Everything is in the assessment brief and assessment is based on the appendix provided.
CPC105_Assessment_Part1B_Case study Appendix 1 Case Study of Joi Anderson Joi Anderson, a sixteen-year-old female, arrives at the Emergency Department (ED) with her grandmother Sharyn complaining of bilateral thigh and hip pain. This pain has been present for one day and is steadily increasing in severity. Paracetamol and Ibuprofen have not relieved her symptoms. Sharyn denies Joi has had any recent trauma and states she hasn’t partaken in any excessive exercise. Joi reports feeling “tired all the time”, breathless and that “it hurts when I go to the toilet to wee”. When asked if she has needed to go to the toilet more often, she replies yes. Sharyn also reports that Joi has had similar pain to this before which required hospitalisation when Joi was four and was diagnosed with sickle cell anaemia. Joi sees a haematologist once every one to two years for check-ups and has not required further treatment. No one in Joi’s family has had similar complaints. Sharyn explains that Joi’s father, Ben, is a fly-in-fly-out (FIFO) worker and has just returned to work for the next four weeks. Joi’s mother, Chloe, works long hours, so Sharyn lives with them to help with Joi’s cares. Medical Past History: Sickle cell anaemia – diagnosed aged 4, controlled since the age of 6. Medications: Nil. Allergies: Nil. On examination: • Temperature 37.5 °C • Orientated to person time and place (GCS 15) • Conjunctiva and mucosal membranes slightly pale in colour • Capillary refill sluggish (5 seconds). • Nonspecific bilateral anterior thigh pain with no abnormalities detected, pain score 3/10 • All other findings within normal limits Investigations ordered: • Blood test - FBE including reticulocyte count, blood group and cross match, U&E's and LFT's • Ward urinalysis • Urine BHCG test Significant findings from the above investigations were: • WBC: 17 X 109/L • Hb: 71g/L • Urinalysis – Leukocyte esterase, nitrates, protein and blood present CPC105_Assessment_Part1B_Case study • Urine BHCG negative Based on blood test results and clinical features, Joi is diagnosed with sickle cell disease and is currently experiencing a sickle cell pain crisis. This pain crisis was triggered by a urinary tract infection, indicated by her symptoms of urinary frequency and dysuria and the elevated WBC count. The low Hb is indicative of sickle cell anaemia. Doctor’s orders for this sickle cell pain crisis includes: • Place Joi on bedrest • Pain management – PRN oral panadiene forte • Clear fluids as tolerated • IVT – 0.9% Sodium Chloride and 5% Glucose at 43 mL/hr and IV antibiotics as charted • Monitor oxygen saturations and administer oxygen 2 L/min via nasal prongs as required The ED doctor contacted the haematologist asking for a review of Joi. The haematologist agreed with the ED doctor’s management of Joi’s sickle cell pain crisis and provided reassurance to Joi’s grandmother Sharyn. The haematologist also suggested there may be a need for a blood transfusion to help Joi’s anaemia and to lessen the blood’s thickness allowing it to flow easier to decrease disease symptoms and prevent complications. Sharyn immediately stated “no, Joi can’t have a blood transfusion, it is against our religion. We belong to the Jehovah witness faith”. The haematologist explained to Sharyn the positives of having this blood transfusion if needed but Sharyn continued to state “no, she will not have a blood transfusion. I will never give consent to this”. New information obtained: Once Joi is stable and comfortable, the registered nurse speaks to Sharyn to obtain further information about Joi’s situation. Sharyn informs the registered nurse that she moved into the family home to care for Joi as both parents (Ben and Chloe) work long hours in order to make the repayments on their house each fortnight. Ben is a fly-in-fly-out worker and works four weeks away and is then home for one week before returning to work. Chloe works six days a week and is currently maintaining two jobs. Sharyn enjoys spending time with Joi but says it’s exhausting at times and she misses spending time with her friends. She also has hypertension, and type one diabetes and is finding her health deteriorating due to her caregiver role. Sharyn also explains that they belong to the Jehovah Witness faith and they are very active in their church. She takes Joi to church meetings twice a week and mass on Sundays. Joi enjoys interacting with the other children in the faith and holds strong traditional Jehovah Witness beliefs. Sharyn speaks passionately about her religious beliefs and explains that she will “not allow anyone to do anything to Joi against these beliefs”. When asked if Joi participates in any out-of-school activities, Sharyn states that the family can’t afford for Joi to do any other activities, so it’s only the activities at the church that Joi is involved in other than school activities. Sharyn is concerned that Joi’s condition will mean more expenses, more caregiving roles for her and less involvement in the church community. Microsoft Word - CPC105_Assessment_Part 1B_Module_4.docx Page 1 of 6CPC105_Assessment_1_PartB_Brief_Reflective piece_Module Due4.1 ASSESSMENT 1 Part B BRIEF Subject Code and Title CPC105 Care of Persons with a Chronic Condition Assessment Theory assessment: Case Study Part B: Reflective Piece Individual/Group Individual Length 1000 words (+/‐ 10%) Learning Outcomes The Subject Learning Outcomes demonstrated by successful completion of the task below include: a) Explore and discuss the impact of chronic health problems on care planning needs of a person, family and community, using an evidence‐based approach. c) Demonstrate clinical reasoning through nursing assessment, interventions and evaluation, to support the health care of persons with chronic health problems. d) Discuss