support/assignments

https://www.usq.edu.au/library/referencing

7

Submission information

What you need

to submit

One Microsoft Word document that contains the following items:

Your assignment document.

No coversheet but footer must include:

surname_initial_studentnumber_coursecode_A1_page no

Please use the Written Assignment Marking Rubric to guide you, but do not submit the

Marking Rubric.

Submission

requirements

This assessment is to be submitted electronically via the Written Assignment Submission link on

the NUR2102 Study Desk. It must be submitted in electronic format as a Microsoft document via

Turnitin. The Turnitin process may take up to 24 hours to produce a report. Therefore, allow

adequate time to do this and address any issues of plagiarism detected by Turnitin before final

submission.

File Name

Conventions

Save your document with the following naming conventions:

surname_initial_studentnumber_coursecode_A3.doc

e.g. Jones_S_001789789_NUR1202_A3.doc

Moderation This task will be moderated against the Written Assignment Criteria Marking Guide available

on the Study Desk;

All staff who are assessing your work meet to discuss and compare their marking before

marks or grades are finalised. A rigorous moderation process is undertaken for this course;

hence no remarking of assessment pieces will be considered.

Final release of grades will normally be within three weeks of submission. This timeframe

applies for any approvals for an extension of time commencing at the time of submission.

Academic

Integrity

Statement

Please review the USQ policy for Academic Integrity

(https://policy.usq.edu.au/documents/13752PL).

Turnitin has been enabled so that students can check for similarity matching within their

assessment and make amendments prior to the due date to demonstrate academic integrity.

Late

Submissions

The penalty for late submission without a pre-approved extension is a reduction by 5% of the

maximum Mark applicable for the Assignment, for each University Business Day or part Business

Day that the Assignment is late (https://policy.usq.edu.au/documents/14749PL).

https://policy.usq.edu.au/documents/13752PL

https://policy.usq.edu.au/documents/14749PL

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Appendix A

SMART goal examples

Specific Measurable Achievable Realistic Timely

Decrease coffee

consumption every day

by 1 coffee until cease

drinking coffee in 1

week

Day 1= 7 coffees Day 2= 6 coffees Day 3= 5 coffees Day 4= 4 coffees Day 5= 3 coffees Day 6= 2 coffees Day 7= 1 coffee

This is an achievable

goal as it does not

require instant

cessation and is

supported using

alternative beverages

such as water and tea

Yes there are no

known additional

stressors such as work

etc at this time so it is

realistic to achieve

It is will be reviewed

daily and continue for

week

Increase cardiovascular

exercise by skipping

rope for 30 minutes

every 2nd day. Starting

at 5 mins and

increasing by 5

mins/day over 1 week

Day 1= 5 mins Day 3= 10 mins Day 5= 15 mins Day 7=20 mins Scheduled for after work and recorded on the exercise app

There are no physical

limitations to skipping

rope.

There is a rope

available and an area

with enough room

Yes, it is something

that is an enjoyable

activity

Review progress every

2nd day until 1 week

and if no issues

continue for 2 weeks

then review

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NUR2102 Written Assignment - Criteria Marking Guide Objectives

Part A 12.5-10.7 10.6 -9.4 9.3 -8.2 8.1-6.25 6.24-0 MARK

Question 1.

Identification and

explanation

Collect cues and recall

knowledge

Comprehensive

identification of the

relevant patient

cues/information noted in

the patient case study

Provides clear and logical

explanation as to how

these cues/information

relate to Asthma

pathophysiology.

The discussion is

comprehensively

supported by

contemporary, relevant

evidence- based practice

Extensive identification of

the relevant patient

cues/information noted in

the patient case study with

only minor omissions and

minor issues with

relevance to his situation.

Provides mostly clear and

logical explanation as to

how these

cues/information relate

Asthma pathophysiology

with only some issues

with relevance

The discussion is

extensively supported by



Identifies most of the

patient cues/information

noted in the patient case

study

but some of these are not

relevant to his situation

Provides an explanation

as to how these

cues/information relate to

Asthma pathophysiology

but this could have been

made clearer, showing

stronger links between

the cues and the

knowledge

The discussion is mostly

supported by



Identifies some of the



study

There needed to be

stronger relevance to his

situation in the

identification.

