Our Previous Samples

Assessment 3: Case Study

Submission Guidelines:
Students will complete the task and submit electronically in this dropbox. The information will be presented in a question-and-answer format. There is no need to include an introduction or conclusion. Do not include the question in your assessment; just label it as 1), 2), etc. Each answer has a word limit, and answers beyond this limit will not be considered in your mark.

This assessment task will be graded against a standardised criterion-referenced rubric, which can be accessed below:

Task:
Students are required to assess, prioritise, and plan the care of the case study patient using a clinical reasoning framework.

• Your discussion must be supported by a wide range of relevant and credible sources for each question below. There is no need to include an introduction or conclusion.
• You are required to include a final reference list at the end. A minimum of 15 high-quality resources are to be used. All answers must be supported using a variety of high-quality primary evidence. Avoid using any one source repetitively.

Respond to the following sections:

1. Patient assessment (250 words):

• Provide an initial impression of the patient and identify relevant and significant features from the patient presentation. Ensure you identify the presenting condition/issue/concern.
• Identify further elements of a comprehensive nursing assessment (this is in addition to what has been done already, and can be presented as a list). If you repeat assessments, provide a rationale.

2. Disease pathophysiology and complications (750 words):

• Discuss in detail the pathophysiology of the presenting condition/issue/concern and how the patient’s presenting signs and symptoms reflect the underlying pathophysiology.
• Based on the patient’s history and presenting condition, they are at risk for complications. Choose two (2) possible complications from the list below, and explain why they are at risk of developing these complications. You need to refer back to the patient details to support your answer:
  • Septic shock
  • Fluid overload
  • Respiratory failure
  • Acute kidney injury

3. Identify nursing issues (400 words):

• Identify and prioritise three (3) nursing issues you must address for the patient during their current admission, and justify why they are priorities. Support your discussion with evidence and data from the case study. These can be actual or at-risk issues and need to be written using the “issue, cause, evidence” format.

4. Nursing interventions (600 words):

• Identify, rationalise, and explain, in order of priority, the nursing care strategies you should use or plan for within the first 24 hours of admission for the patient.

Mechanics, Spelling, and Grammar (5%):

• Ensure there are minimal or no errors with grammar, spelling, and punctuation.

Sources and Referencing (5%):

• Use accurate APA referencing style throughout, with a varied range of in-text citations.

Submit your answers through the designated dropbox and ensure that your work is fully supported by high-quality sources, correctly referenced, and presented in a clear, organized manner.

Assessment 3 Task Information
Assessment 3: Case Study

Purpose:
This assessment enables students to apply knowledge from unit learnings to an issue requiring extended clinical reasoning. The assessment will engage students with the application of theory to practice and is designed to facilitate an understanding of the impact of illness on the patient. It is also intended to give students the opportunity to demonstrate the ability to use a clinical reasoning framework to plan the care of an acutely unwell patient
Weighting: 50%
Length and/or format: 2000 words +/- 10%.
Learning Outcomes assessed: LO1, LO2, LO3, LO4.

Task
Students will respond to the following case study, following the instructions below:

• Students will assess, prioritise, and plan the care of the case study patient using a clinical reasoning framework.
• Your discussion must be cited and supported by a wide range of relevant and credible sources for each question below. There is no need to include an introduction or conclusion.
• You are required to include a final reference list at the end. A minimum of 15 high-quality resources are to be used. All answers must be supported using a variety of high-quality primary evidence. Avoid using any one source repetitively.

You will be required to respond to the following sections:

1. Patient assessment (250 words):

• Provide an initial impression of the patient and identify relevant and significant features from the patient presentation. Ensure you identify what the presenting condition/issue/concern is.
• Identify further elements of a comprehensive nursing assessment (this is in addition to what has been done already, and can be presented as a list. If you repeat assessments, provide a rationale).

2. Disease pathophysiology and complications (750 words):

• Discuss in detail the pathophysiology of the presenting condition/issue/concern and how the patient’s presenting signs and symptoms reflect the underlying pathophysiology.
• Based on the patient’s history and presenting condition, he is at risk for complications. Choose two (2) possible complications from the list below and explain why he is at risk of developing these. You need to refer back to the patient details to support your answer:
  • Septic shock
  • Fluid overload
  • Respiratory failure
  • Acute kidney injury

3. Identify nursing issues (400 words):

• Identify and prioritise 3 nursing issues you must address for the patient during their current admission, and justify why they are priorities. Support your discussion with evidence and data from the case study. These can be actual or at-risk issues and need to be written using the “issue, cause, evidence” format.

4. Nursing interventions (600 words):

• Identify, rationalise, and explain, in order of priority, the nursing care strategies you should use or plan for within the first 24 hours of admission for the patient.

