Length: 1,500 words Value: 40% Task In this assignment you are going to watch a video of a conversation between a Community Nurse and an older man, Max. In the video, Max candidly shares with you the experiences he has had with illness over his adult life. For the assignment you will explore (1) the types of and signs of delirium, the assessment tools, nursing strategies and the impact of not identifying delirium; (2) the impact of pain on an older person and pain assessment tools; and (3) strengths-based assessment. Most importantly, we are looking for you to apply these concepts to the needs of an older man called Max. You will critique the Community Nurse as she communicates with Max who is living at home. The conversation you will need to evaluate for this assessment task can be on this page below, in the Assessment 2 Resources folder, in the Case Study Videos folder and can also be found in the videos in your prescribed text. Watch the video recording of the conversation with Max and respond to the following discussion points and questions using current evidence and references to support your critique and suggestions. Question 1: Delirium in an older person In the interview, Max talks about his experience of delirium after a serious, respiratory illness that involved time as an inpatient. Identify the types of delirium and assessment tools that are used to diagnose delirium. What are the signs that a nurse could have used to identify that Max was experiencing delirium? What nursing strategies are suitable to implement when a patient is experiencing a delirium? What was the impact of not identifying the delirium on Max? Question 2: Pain and pain assessment in an older person Max shares his experience of pain. Discuss the impact of pain on an older person and identify assessment tools suitable to use to identify the presence and intensity of pain. Identify the impact of pain on Max and comment on the strategies Max uses to manage his pain. Relate Maxs strategies to evidence based practice for pain management in an older person. Question 3: Strengths-based assessment In the video, Max reveals some of his health concerns such as depression, osteoarthritis and medications. Evaluate the Community Nurses use of the principles of strengths-based nursing to address these concerns for Max and to what extent is it effective in supporting Max to take a problem solving approach to his own care process? Additional Information sure you review the information at the end of this page on how to write the critique. Use these headings and provide responses in third person and, not dot points. Include an introduction and conclusion in your assignment and material must be referenced according to CSU policy. Support your assignment with a wide range of peer-reviewed and scholarly sources of information. This includes peer-reviewed journals and textbooks, policy/guideline documents, government or educational websites. Inappropriate sources of information include blogs, Wikipedia, general information websites. Your prescribed text is a valuable source of information and other references that will assist you with this assignment. The use of 7 current (less than 7 years old) peer-reviewed and scholarly sources of information is the minimum requirement. How to write a Critique In everyday life we critique things all of the time! Which school should the children attend? Should I sell the family home and move into a smaller house? Which car should we buy? Should I buy the oranges that were grown in Brazil . . . or pay more for local products? All of these are important questions, which become critical questions when we consider them from a number of perspectives. For example, in relation buying a car one might consider cost, economy, the environment, seating, expected use of the vehicle, ethics, convenience, employment . . . and so on. All of these perspectives require us to extend our thinking beyond our initial reactions. Writing a critique at university, particularly in relation to a nursing situation, is not simply a matter of saying what you already think. Rather it involves factors that include the following close, accurate, observation of the subject (in this case, the interview); what you have been taught in class and in the on-line sessions; readings and other resources that your teacher has given you and those you have identified; theories about nursing and aging; departmental and professional standards; sensitivity to the reactions of the people in the situation; clinical knowledge; knowledge of aging processes. Step 1 Read the resources that your teacher has given you. Make brief notes on the qualities of an excellent nurse/patient conversation. Do some extra reading on the topic, to lift your work above that of others in the class! Step 2 Open a Word document, and write down the questions from Assessment Item 2 that you are required to answer, with plenty of space in between. If it will help, print this document out as a note-taking sheet View the video several times. Each time, jot down notes on your note-taking sheet. Step 3 You are now ready to explore the issues related to delirium and pain assessment in an older person as guided by Questions 1 and 2. Consider what you have been taught by your teachers, and what you have read about delirium, pain and pain assessment in an older person. Note the total word limit. Step 4 You are now ready to write your critique of the assessment of Max by the Community Nurse, responding in detail to Questions 3. Consider what you have been taught