Provides a basic

explanation as to how

these cues/information

relate to Asthma

pathophysiology but these

links often lacked relevance

to his situation

The discussion is supported

by some contemporary,

relevant evidence- based

practice

Limited or no identification



study

Unclear and illogical explanation as to how these cues/information relate to Asthma pathophysiology.

The discussion is

unsupported by



/12.5

1

0

Question 2. 12.5-10.7 10.6 -9.4 9.3 -8.2 8.1-6.25 6.24-0

Analysis

Process information

Comprehensive analysis of

the subjective and

objective data that

provides an accurate

interpretation of the case

study patients’ overall

health status

The analysis and

interpretation is

comprehensively

supported by



Extensive analysis of the

subjective and objective

data that provides an

accurate interpretation of

the case study patients’

overall health status

The analysis and

interpretation is




Broad analysis of the


data that provides a

mostly accurate



health status

The analysis and

interpretation is mostly

supported by



Basic analysis of the


data that provides an



health status with some

accuracy

The analysis and

interpretation is supported

by some contemporary,

relevant evidence- based

practice

Limited or no analysis of

the subjective and

objective data that

provides an inaccurate



health status

The analysis and

interpretation is

unsupported by



/12.5

Part B 10-8.5 8.4-7.5 7.4-6.5 6.4-5 5-0

Question 1.

Identification and

explanation

Clinical problems

The discussion contains an excellent overview of the

identified problems/issues for the patient. Provides a clear

and logical rationale.

All identified problems are supported by contemporary,

relevant evidence- based practice

The discussion contains a

good overview of the

identified problems/issues

for the patient. Provides a

mostly clear and logical

rationale.

Identified problems are


relevant contemporary,

evidence- based practice.


moderately sound

overview of the identified

problems/issues for the

patient. Provides some

logical rationale.

Identified problems are

mostly supported by

evidence-based practice.


minimal overview of the


for the patient. Provides

basic rationales.

There is some support for

the Identified problems

with evidence-based

practice.

The discussion contains no

identification of the


for the patient. Provides

unclear and illogical

rationales.

Unsupported with evidence

or evidence is irrelevant,

old or questionable in

terms of scholarly merit

/10

1

1

Question 2 10-8.5 8.4-7.5 7.4-6.5 6.4-5 5-0

Application

Apply SMART goals

(Specific, Measureable, Actions, Realistic and Timely)

Comprehensive demonstration of goal setting

applying all of the SMART elements accurately. Provides

strong links to the problem/issues for the patient

Mostly clear demonstration

of goal setting applying

most of the SMART

elements mostly

accurately. Provides

mostly strong links to the

problem/issues for the

patient

Sound demonstration of

goal setting applying some

of the SMART elements

with a sound degree of

accuracy. Provides sound

links to the problem/issues

for the patient

Basic demonstration of

goal setting. Smart

elements applied basically

Provides basic links to the


patient

Limited or no

demonstration of goal

setting applying the

SMART elements.

Provides unclear or

illogical links to the


patient

/10

Question 3 10-8.5 8.4-7.5 7.4-6.5 6.4-5 5-0

Identification and

explanation

Nursing intervention

The discussion contains excellent overview of the

relevant nursing interventions that are required for the

patient. Provides a clear and logical rationale for the

interventions.

All interventions are supported by contemporary,

relevant evidence- based practice


good overview of the

relevant nursing

interventions that are

required for the patient.

Provides a mostly clear and

logical rationale for the

interventions.

Interventions are





moderately sound overview

of the relevant nursing



Provides some logical

rationale for the

interventions.

