Please refer to the NRSG257 assessment and additional resources tiles in LEO for more comprehensive information on this assessment task..
Please refer to the NRSG257 assessment and additional resources tiles in LEO for more comprehensive information on this assessment task.
Order Description
Firstly, please do read the requirements attached. All information provided in the case study should be answered, and rational should be provided for all information/ conditions with supporting references. Recommended references for this unit are attached below. Please do frequent citations as well, and please do not references older than 2012. This is a case study, so it should be person centred. This unit is based on child and adolescent, so supporting document/ reference based on child and adolescent should be given priority. Also, refer to HD section of marking guide for tutor’s expectations. There is more information on attached document. TEXTS AND REFERENCES Required text(s) Berman, A.J., Snyder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Stanley, D. (2012). Kozier & Erb’s fundamentals of nursing (2nd Australian ed.). Sydney : Pearson . Haley, C. (Ed.). (2016). Pillitteri’s Child and family nursing in Australia and New Zealand (2nd ed.). North Ryde, New South Wales: Lippincott Williams & Wilkins Pty Ltd. Recommended references Ball, J., Bindler, R. & Cowen, K. J. (2015). Principles of pediatric nursing: caring for children. Boston: Pearson. Ball, J., Bindler, R., & Cowen, K. (2013). Child health nursing: partnering with children and families (3rd ed.). Boston : Pearson. Barnes, M., & Rowe, J. (Eds.) (2013). Child, youth and family health: strengthening communities (2nd ed.). Sydney: Churchill Livingstone Elsevier. Bowden, V.R., & Greenberg, C.S. (2013). Children and their families: the continuum of care (3rd ed.). Philadelphia: Lippincott Williams & Wilkins. Fraser, J., Waters, D., Forster, E., & Brown, N. (2014). Paediatric nursing in Australia:Principles for practice. Melbourne: Cambridge University Press. ??NRSG257 – Child, Adolescent and Family Nursing S2, 2016 – FINAL NS Page 11 of 20 Gordon, B.K, Miles, S., McLeod, M., El Ali, M., & Gale, P.L. (Eds.) 2012. Child, Adolescent and Family Nursing. Sydney: Pearson. Haley, C. (Ed.). (2013). Pillitteri’s Child and family health nursing in Australia and New Zealand. Sydney: Lippincott Williams & Wilkins. Hockenberry, M.J., & Wilson, D. (Eds.) (2015). Wong?s nursing care of infants and children (10th ed.). St Louis: Elsevier Mosby. Kyle,T., & Carman,S. (2013). Essentials of pediatric nursing. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins. And lastly, please do read the instructions properly as this assessment covers heavy marks
Assessment 1 and Rubric Page 1 of 6
Assessment Task 1 ? Case Study
Description: Please refer to the NRSG257 assessment and additional resources tiles in LEO for more comprehensive information on this assessment task.
Due date: Monday 12th September at 2400 hours.
Weighting: 40%
Length and/or format: 1600-word academic essay
Purpose: This assessment task will allow students to demonstrate their critical thinking and reasoning, as well as their research skills. Students will also demonstrate how evidence based information can be implemented into contemporary Australian Nursing practice.
Learning outcomes assessed: 1, 2, 3, 6, 7, 8, & 9
How to submit: Submit the essay through the Turn-it-in LEO Assessment Task One in your campus tile. Please review the upload box to ensure that you have submitted the correct assignment. Allow at least one day to review Turn-it-in submissions for similarity and consider re-submitting.
Please note: Email is not an appropriate electronic submission mode for this assessment item.
Return of assignment: Grades and feedback will be made available through the method indicated by the lecturer in charge, according to ACU policy three (3) weeks after submission.
Assessment criteria: The rubric for this assessment is outlined in full below. The essay is aimed at critically evaluating the research explored related to a chosen case study presented. This essay requires use and evaluation of evidence- based sources when caring for children, adolescents and their families in relation to current Australian nursing practice.
Assessment 1 and Rubric Page 2 of 6
INSTRUCTIONS: Choose one (1) of the case studies below and address the two (2) associated questions. Your Assessment will be written in academic essay format with an introduction, body and conclusion. Using evidence specific to your chosen case study, address the following two (2) questions:
1. Describe the pathophysiology of the presenting complaint in the scenario (300-500 words) and link this to question 2.
2. Evaluation of the nurse?s role to deliver developmentally appropriate nursing care in relation to care of the child and family in the chosen case study including: I. growth and developmental theories, II. family centred care and, III. the effects of hospitalisation of the child and family (1100-1300 words).