by your teachers, and what you have read about strength-based approaches in patient assessment. Note the total word limit. Remember: If you think that the Community Nurse did something well, you must indicate what it was, and why it was goodwith reference to your readings. If the Community Nurse did something poorly in the use of the principles of strength-based nursing to address Maxs concerns, you must indicate why it was not 100%with reference to your readings. For things that were missed, you must identify thesewith reference to your readings. This is an opportunity for you to show that you have taken on board what you have been taughtfrom the various perspectives that nursing involves. It is also a chance for you to show that you are a careful observer of human behaviour, and that you can apply your theory to practice. Presentation Please submit your critique as a single Word document via EASTS. Scholarly papers, reports, or other similar assessment items must be word processed and not handwritten. Requirements include: 1. 2cm margins 2. double line spacing 3. 12pt font 4. numbered all pages 5. Insert student name and number in header or footer of every page of every assignment; and 6. Include a title page that includes the subject name and code, title of the assessment task, due date, lecturers name, students name and students number. back to top MARKING CRITERIA Criterion HD (85-100%) DI (75-84.5%) CR (65-74.5%) PS (50-64.5%) FL (0-49.5%) Score Explains the types and signs of delirium including identification of relevant assessment tools that are used to diagnose delirium. Explains nursing strategies that are suitable to implement and the impact of not identifying the delirium on Max (21.5-25 marks) Comprehensive explanation and analysis of the types and signs of delirium. Relevant assessment tools that are used to diagnose delirium were identified and clearly justified by a solid argument. Clearly and concisely explains relevant nursing strategies that are suitable to implement including comprehensive examination of the impact of not identifying the delirium on Max. (19-21 marks) Explains and analyses the types and signs of delirium. Clearly examines relevant assessment tools that are used to diagnose delirium. Clearly and concisely explains relevant nursing strategies that are suitable to implement including the impact of not identifying the delirium on Max. (16.5-18.5 marks) Identifies and clearly explains the types and signs of delirium. Identifies and clearly explains relevant assessment tools that are used to diagnose delirium. Clearly explains nursing strategies that are suitable to implement and the impact of not identifying the delirium on Max. ( marks) Identifies and explains the types and signs of delirium. Identifies and explains relevant assessment tools that are used to diagnose delirium. Explains nursing strategies that are suitable to implement. Explains the impact of not identifying the delirium on Max. (0-12 marks) Identifies one/ does not identify any types and signs of delirium. AND/OR No identification of relevant assessment tools that are used to diagnose delirium. AND/OR No/ Inadequate explanation of nursing strategies that are suitable to implement. No explanation of the impact of not identifying the delirium on Max. /25 Identifies the impact of pain on an older person and the relevant pain assessment tools. Explains the impact of pain on Max and the strategies Max uses to manage his pain. Related Maxs strategies to evidence based practice for pain management. ( marks) Comprehensively explains the impact of pain on an older person. Relevant pain assessment tools are clearly and comprehensively explained. Clearly examines and analyses the impact of pain on Max and the strategies Max uses to manage his pain. These strategies were clearly related to evidence based practice for pain management. (19-21 marks) Clear and concise explanation of the impact of pain on an older person. Relevant pain assessment tools are clearly and concisely explained. Clearly explains and analyses the impact of pain on Max including the strategies Max uses to manage his pain. These strategies were clearly related to evidence based practice for pain management. ( marks) Identifies and explains the impact of pain on an older person. Identifies and explains relevant pain assessment tools Clearly explains the impact of pain on Max and the strategies Max uses to manage his pain. Clearly related Maxs strategies to evidence based practice for pain management. ( marks) Identifies the impact of pain on an older person. Identifies relevant pain assessment tools Explains the impact of pain on Max and the strategies Max uses to manage his pain. Related Maxs strategies to evidence based practice for pain management. (0-12 marks) Ambiguous/ no identification of the impact of pain on an older person. AND/OR Inadequate/ no identification of relevant pain assessment tools Inadequate/ no explanation of the impact of pain on Max and the strategies Max uses to manage his pain. Poor/ no linkage of Maxs strategies to evidence based practice for pain management. /25 Evaluates the Community Nurse’s use of the principles of strengths-based assessment and the extent these are effective in supporting the patient to achieve positive health outcomes. ( marks) A comprehensive critical evaluation of the Community RN’s application of principles of strengths based assessment is provided. The discussion includes as analysis of the effectiveness of the identified principles in supporting the older