Most Interventions are

supported by evidence

based practice.


minimal overview of the

relevant nursing



Provides basic rationales

for the interventions.


the interventions with

evidence-based practice

The discussion contains no

identification of the nursing



Provides unclear and

illogical rationales for the

interventions

Unsupported with

evidence or evidence is

irrelevant, old or

questionable in terms of

scholarly merit

/10

Question 4 10-8.5 8.4-7.5 7.4-6.5 6.4-5 5-0

Explanation Evaluate

Comprehensive description

of the appropriate strategies

used to evaluate the

outcomes of the chosen

nursing interventions.

All identified strategies are

appropriate for evaluating

the outcomes of the chosen

interventions and for

ensuring that they have

been effective.

Extensive description of the

appropriate strategies used

to evaluate the outcomes

of the chosen nursing

interventions.

The identified strategies

are mostly appropriate for

evaluating the outcomes of

the chosen interventions

and for ensuring that they

have been effective.

Broad explanation of the

appropriate strategies to

evaluate the chosen

nursing interventions

Some of the identified

strategies are appropriate

for evaluating the




been effective.

Basic explanation of the

appropriate strategies used

to evaluate the outcomes

of the chosen nursing

interventions

A few identified strategies

are appropriate for

evaluating the outcomes of

the chosen interventions

and for ensuring that they

have been effective.

Limited or no explanation

of the appropriate

strategies used to

evaluate the outcomes of

the chosen nursing

interventions

Limited or nil identified

strategies are appropriate

for evaluating the




been effective.

/10

1

2

Part C 25-21.5 21.25-18.8 18.75-16.6 16.5-12.5

12.5-0

Reflect on process

Critically discuss

A well-structured logical

and critical discussion of

the nurse’s role in

facilitating self-efficacy

and self-management.

All elements of the

discussion are

supported by

contemporary,

relevant evidence-

based practice.

A mostly well-structured

discussion of the nurse’s

role in facilitating self-

efficacy and self-

management.

Most elements of the

discussion are supported

by relevant

contemporary, evidence-

based practice.

A satisfactory discussion

of the nurse’s role in



Elements of the

discussion are supported

by some evidence based

practice.

A basic discussion of the

nurse’s role in facilitating

self-efficacy and self-

management.


the discussion with

evidence-based practice.

Limited or no discussion

of the nurse’s role in



Unsupported with

evidence or evidence is

irrelevant, old or

questionable in terms of

scholarly merit.

/25

5 4 3 2.5 <2.5

Structure

Academic writing style

Strong construction of

paragraphs and points with

each succinctly discussing a

distinct issue.

No critical typographical,

spelling or grammatical

errors.

Adheres to prescribed word

limit length +/- 10%

Effective construction of

paragraphs with each

discussing a distinct point.

Minimal (1-2) critical

typographical, spelling or

grammatical errors.


limit length +/- 10%

Construction of paragraphs

that aids the flow of the

paper.

Few (2-3) critical


grammatical errors.


limit length +/- 10%.

Basic paragraph construction.

Many (>4) critical typographical, spelling or grammatical errors


limit length +/- 10%.

Poor paragraph construction.

Several (>6) critical


grammatical errors.

Prescribed word limit not adhered to

/5

Criteria 8 5 4 3 2.5 <2.5 MARK

Referencing Use and integration of

evidence

Use of APA referencing (6th or 7th edition) for in- text citations and reference list

The discussion is

comprehensively supported

by contemporary, relevant


APA referencing is used correctly in text and in the reference list.

The discussion is




APA referencing is used in text and in the reference list with minimal errors.

The discussion is mostly

supported with highly



APA referencing is used in text and in the reference list with several errors.

Reference to literature

within the discussion is

present but not strong

APA referencing is used in text and in the reference list but there are multiple errors.

Reference to literature

within the discussion, if

any, is not appropriate or

insufficient

APA referencing style has not been used or it has been used but incorrectly in both in-text citations and reference list.

/5

1

3

MARKS LOST FOR LATE PENALTY (IF RELEVANT -5% of the total marks available for the assessment item per working day deducted

from total mark gained)

Markers comments

Markers Name; Date: Moderators name

/100

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Assessment 3: NUR2102 Written Assignment Task overview