School of Nursing, Midwifery and Paramedicine Faculty of Health Sciences Australian Catholic University NRSG372 Written Assignment Due Date Stream A - Wednesday, 18 th of March @ 2359 Stream B -...

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School of Nursing, Midwifery and Paramedicine Faculty of Health Sciences Australian Catholic University NRSG372 Written Assignment Due Date Stream A - Wednesday, 18 th of March @ 2359 Stream B - Wednesday, 29th April @ 2359 Weighting 50% Word limit 1500 words +/- 10% Assessment Criteria Appendix A of the NRSG372 unit outline Learning Outcomes LO1 demonstrate advanced understanding of developmental, lifespan, social, spiritual and cultural factors that impact on the quality of life of people experiencing chronic illness and/or disability and their families; (GA1, GA4, GA5) LO2 critically apply the Roper-Logan-Tierney Model of Nursing across the lifespan, to the principles of caring for people experiencing chronic illness and/or disability and their families; (GA1, GA, GA5, GA9) LO3 use advanced pathophysiological knowledge to implement the Levett-Jones’ Clinical Reasoning Cycle across a range of settings, to plan safe, evidence-based, culturally sensitive, person-centred care; (GA3, GA4, GA5, GA8, GA9) LO6 reflect on the lived experiences of the person with chronic illness and/or disability, their family and community. (GA1, GA2) Submission 1. Written assignment is to be submitted to the “Assessment One (campus) Written Assignment” LEO dropbox on your campus tile. Please ensure you submit to the dropbox assigned to your stream. 2. Consent Form is to be submitted to the “Assessment One (campus)” Consent Form” LEO dropbox on your campus tile. Please ensure you submit to the dropbox assigned to your stream. Presentation 1.5 spacing; 11-point Arial or Calibri font No bullet points, numbering, tables, or diagrams are to be used. Headings are required - Please use the headings in the template below. Please include the word count of your assignment in the header. Referencing APA 6th Edition as per the ACU study guide References must meet the academic standards of recency, relevance and reliability. 15 high quality resources are to be used (minimum) with no resources over 5 years old Task You are required to conduct a 30 minute phone or video call interview with a person in your community who has experience with having a chronic illness or disability to discover the impact this has had on their life and the life of their family, and to identify care priorities/areas of need. Present your paper based on the Roper, Logan & Tierney (2008) model for nursing as a framework and use the first 5 stages of Levett-Jones (2018) Clinical Reasoning Cycle to identify care priorities. It is expected that appropriate evidence-based literature will be used to support the essay. You will need to gain written consent from your interviewee PRIOR to conducting your interview and upload this evidence to LEO and inform your interviewee they may be called at random by the LIC to confirm consent. Instructions for students • You will need to prepare for your interview. McGrath, Palmgren & Liljedahl (2019) suggest twelve steps for conducting research interviews, and this article is linked on the NRSG372 reading list for Module one. • There must be evidence that you have interviewed (via phone or video call) a real person in your community. • If there is evidence that students have not conducted an interview an NN grade for the assessment will be awarded. • This is an academic essay and as such, 3rd person writing is required. The student nurse may use the abbreviation SN when referring to themselves, if needed. • Academic references must be used to support the discussion. Avoid using consumer resources. The use of consumer resources significantly impacts on the quality of support for the discussion, and significantly reduces the ability to score marks for content sections requiring literature support. • A.P.A. 6th ed. styling for all in-text references and reference list. Library resources on referencing are available here: https://www.studentportal.acu.edu.au/acuinfo/services-and- support/academic-skills-unit/academic-referencing-skills Student and interviewee safety https://www.studentportal.acu.edu.au/acuinfo/services-and-support/academic-skills-unit/academic-referencing-skills https://www.studentportal.acu.edu.au/acuinfo/services-and-support/academic-skills-unit/academic-referencing-skills https://www.studentportal.acu.edu.au/acuinfo/services-and-support/academic-skills-unit/academic-referencing-skills https://www.studentportal.acu.edu.au/acuinfo/services-and-support/academic-skills-unit/academic-referencing-skills • Confidentiality must be maintained. You must de-identify your interviewee in your paper, by use of a pseudonym, and state this in your paper. • This assessment does not encourage you to diagnose conditions or suggest treatments for your interviewee • Students are not to approach strangers for interviews, or to put themselves into situations of risk. • Please be aware of the impact of conducting an interview on your interviewee. Should your interviewee become upset, please finish the interview at that point, and contact the LIC for further advice. Assessment Template Please use the following headings for your assessment: Introduction o Provide a concise overview of your paper. Outline the topic, scope, content and sequence of your paper Background (CRC 1 & 2) o Introduce the reader to your interviewee using a pseudonym o Provide an overview about your interviewee’s health status and personal background o Link this information to pathophysiology/pharmacology/culture etc and use literature to support your information Discussion (CRC 3) o Discuss your interviewees condition/disability and the impact this has had on their life and family. Use literature to support your information o Relate this information to RLT model of nursing Care priorities and goal setting (CRC 4 & 5) o Clearly identify two nursing care priorities/health education areas of need that you have developed with your interviewee o Discuss goals of care that you have developed with your interviewee using the NSQHS Partnering with Consumers Standard Conclusion o Provide a concise summation of the key points of your paper References o Your reference list is not included in the word count. Twelve tips for conducting qualitative research interviews Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=imte20 Medical Teacher ISSN: 0142-159X (Print) 1466-187X (Online) Journal homepage: https://www.tandfonline.com/loi/imte20 Twelve tips for conducting qualitative research interviews Cormac McGrath, Per J. Palmgren & Matilda Liljedahl To cite this article: Cormac McGrath, Per J. Palmgren & Matilda Liljedahl (2019) Twelve tips for conducting qualitative research interviews, Medical Teacher, 41:9, 1002-1006, DOI: 10.1080/0142159X.2018.1497149 To link to this article: https://doi.org/10.1080/0142159X.2018.1497149 © 2018 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Published online: 28 Sep 2018. Submit your article to this journal Article views: 27359 View related articles View Crossmark data Citing articles: 6 View citing articles https://www.tandfonline.com/action/journalInformation?journalCode=imte20 https://www.tandfonline.com/loi/imte20 https://www.tandfonline.com/action/showCitFormats?doi=10.1080/0142159X.2018.1497149 https://doi.org/10.1080/0142159X.2018.1497149 https://www.tandfonline.com/action/authorSubmission?journalCode=imte20&show=instructions https://www.tandfonline.com/action/authorSubmission?journalCode=imte20&show=instructions https://www.tandfonline.com/doi/mlt/10.1080/0142159X.2018.1497149 https://www.tandfonline.com/doi/mlt/10.1080/0142159X.2018.1497149 http://crossmark.crossref.org/dialog/?doi=10.1080/0142159X.2018.1497149&domain=pdf&date_stamp=2018-09-28 http://crossmark.crossref.org/dialog/?doi=10.1080/0142159X.2018.1497149&domain=pdf&date_stamp=2018-09-28 https://www.tandfonline.com/doi/citedby/10.1080/0142159X.2018.1497149#tabModule https://www.tandfonline.com/doi/citedby/10.1080/0142159X.2018.1497149#tabModule TWELVE TIPS Twelve tips for conducting qualitative research interviews Cormac McGratha,b , Per J. Palmgrena and Matilda Liljedahla,c aDepartment of Learning, Informatics, Management and Ethics, Karolinska Institutet, Stockholm, Sweden; bDepartment of Education, Stockholm University, Stockholm, Sweden; cPrimary Health Care Unit, Institute of Medicine, The Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden ABSTRACT The qualitative research interview is an important data collection tool for a variety of methods used within the broad spec- trum of medical education research. However, many medical teachers and life science researchers undergo a steep learning curve when they first encounter qualitative interviews, both in terms of new theory but also regarding new methods of inquiry and data collection. This article introduces the concept of qualitative research interviews for novice researchers within medical education, providing 12 tips for conducting qualitative research interviews. Introduction In medical education research, the qualitative research interview is a viable and highly utilized data-collection tool (DiCicco-Bloom and Crabtree 2006; Jamshed 2014). There are a range of interview formats, conducted with both indi- viduals and groups, where semi-structured interviews are becoming increasingly prevalent in medical education research. Qualitative interviews afford researchers opportu- nities to explore, in an in-depth manner, matters that are unique to the experiences of the interviewees, allowing insights into how different phenomena of interest are experienced and perceived. Considering the relationship between participants and researchers and the emphasis on the exploration of human phenomena, interviews have traditionally been a data-collection method linked with qualitative research and the naturalistic paradigm (Côt�e and Turgeon 2005; Halcomb and Davidson 2006). In medical education, many researchers have a back- ground in health care professional backgrounds, and although subjects, such as interview techniques and his- tory-taking are included in medical, nursing, and other health professional curricula, the acquisition of interview skills for the purpose of collecting research data is not gen- erally addressed in the broad spectrum of health care pro- fessional education. Consequently, making the transition from working as a health care professional to conducting medical education research involving qualitative research interviews presents a number of challenges (Hodges and Kuper 2012; Varpio et al. 2015). Not only does the new dis- cipline present challenges in the form of engaging with new types of theoretical knowledge, often presented as learning theories, but novices to medical education research will undoubtedly encounter a range of new meth- ods of inquiry and data collection, including the qualitative research interview (Laksov et al. 2017). Furthermore, there are few guidelines relating to the practice of conducting qualitative research interviews. Brinkmann and Kvale (2005) argue that one of the challenges of conducting interviews is that they are carried out under the naïve assumption that the researcher wants to achieve understanding through dialog and discussion. Interviews should not be conceived as informal chats with interviewees; instead they are data-collection instruments which can be used to pene- trate a number of research questions. Consequently, given the emerging position of interviews in medical education research, we identify the need to articulate 12 tips for con- ducting qualitative research interviews. The tips presented below borrow insights from our own experiences as qualitative researchers as well as from the extensive literature on qualitative research methods. The tips may be more useful in different phases of the inter- view, some tips may be relevant during the planning phase, others while conducting interviews, while others still are most relevant after the interview. Tip 1 Identify when qualitative research interviews are appropriate Qualitative interviewing is a data-collection tool that is use- ful in a range of methodological approaches and may there- fore be applied to address a number
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Answer To: School of Nursing, Midwifery and Paramedicine Faculty of Health Sciences Australian Catholic...

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Running Head: NRSG372 Written Assignment                           1
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NRSG372 Written Assignment
Introduction
The individual chosen for the purpose of this report has been interviewed via phone call. The purpose of this report is to evaluate critically the conditions of disability in the chosen indivi
dual and to apply the Roper-Logan-Tierney Model of Nursing in the chosen care report. Further, the use of the RLT model to the principles of caring for chronic illness and disability has been illustrated. The reports contained are detailed including her personal experience and the impact of the disability on her personal life, the relationships that the person has with other members of her family and the members of the community overall. The individual suffers from a condition known as hydrocephalous. The Levett-Jones’ Clinical Reasoning Cycle has also been explained across a wide range of settings in order to plan safe, evidence-based, culturally sensitive, person-centred care for the individual (Deravin, & Anderson, 2016).
Background
For the purpose of this review, a member of the community has been chosen who shall henceforth be referred to as Mary. Mary has been suffering from Hydrocephalous which has been characterized by both physical and mental disabilities (Shuer & Thakkar, 2020) resulting in a loss in motor functions and have moderate to mild learning disabilities. This condition is characterized by unprecedented accumulation of Cerebral Spinal Fluid in the meninges of the brain and impairing the activities (Gul, Arslantas, & Kasapoglu, 2018). The increase of CSF puts an excess pressure within the ventricles causing several neurological defects (Trojanowski, 2009). Although the actual causes of the disease are not well understood, doctors believe that hydrocephaly or “water inside brain” forms early in the development because of impaired neural tube formation. It may be acquired after birth and progress all through childhood or may be present from childhood (American Association of Neurological Surgeons, 2019).
In this case, Mary suffers from Acquired hydrocephaly that has been acquired after birth with an early onset of 7-8 years age. She was diagnosed initially with bacterial meningitis after which she had developed hydrocephaly. Her conditions were much more prominent when they manifested during her childhood and have lessened as she has grown up. She suffers mainly from severe headaches and seizures. There are several symptoms that she faces in her regular life like gait disturbances and difficulty in walking. She also suffers from a loss of balance and difficulty in maintaining posture and has poor hand eye coordination. Other than that, she also feels lethargic all the time. There are instances of nausea and vomiting tendencies after every meal. She has inconsistencies in bowel movement and bladder inconsistencies. The individual also complains of the poor vision and impaired cognitive abilities. She suffers from mild memory loss and in the recent years has been diagnosed with mild dementia. After accessing, the conditions of her health the following set of questions were prepared for the interview regarding her experience with her disability.
Discussion
The Roper-Logan-Tierney (R-L-T) Model of Nursing has been proven highly effective in tackling the problems of...
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