Case Study 1
Mark is an 8-year-old boy who has presented to the emergency department in the local hospital with right iliac fossa pain. On further assessment by the emergency registrar, appendicitis is suspected. He is made nil by mouth, commenced on IV therapy and admitted to the paediatric unit for a surgical review for possible theatre that evening.
The surgical team agree that the signs and symptoms are associated with a possible appendicitis and take Mark to theatre for an appendectomy.
The handover on return to ward is that the surgical team found a gangrenous perforated appendix with peritonitis. Mark has returned to the ward with a nasogastric tube insitu on free drainage, morphine PCA, IV therapy and triple IV antibiotics.
Due to the severity of the infection and the potential complications, Mark will need to remain in hospital for 10 days of IV antibiotics and pain management.
Mark is the oldest of five children and his parents own and run an Indian restaurant in the city.
Case Study 2
Jayda is a four-month old girl admitted to the paediatric unit via emergency with vomiting, decreased feeds no bowel actions and intermittent spasmodic abdominal pains. During the spasmodic pain episodes, Jayda would draw her legs up and have a high pitched cry.
After a diagnostic ultrasound, intussusception was the cause of the presenting symptoms and Jayda was admitted to the ward. Her treatment plan included observation, electrolyte monitoring and IV therapy and antibiotics until a contrast enema could be implemented to correct the intussusception.
The approximate length of stay for Jayda will be 2 days, during which time, Jayda?s mother is informed that the rotavirus vaccine that Jayda had at 4 months has increased the incidence of this condition amongst infants. Jayda?s mother is now having serious doubts regarding future vaccines for Jayda.
Assessment 1 and Rubric Page 3 of 6
Case Study 3
Steven is a 15-year-old indigenous boy who lives in a remote town in rural Australia. Steven was diagnosed with asthma at the age of two. His asthma has been well managed over the years predominantly with relievers and preventers with the occasional need for steroidal anti- inflammatory medication.
Steven has presented to the local hospital complaining of shortness of breath and relays to the triage nurse that he has a past history of asthma.
A health history taken by the triage nurse on arrival reveals that Steven has had a two-year history of smoking cigarettes and is not always compliant with his asthma medication or management plan.
Steven lives with his mother and his 6 brothers and sisters.
Assessment 1 and Rubric Page 4 of 6
Criterion referenced rubric for ASSESSMENT TASK 1: CASE STUDY ESSAY
Marking Criteria & Allocated marks 0 (No attempt made) NN < 49% PA (50-64%) CR (65-74%) DI (75-84%) HD (85-100%)
Sequencing
GA9
5 %
0 marks
There is no evidence of an introduction, conclusion or appropriate sequencing in academic writing.
1.5-2.4 marks
A clear introduction and/or a logically sequenced body and/or a conclusion that summarises all key findings are not provided..
2.5-3.2 marks
The content in the essay mostly matches the outline presented in the introductory paragraph. Most paragraphs are organised in a logical manner, and the essay ends with a rational conclusion.
3.3-3.7 marks
The content in the essay matches the outline presented in the introductory paragraph. Most paragraphs are organised in a logical manner so that content flows from one paragraph to the next, and the essay ends with a rational conclusion.
3.8-4.2 marks
The content in the essay matches the outline presented in the introductory paragraph. Paragraphs are organised in a logical manner so that content flows from one paragraph to the next, and the essay ends with a rational conclusion.
4.3-5 marks
The content in the essay matches the outline presented in the introductory paragraph. Paragraphs are organised, and there is a logical progression of ideas so that content flows from one paragraph to the next. The conclusion successfully summarises the key ideas discussed throughout the essay.
Sentence and Paragraph structure/ Intelligibility
GA9
5%
0 marks
There is no evidence of sentence/paragraph structure
1.5-2.4 marks
There are substantial errors with grammar, spelling and punctuation. The errors detract significantly, and the meaning of some or all content is no discernible.
2.5-3.2 marks
There are some errors with grammar, spelling and punctuation. However, the meaning of content is discernible.
3.3-3.7 marks
There are minimal errors with grammar, spelling and punctuation, and the meaning of content is readily discernible.
3.8-4.2 marks
There are no errors with grammar, spelling and punctuation, and the meaning of content is easily discernible.
4.3-5 marks
There are no errors with grammar, spelling and punctuation, and the meaning of content is easily discernible. The essay reads without interruption.
Pathophysiology Content LO 3 GA 8 15%
0 marks
No pathophysiology of presenting complaint discussed
0.25-7.25 marks
Understanding of the pathophysiology of the presenting complaint in the scenario is not demonstrated. More of a fact sheet than scientific principles.
7.5-9.5 marks
Has demonstrated satisfactory understanding and descriptors of the pathophysiology of the presenting complaint in the chosen scenario.