Submission Guidelines:

• Students will submit electronically through the Assignment 3 dropbox.
• The information will be presented as a question-and-answer format. There is no need to include an introduction or conclusion. Do not include the question in your assessment; just label it as 1), 2), etc. Each answer has a word limit; answers beyond this limit will not be considered in your mark.
• This assessment task will be graded against a standardised criterion-referenced rubric, which can be accessed via the Assignment 3 dropbox.

Return of Assignment:

• Assessments will be returned electronically through CANVAS after final unit results are released.

How should I prepare for my assessment?

• Complete weeks 1 to 5 tutorials and modules 1 to 10 on CANVAS.

• The content will help you develop an understanding of the nursing role in recognising, responding, and escalating care for a deteriorating patient, as well as planning the care of a patient using a clinical reasoning framework.

• Complete the case study in module 10 on CANVAS.

• Attend/watch the Assessment 3 Q&A zoom session on 1st May 2024 at 11am (the session will be recorded and placed on here after the session).

• Start researching your topic early, and create a reference list.

  • The information you include to support your discussion must be drawn from reputable sources. These may include peer-reviewed articles, textbooks, reputable websites (e.g., Government websites or WHO), and/or governing documents.
  • Ensure you keep a record of any references that you have used.
  • You must use appropriate in-text referencing for any direct quotes, information, or illustrations that are not your own, as well as for information from current journal articles or textbooks.

Academic Skills Unit (ASU) general assessment resources:

• Academic writing resources
• Incorporating evidence and paraphrasing
• Interpreting the marking rubric
• Reading strategies

NRSG378 Assessment 3 – Case Study

Shaun Morely is a 35-year-old male who was taken by ambulance to the emergency department (ED) this evening due to worsening cough, shortness of breath, fever, and general weakness, and was accompanied by his husband George. Shaun is only able to speak a few words at a time before becoming fatigued. George stated that they both tested positive for SARS-CoV-2 virus (tested on PCR) 4 weeks ago, but Shaun has been struggling to recover from his symptoms since then. George noticed that his symptoms were progressively getting worse over the last two (2) days, but they have not been able to make an appointment with their local GP due to a lack of availability.

Shaun states that he has not had an appetite for weeks now and feels he has lost weight since being unwell (although he hasn’t weighed himself). A CT scan was ordered, which showed bilateral consolidation, most likely due to pneumonia, secondary to his initial SARS-CoV-2 infection.

On assessment:

• Shaun appears pale, cool, and clammy. His lips appear dry, and his tongue is cracked.
• He appears lethargic, and George states he “just wants to sleep all the time.”
• He is lying in a semi-Fowler’s position but keeps pushing himself upright while holding his chest.
• He has a frequent productive cough with purulent green phlegm.
• Bilateral crackles in the lower and middle lobes are audible on auscultation. Occasional expiratory wheeze is noted across all lung fields.
• His last urine output was this morning at 9 am.

Health assessment findings and laboratory results at presentation:

• HR: 124 bpm, regular pulse
• BP: 95/56 mmHg
• RR: 30 bpm, moderate WOB with use of accessory muscles
• Temp: 38.7°C
• SpO2: 91% on RA
• Alert and oriented to time, place, and person
• CRT: 2 seconds
• Weight: 92kg, Height: 1.65m

Result
Haemoglobin (Hb) 143 g/L (Normal: 140-180 g/L males)
WCC 11.8 x 10^9/L (Normal: 4-11 x 10^9/L)
Sodium 132 mmol/L (Normal: 135 to 145 mmol/L)
Potassium 3.5 mmol/L (Normal: 3.5 to 5.2 mmol/L)
Lactate 2.4 mmol/L (Normal: <1.0 mmol/L)
C-reactive protein (CRP) 22 mg/L (Normal: <5 mg/L)
Creatinine 115 umol/L (Normal: 60-110 umol/L)
Sputum culture pending
Blood cultures pending

Patient history: Shaun lives with his husband in an outer suburb in Sydney. He is currently studying civil engineering at university full-time while working at his local café as a barista on the weekends. Shaun does not smoke, only drinks alcohol on special occasions, and uses a vape daily, although he has stopped since becoming unwell with COVID-19.

Family history:

• Parents live overseas and are both well with no medical concerns.

Medical history:

• Asthma, diagnosed as a child, now well controlled.

Medications:

• Salbutamol 4-6 puffs via MDI PRN.

Management:

• Administer IV bolus NaCl 0.9% 500ml over less than 15 minutes.
• Commence IV NaCl 0.9% at 100ml/hr.
• Administer IV ceftriaxone 1g BD.
• 30/60 vital observations and 1/24 respiratory assessment.
• Administer high-flow oxygen.

Task:
You are the registered nurse looking after Shaun, and you are required to plan his care guided by a clinical reasoning framework and the provided case study information.