legal, professional and ethical considerations in care delivery. e) Explain and integrate the impact of co‐morbidities, quality use of medicines principles, risks to self and others into care plans. Submission Due by 11:55pm AEST Sunday end of Module 4.1 (Week 7) Weighting 30% Total Marks 100 marks Task Summary For this assessment, you are required to present your personal and reflective beliefs, values and attitudes in a reflective piece of 1000 words. You will reflect on how these beliefs, values and attitudes influence your approach to patient interactions and the nursing care you provide to patients. Furthermore, your learning and personal growth will be reflected upon and how such growth will influence future provision of care for patients experiencing chronic conditions. For this individual assessment, you have been given a hypothetical case study of a patient suffering from a chronic condition (see Appendix 1B). Further information has been added to this case study for this assessment task. Page 2 of 6CPC105_Assessment_1_PartB_Brief_Reflective piece_Module Due4.1 Context This assessment task aims to develop your understanding of the key influences on the provision of nursing care and the care planning of patients with chronic conditions. It sets out to illustrate the professional and personal dilemmas registered nurses can face when developing therapeutic relationships with patients and delivering nursing care. Person‐centred care and the involvement of family members is also considered in this assessment task along with self‐care abilities of patients and families. The case study of Joi Anderson has been extended and will be used in this reflective writing piece. This assessment task provides you the opportunity to communicate your beliefs, values and attitudes, challenge such thinking and to discover ways in which you can provide person‐centred care to all patients, irrespective of social, cultural, religious, and/or political views. It is through such reflective thinking that you learn from your experiences, build upon them and become a competent registered nurse. Task Instructions You are required to reflect upon and analyse your own beliefs, values and attitudes and the influence these may have on the nursing care you provide to your patients with chronic illnesses. In reflective writing style and in 1000 words, consider the following: 1. Do you believe Joi and her family are able to engage in self‐care and lifestyle practices that promote her chronic health condition? Are there any religious or chronic disease barriers to this engagement in self‐care? Explain your answer. 2. Reflect on how your beliefs, values and attitudes might affect the development of a therapeutic relationship with Joi and her family and the implementation of person‐centred care. 3. How will your respect for Joi and her family’s choices and lifestyle impact the nursing care provided to Joi? 4. Has completing this assessment changed, broadened, or challenged your beliefs and attitudes? Explain your answer? 5. Identify how you can use this learning in relation to the provision of nursing care and care planning for patients with chronic conditions. Reflective writing Reflective writing ordinarily occurs in the first person and works best when you think deeply about a topic and look at both the positives as well as opportunities to improve in a situation. Please visit the Academic Skills Blackboard page for an overview of reflective writing in higher education: https://laureate‐ au.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_20163_1&content_id =_2498857_1&mode=reset Page 3 of 6CPC105_Assessment_1_PartB_Brief_Reflective piece_Module Due4.1 Please also be aware of the following requirements: Present your own original work using multiple academic references from academic books, peer reviewed scientific journal articles and other credible sources (.edu, .gov and .org webpages). No introduction and conclusion required for this assessment task. Headings can be used for this assessment task. No dot points allowed. Adhere to the word count (1000 words (+/‐10%) excluding the reference list. Academic references are to be included on a separate page using APA (6th ed.) guidelines. Your assessment must be submitted as a word document and not in protected view. Your assessment should be in 12‐point font, Arial or Times New Roman, 1.5 line spaced and a minimum of 2.5cm margins. Referencing 5+ references are required for this assessment task. Use recent, relevant and reliable resources to complete this task. These should be peer reviewed literature, related to the subject matter and no older than seven years. It is essential that you use appropriate APA (6th ed.) referencing style for citing and referencing research. Please see more information on referencing here http://library.laureate.net.au/research_skills/referencing Submission Instructions Submit Assessment 1 Part B via the Assessment link in the main navigation menu in CPC105 Care of Persons with a Chronic Condition. The Learning Facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades. Page 4 of 6 CPC105_Assessment_1_PartB_Brief_Reflective Piece_Module Due4.1 Assessment Rubric: Theory Assessment – Case Study, Part 1B Assessment Attributes Fail (Yet to achieve minimum standard) 0‐49% Pass (Functional) 50‐64% Credit (Proficient) 65‐74% Distinction (Advanced) 75‐84% High Distinction (Exceptional) 85‐100% Content reflection Reflects critically on beliefs, values and attitudes and their influence on providing nursing care, person‐ centred care and developing a therapeutic relationship 35% Reflection lacks critical thinking. Connections with key beliefs, values and attitudes and their influence on nursing care, person‐centred care and the therapeutic relationship are superficial or missing. Reflection demonstrates limited critical thinking in applying and analysing key