person to take a problem-solving approach to their own care process. (19-21 marks) Critical evaluation of the Community RN’s application of principles of strengths based assessment is provided. The discussion includes an analysis of the effectiveness of the identified principles in supporting the older person to take a problem-solving approach to their own care process. ( marks) Some critical evaluation of the Community RN’s application of principles of strengths based assessment is provided. Provides a summary of their effectiveness in supporting the older person to take a problem solving approach to their own care process. ( marks) An evaluation of the Community RN’s application of principles of strengths based assessment is provided. Explains their effectiveness to support the older person to take a problem solving approach to their own care process. (0-12 marks) No description of strengths based assessment principles. OR Description of strengths based assessment but no discussion of its impact on the older person. /25 Communicates effectively using academic writing and professional language. ( marks) Formal academic language and correct professional terminology has been used to create a cohesive, concise and analytical piece of work. The critique is logically and systematically structured with consistent adherence to grammatical conventions. All presentation guidelines have been applied. ( marks) Formal academic language and correct professional terminology has been used to create a cohesive and coherent piece of work. The critique is logically structured and mostly adheres to grammatical conventions. All presentation guidelines have been applied. ( marks) Formal academic language has been used to create a logically structured and coherent piece of work, with adherence to grammatical conventions, although some errors remain. All presentation guidelines have been applied. (5-6 marks) Formal academic language has been used to create a partially structured piece of work. Paragraphs are rudimentary and an attempt has been made to adhere to grammatical conventions, although errors are evident. Most presentation guidelines have been applied. ( marks) Formal and informal language has been used to create a partially structured and descriptive piece of work, which includes multiple grammatical errors impacting on the clarity of the discussion. Most presentation guidelines have not been applied. /10 Applies evidence/information from credible sources and with academic integrity. (13-15 marks) The critique is supported by an extensive range of appropriate sources, which have been evaluated and synthesised to support all assertions. APA 6th Edition referencing conventions in both in-text citations and the reference list have been accurately and consistently applied. ( marks) The critique is supported by a range of appropriate sources, which have been synthesised to support most assertions made. APA 6th Edition referencing conventions in both in-text citations and the reference list have been almost always accurately and consistently applied. (10-11 marks) The critique is supported by a range of appropriate sources, which have been incorporated to support key points. APA 6th Edition referencing conventions in both in- text citations and the reference list are applied with minor errors evident. ( marks) The critique is supported by the minimum number of appropriate sources, which have been summarised to support key points. APA 6th Edition referencing conventions in both in- text citations and the reference list, but with several errors and inconsistencies. (0-7 marks) The critique is supported with inappropriate or irrelevant sources. Less than 7 sources of information have been used to support the discussion and/ or multiple unsupported generalisations have been made. Adherence to APA 6th Edition referencing conventions in both in-text citations and the reference list is minimal or non- existent. /15 TURNITIN: Assessment was submitted to TURNITIN by the Subject Coordinator, and indicates appropriate attention to editing; paraphrasing and referencing of other peoples work. Similarity index is 20% or less, excluding Reference List. Students can submit their assignments to Turnitin before uploading to EASTS. TURNITIN report indicates appropriate attention to editing; paraphrasing and referencing of other peoples work. Similarity index is 20% or less, excluding Reference List. (SY) TURNITIN report indicates high similarity index that exceeds 20%, excluding Reference List. The student may be reported for Academic Misconduct. (US) SY / US Total /100 Final mark /40 Presentation back to top Scholarly papers, reports, or other similar assessment items must be word processed and not handwritten. Requirements include: Leave 2 cm margins and double line space your work; Use 12pt font, unless otherwise indicated; Number all pages; Insert student name and number in header or footer of every page of every assignment; and Include a title page that includes the subject name and code, title of the assessment task, due date, lecturers name, students name and students number. Requirements back to top Referencing Correct and consistent referencing is an important component of producing professional and credible academic work. Marks will be awarded for high quality referencing. Please refer to the following text for information on how to reference your paper: American Psychological Association (APA). (2010). Publication Manual of the American Psychological Association (6th ed.). Washington DC: APA.
Hide