NRSG372: Chronic Illness and Disability ASSESSMENT INFORMATION

Assessment Title
Assessment 1 - Health Education/Promotion Resource

Purpose
This assessment enables you to showcase verbal and written communication skills and your understanding of the key issues for patients with chronic illness and disability. The assessment allows you to demonstrate an understanding of the complexities of multimorbidity for a person with a disability and chronic condition. This assessment will develop and expand on your ability to identify factors which inhibit independence and diminish quality of life. You will need to consider issues that inform behaviour and advocate for practical strategies to improve independence and quality of life.

weghting
50%.

Length
E-poster with a 10-minute (+/- 10%) narration (no video required).

Rubric
Available via the ‘Rubrics’ tab of the NRSG372 Canvas unit.

Task
Develop a creative and visually appealing 10-minute narrated educational e-poster based on one of the provided case studies. The e-poster should be targeted towards consumers (not health professionals), much like a poster you would see in a hospital or general practice waiting room.

Your assessment should include:

• Your name, student number, and the case study you have chosen.
• The definition and pathophysiology of the chronic condition and disability and how the conditions intersect/relate to one another.
• An infographic created by you that provides some epidemiological statistics.
• The factors that impact quality of life for the case study and the impacts the chronic condition and disability have on quality of life, independence, and activities of living.
• An innovative and relevant strategy/action/behaviour change that the person in the case study themselves can implement at home to support their independence and quality of life. Outline the relevance of the identified strategy/action/behaviour change for the person in the case study, and what your (the RNs) role will be in assisting the person to be able to independently complete/achieve the strategy/action/behaviour change.
• A drawing/image of a health behaviour theory (e.g., health belief model, theory of planned behaviour) that incorporates considerations from the case study into the model. Indicate how you, as the RN, could apply the theory to encourage the case study to implement the innovative and relevant strategy/action/behaviour change you have identified.
• An appropriate and real service/support/group in your local area that could assist the person in the case study to improve their independence and quality of life. Include a description of the service/support/group, its relevance, and why/how the service will assist the person.
• The role of the NDIS in the case study’s ongoing care needs and how you, as an RN, can promote one of the seven elements of the NDIS Code of Conduct when supporting the person in the management of their conditions.
• Intext referencing must be included on the e-poster.
• A reference list must be included on the e-poster.

The poster should be visually appealing, with the key points included, supported by diagrams, figures, and imagery. Use your narration to expand on the information presented visually on your poster.

Submission Submit the assessment via the 'Assignment' tab of the NRSG372 Canvas unit. Follow the instructions provided to ensure all components are properly uploaded and submitted.

1. Patient assessment (250 words):

   • Provide an initial impression of the patient and identify relevant and significant features from the patient presentation. Ensure you identify what the presenting condition/issue/concern is.
   • Identify further elements of a comprehensive nursing assessment (this is in addition to what has been done already, and can be presented as a list. If you repeat assessments, provide a rationale).

2. Disease pathophysiology and complications (750 words):

   • Discuss in detail the pathophysiology of the presenting condition/issue/concern and how the patient’s presenting signs and symptoms reflect the underlying pathophysiology.
   • Based on the patient’s history and presenting condition, he is at risk for complications. Choose two (2) possible complications from the list below, and explain why he is at risk of developing these. You need to refer back to the patient details to support your answer.
     • Septic shock
     • Fluid overload
     • Respiratory failure
     • Acute kidney injury

3. Identify nursing issues (400 words):

   • Identify and prioritise 3 nursing issues you must address for the patient for their current admission, and justify why they are priorities and support your discussion with evidence and data from the case study. These can be actual or at-risk issues, and need to be written using the “issue, cause, evidence” format.

4. Nursing interventions (600 words):

   • Identify, rationalise and explain, in order of priority, the nursing care strategies you should use or plan for within the first 24 hours of admission for the patient.

• Identify need/benefit

  • Has there been a comprehensive assessment by a registered nurse to establish the person’s health and cultural needs?
  • Has there been appropriate consultation with, and consent by, the person receiving care?
  • Is the activity in the best interests of the person receiving care?

• Reflect on scope of practice and nursing practice standards

  • Is this activity within the current, contemporary scope of nursing practice?
  • Have commonwealth or state/territory legislative requirements (i.e. specific qualification needed) been met?
  • If authorisation by a regulatory authority is needed to perform the activity, does the person have it or can it be obtained before the activity is performed?
  • Will performance comply with nursing standards for practice, codes, guidelines and evidence?
  • If other health professionals should assist, supervise or perform the activity, are they available?