9.75-11 marks
Has demonstrated clear scientific principles and pathophysiology of the presenting complaint in the scenario.
11.25-12.5 marks
Has demonstrated a high level descriptor of the scientific principles and pathophysiology of the presenting complaint in the scenario.
12.75-15 marks
Has demonstrated an advanced, clear and concise cellular level descriptor of the scientific principles and pathophysiology of the presenting complaint in the scenario.
Growth and development Content LO2 GA6 15%
0 marks
Growth and development not discussed
0.25-7.25 marks
Understanding of the relevant growth and development principles related to the scenario is not demonstrated.
7.5-9.5 marks
A satisfactory understanding of the relevant growth and development principles related to the scenario is demonstrated.
9.75-11 marks
A clear descriptor of the relevant growth and development principles related to the scenario is critically discussed and demonstrated.
11.25-12.5 marks
A high level descriptor and applicability of the relevant growth and development principles related to the scenario is critically discussed and demonstrated.
12.75-15 marks
A high level clear and concise descriptor and applicability of the relevant growth and development principles related to the scenario is critically discussed and demonstrated.
Family-centred care Content LO1 GA6 15%
0 marks
No evidence of family- centred care discussed
0.25-7.25 marks
Understanding of the relevance of family- centred care in a paediatric setting is not demonstrated.
7.5-9.5 marks
A satisfactory understanding of the principles of family- centred care and its importance in a paediatric setting is demonstrated.
9.75-11 marks
A clear and defined understanding of the principles of family-centred care and its importance in a paediatric setting is demonstrated.
11.25-12.5 marks
A clear, defined and critical descriptor of the principles of family-centred care and its importance and applicability in a paediatric setting is demonstrated.
12.75-15 marks
An advanced, clear, defined and critical descriptor of the principles of family-centred care and its importance and applicability in a paediatric setting is demonstrated.
Assessment 1 and Rubric Page 5 of 6
Hospitalised child and family Content LO1 LO7 GA6
0 marks
No reference made to hospitalised child and family
0.25-7.25 marks
Understanding of the effects of hospitalisation on the child and family unit is not demonstrated.
7.5-9.5 marks
A satisfactory understanding of the effects of hospitalisation on the child and family unit is demonstrated.
9.75-11 marks
A clear and defined understanding of the effects of hospitalisation on the child and family unit is demonstrated.
11.25-12.5 marks
A clear, defined and critical descriptor of the effects of hospitalisation on the child and family unit and applicability in a paediatric setting is demonstrated.
12.75-15 marks
An advanced, clear, defined and critical descriptor of the effects of hospitalisation on the child and family unit and applicability in a paediatric setting is demonstrated.
Critical thinking, analysis and synthesis of evidence
LO1 LO2 LO3 GA 8 GA9
20%
0 marks
No evidence of critical thinking, analysis or synthesis
0.25-9.75 marks
The essay summarises the research and does not evaluate the information. The discussion presented is heavily biased and no clear argument presented or arguments made are not supported by any evidence.
10-12.8 marks
The essay summarises the research with some evaluation of the information noted. The discussion presented is somewhat biased. Some arguments presented but few are supported by any evidence.
13-14.8 marks
The essay demonstrates a sound critical thinking and evaluation of some of the research. The discussion is somewhat biased. Clear arguments are presented and supported by appropriate evidence.
15-16.8 marks
The essay demonstrates breadth of reading and important critical thinking and evaluation of the research. Important discussion points are evident. Arguments are supported by evidence based articles and sources.
17-20 marks
The essay demonstrates breadth of reading and important critical thinking and evaluation of the research. Arguments are supported by higher order evidence based articles and sources.
Sources and referencing GA8 10%
0 marks
There is no evidence of APA referencing style.
0.25-4.75 marks There are problems with the sources of information, with relation to year of publication, credibility and/or relevance. There are many inaccuracies with the APA referencing style. 5-6.4 marks Contemporary, credible and relevant references are used in an adequate number of instances. Adequate APA referencing style is demonstrated. 6.5-7.4 marks Contemporary and/or reliable and/or relevant references are used in an acceptable number of instances. APA referencing style is accurate in most instances. 7.5-8.4 marks Contemporary, credible and relevant references are used in most instances. APA referencing style is almost always accurate. 8.5-10 marks Contemporary, credible and relevant references are used throughout the essay. APA referencing style is accurate in all instances.
TOTAL
/100
40% of TOTAL GRADE
Comments: –
Assessor: –
**If more detailed feedback on this assessment item is required, students should book an appointment with the relevant marker or the Lecturer in Charge
Assessment 1 and Rubric Page 6 of 6
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