beliefs, values and attitudes. Minimal connections with key beliefs, values and attitudes and their influence on nursing care, person‐centred care and the therapeutic relationship made through explanations, inferences and/or examples. Reflection demonstrates some degree of critical thinking in applying and analysing key beliefs, values and attitudes. Connections with key beliefs, values and attitudes and their influence on nursing care, person‐ centred care and the therapeutic relationship made through explanations, inferences and/or examples. Reflection demonstrates critical thinking in applying and analysing key beliefs, values and attitudes. Relevant connections with key beliefs, values and attitudes and their influence on nursing care, person‐centred care and the therapeutic relationship made through explanations, inferences and examples. Reflections demonstrates a high degree of critical thinking in applying and analysing key beliefs, values and attitudes. Relevant and insightful connections with key beliefs, values and attitudes and their influence on nursing care, person‐ centred care and the therapeutic relationship made through contextual explanations, inferences and examples. Personal growth Analysis of own beliefs, values and attitudes and future implications to improve nursing care and care planning for patients with chronic conditions 35% Conveys inadequate evidence of reflection on own beliefs, attitudes and values. Personal growth and awareness are not evident and/or demonstrates a neutral experience with negligible personal impact. Lacks enough inferences, examples, personal insights and challenges, and/or future implications are overlooked. Conveys limited evidence of reflection on own beliefs, attitudes and values. Demonstrates less than adequate personal growth and awareness through few or simplistic inferences made, examples, insights, and/or challenges that are not well developed. Minimal thought of the future implications of current experience. Conveys evidence of reflection on own beliefs, attitudes and values. Demonstrates satisfactory personal growth and awareness through some inferences made, examples, insights, and challenges. Some thought of the future implications of current experience. Conveys strong evidence of reflection on own beliefs, attitudes and values. Demonstrates significant personal growth and awareness through inferences made, examples, well‐developed insights, and challenges. Synthesizes current experience into future implications to improve nursing care and care planning for patients with chronic conditions. Conveys strong evidence of critical reflection on own beliefs, attitudes and values. Demonstrates significant personal growth and awareness of deeper meaning through inferences made, examples, well‐developed insights, and substantial depth in perceptions and challenges. Synthesizes current experience into future implications to improve nursing care and care Page 5 of 6 CPC105_Assessment_1_PartB_Brief_Reflective piece_Module Due4.1 planning for patients with chronic conditions. Effective written communication 15% Presents information. Specialised language and terminology is rarely or inaccurately employed. Meaning is repeatedly obscured by errors in the communication of ideas, including errors in structure, sequence, spelling, grammar and/or punctuation. Communicates in a readable manner that largely adheres to the given format. Generally, employs specialised language and terminology with accuracy. Meaning is sometimes difficult to follow. Information, arguments and evidence are structured and sequenced in a way that is not always clear and logical. Some errors are evident in spelling, grammar and/or punctuation. Communicates in a coherent and readable manner that adheres to the given format. Accurately employs specialised language and terminology. Meaning is easy to follow. Information, arguments and evidence are structured and sequenced in a way that is clear and logical. Occasional minor errors present in spelling, grammar and/or punctuation. Communicates coherently and concisely in a manner that adheres to the given format. Accurately employs a wide range of specialised language and terminology. Engages audience interest. Information, arguments and evidence are structured and sequenced in a way that is clear and persuasive. Spelling, grammar and punctuation are free from errors. Communicates eloquently. Expresses meaning coherently, concisely and creatively within the given format. Discerningly selects and precisely employs a wide range of specialised language and terminology. Engages and sustains audience’s interest. Information, arguments and evidence are insightful, persuasive and expertly presented. Spelling, grammar and punctuation are free from errors. Correct formatting and APA6th referencing style 15% Referencing is omitted or does not resemble APA (6th ed.). Referencing resembles APA (6th ed.), with frequent or repeated errors. Referencing resembles APA (6th ed.), with occasional errors. Consistent and correct APA (6th ed.) referencing style throughout the assessment task. Flawless, consistent and correct APA (6th ed.) referencing style throughout the assessment task. Page 6 of 6 CPC105_Assessment_1_PartB_Brief_Reflective piece_Module Due4.1 The following Subject Learning Outcomes are addressed in this assessment SLO a) Explore and discuss the impact of chronic health problems on care planning needs of a person, family and community, using an evidence‐ based approach. SLO c) Demonstrate clinical reasoning through nursing assessment, interventions and evaluation, to support the health care of persons with chronic health problems. SLO d) Discuss legal, professional and ethical considerations in care delivery. SLO e) Explain and integrate the impact of co‐morbidities, quality use of medicines principles, risks to self and others into care plans.