• Consider context of practice/governance/identification of risk

  • Is this activity/practice/delegation supported by the organisation and/or by the educational institution for students?
  • Have strategies to avoid or minimise any risk been identified and implemented?
  • If organisational authorisation is needed, does the person have it or can it be obtained before performing the activity?
  • Is the skill mix, model of care and staffing levels in the organisation adequate for the level of support/supervision needed to safely perform the activity/delegation?
  • Is there a system for ongoing education and maintenance of competence in place?
  • If this is a new practice:
    • Are there processes in place for maintaining performance into the future?
    • Have relevant parties and stakeholders been involved in planning for implementation?

• Select appropriate, competent person to perform activities

  • Have the roles and responsibilities of registered nurses, enrolled nurses and health workers been considered?
  • Does the registered nurse, enrolled nurse or health worker have the knowledge, skill, authority and ability (capacity) to do so either autonomously or with education, support and supervision?
  • Is the person competent and confident in performing the activity and accepting the delegation?
  • Does the person understand their accountability and reporting responsibilities?
  • Is the required level of education, supervision/support available?

• Yes to all

  • Perform the activity, or
  • delegate to a competent person, and
  • document the decision and the actions, and
  • evaluate outcome.

• No to any

  • Reconsider decision about whether to implement practice/activity/delegation, and
  • consult/seek advice/collaborate, and/or
  • refer if needed to complete the action, and
  • if appropriate, plan to enable integration/practice changes (including developing/implementing policies, gaining qualifications as needed), and
  • document the decisions and the actions, and
  • evaluate outcome.

Assessment Task 1 Overview

Transitioning to professional practice is a critical phase for the novice registered nurse. The transition period from student to registered nurse can be filled with many challenges. During this transition phase, graduate registered nurses are expected to demonstrate the knowledge, skills, and attitudes associated with the profession while adjusting to the “real world” of nursing. There is also an expectation that graduate registered nurses will begin to demonstrate clinical leadership capabilities when working in the Australian health care environment. Provide a critical analysis of current literature when answering the following questions:

1. The transition from student nurse to graduate registered nurse is a complex process. Recommend and justify one (1) personal, resilience-focused strategy and one (1) organisational/workplace strategy that could be implemented to support you in your transition period. Use current nursing-related literature to support your discussion. (500 words)

2. As a Registered Nurse, it is expected that you demonstrate comprehensive knowledge, skills, and attitudes. Identify two (2) strategies that you could adopt in your planning and implementation of care each shift and critically discuss one (1) evidence-based recommendation for each identified strategy that promotes efficient and effective patient care. (500 words)

3. Clinical leaders can be found in diverse clinical areas and involved in direct patient care or in clinical services. They are not identified because of their position, job title, or role in the health service. Clinical leaders hold very different roles and responsibilities compared to Clinical Managers. Identify two (2) evidence-based attributes adopted/embodied by clinical leaders. Critically analyze how these attributes enable clinical leadership within an interprofessional team and throughout healthcare in Australia. (500 words)

Assessment Task 2: Professional Discourse

Purpose: This assessment enables students to demonstrate sound written communication skills and synthesis of concepts through contribution, reflection, and response to discussions about professional and leadership issues in nursing and health care.

Weighting: 50%

Length: 1500 words ± 10%

Submission: This assessment must be submitted via Turnitin through the NRSG377 Canvas Site. Multiple submissions can be made up until the due date (please note that there can be a 24-48 hour lockout period between each submission). Resubmissions are NOT permitted after the due date.

Details:

1. Structure, Mechanics, and Intelligibility (5 points)

   • Grammar, Spelling, and Punctuation (5 points)

2. Knowledge, Understanding, and Critical Thinking:

   • Patient Safety Risk Concern, Purpose, Background, Two (2) Specific and Achievable Objectives, and Two (2) Evaluation of Change Processes (15 points)
   • Identify Main Stakeholders and Critically Discuss Communication Strategies with Them (15 points)
   • Identify the Leadership Style that will be adopted. Analyze the attributes of this specific leadership style to guide success in the change (15 points)
   • Identify One (1) Individual and One (1) Organizational Barrier to Change. Barriers are relevant and appropriate (15 points)
   • Knowledge and Application of Evidence: Identification, Analysis, and Synthesis of Evidence (25 points)
   • Referencing - Use of APA 7th Edition Required (5 points)

Total Points: 100

Instructions:

• Construct a professional discourse essay addressing leadership and change management in nursing and health care.
• Reflect on the integration of various leadership styles and the impact of professional and organizational barriers.
• Provide a thorough discussion on stakeholder communication strategies, patient safety concerns, and the application of evidence.
• Follow APA 7th Edition guidelines for referencing.

Submission Guidelines:

• Submit as a .doc or .docx file (not .pdf).
• Ensure all work adheres to the specified formatting and submission rules.
• Include a reference list in APA 7th Edition format.

In an essay, argue whether advance care directives should be mandated for all persons registered under Medicare.

In an essay, evaluate whether access to healthcare should be restricted for people who do not participate in a national vaccination program.