Assessment 1- Introduction to Speciality Practice
Assessment task 1: Exploring Environmental Considerations when Nursing Critically Ill People
Intent: For critically ill people and their families, the critical care environment in the Emergency Department
or Intensive Care Unit is often foreign and confronting. Together with the illness or injury which led to
admission, treatment, medication, hospital routines may affect homeostatic body function and
control. These external stressors have the potential to affect the person physically, psychologically,
socially, culturally and spiritually in a way which may ultimately compromise healing and recovery.
It is imperative that while caring for people who are critically ill, that nurses consider the impact of the
environment on the person’s illness, healing, and recovery. An awareness of how the environment
affects a person who is critically ill, allows nurses to initiate and incorporate nursing care to support
the person through their illness by addressing environmental stressors while undergoing treatment in
the critical care setting.
Objective(s): This assessment task addresses subject learning objective(s):
B, C, D, G and H- Refer to SLOs (at the end).
This assessment task contributes to the development of graduate attribute(s):
2.0, 4.0 and 5.0
Groupwork: Individual
Weight: 60%
Task: For this assignment, choose ONE of the following:
vulnerability and alterations in autonomy
alterations in communication capabilities
alterations in privacy
alterations in sleep patterns
psychological distu
ance and delirium
Explore how the environmental factors related to the Emergency Department OR the Intensive Care
Explore how the environmental factors related to the Emergency Department OR the Intensive Care
Unit contribute to your chosen topic, and discuss how nurses can provide holistic person centred
care to minimise the impact of the environment and put the patient in the best possible condition fo
self-healing. In doing so, consider the impact of these alterations on the patient's physical,
psychological, social, cultural and spiritual components of self.
The assessment is to be written in essay format (third person) using scholarly academic writing
skills. Discussion is expected to be well structured, reflective, analytical and well supported with
cu
ent literature cited in text and in the reference list using UTS Harvard Referencing style.
Introduction: No subheading. Begin with an introduction, an overview of the work telling the reade
what it is they are about to read. This may be done following completion of the body so that all points
mentioned in the introduction are present and in sequence with the body and align with the
assessment task.
Body: Be sure your work is well structured and set out in themes. Use specific subheadings that
signpost discussion for the reader. Proof read prior to submission to ensure good flow of discussion
throughout.
Conclusion: No subheading. You may like to indicate to the reader by commencing with ‘In
conclusion..’, To conclude…’etc, then write a concluding statement where you highlight what you
have learned from completion of this work (do not simply describe what was discussed).
Length: 1800 words (excluding subheadings, appendices and reference list)
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
A. Critically evaluate knowledge and principles underpinning the application of fundamental patient care
interventions in the critical care setting. Interventions include assessment and management of respiratory,
cardiovascular, neurological, renal and gastrointestinal function (GA 2, 3, 4 & 5 NMBA 2, 3, 5, 8, 9)
B. Identify concepts and interventions related to the patient experience in the critical care setting including
addressing physical, psychological, social cultural, environmental and spiritual needs (GA 2, 3, 4, 5 & 6 NMBA 2,
5, 9)
C. Analyse key concepts related to the nurse experience in the critical care setting with regard to ethico-legal
dilemmas, total patient care and the impact of the technological imperative (GA 1, 3, 4 & 5 NMBA 1, 2, 9, 10)
D. Reflect on nursing care of critically ill patients using learned concepts and skills in initiating and explaining
appropriate nursing actions (GA 1, 2, 4 & 5 NMBA 1, 2, 4, 6, 7, 9)
E. Engage in safe practice through development of nursing knowledge, skills and attributes, recognition of practice
limitations, and application of culturally appropriate and environmental health and safety principles (GA 1, 4, 5 &
6 NMBA 2, 9)
F. Identify the contribution of the multi-disciplinary healthcare team in providing primary care and collaborate with
team members to meet the needs of individual patients (GA 1, 3, 4, 5 & 6 NMBA 6, 8, 10)
G. Demonstrate nursing knowledge through critical thinking and the use of relevant professional and scholarly
esources to describe, explain and apply key nursing concepts in a writing style appropriate to purpose and
context (GA 1, 3 & 4 NMBA 7)
H. Demonstrate the application of basic skills in the use of information technologies to access and utilise resources
and evidence based guidelines suitable for patient health care needs (GA 1, 3 & 4 NMBA 3)
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
Embody a professional disposition committed to excellence, equity and sustainability (1.0)
Engage in person-centred care that is appropriately sensitive to the needs of individuals, families and communities
(2.0)
Communicate and collaborate effectively and respectfully with diverse groups (3.0)
Inquire critically to assess a body of evidence to inform practice (4.0)
Competently apply knowledge and skills to ensure safe and effective nursing practice (5.0)
XXXXXXXXXXIntroduction to Specialty Practice: Critical Care
Health
92322 Assessment 1 Ru
ic - 60 marks
Criteria (marks) HD D C P Z
Introduction (5)
Provides a lead-in
sentence to introduce
the topic, and an
overview of what will
e discussed
throughout the body of
the work.
4.3 - 5
Clear and well-
articulated
introduction to the
topic; all key concepts
highlighted. Includes a
lead in sentence and
Informs the reader of
what it is they are
about to read.
3.8 – 4.2
Clearly written
introduction; most key
concepts highlighted.
Includes a lead in
sentence and informs
the reader of what it is
they are about to read.
3.3 – 3.7
Clearly written
introduction; key
concepts highlighted
with some minor
omissions.
2.5 – 3.2
Introduction
understandable; key
concepts are
highlighted but with
some omissions, lack of
clarity and / or logic
0 – 2.4
Introduction not clear;
key concepts not
highlighted or lack
sufficient clarity.
Body 1 (15)
Provides a clear and
comprehensive
discussion on how the
critical care
environment (ED or
ICU) contributes to ONE
chosen patient issue.
Demonstrates synthesis
and understanding
through application of
knowledge to the topic
and use of authentic
eferences to support
discussion.
12.8 – 15
Demonstrates a clear
and comprehensive
discussion, with
synthesis of the
evidence base relevant
to one chosen issue.
Selected patient issue is
appropriate,
comprehensively
described and applied
to discussion. Is well
supported by relevant
literature.
11.2 – 12.7
Demonstrates a clear
and relatively
comprehensive
discussion; some
synthesis of the
elevant evidence base
elevant to one issue.
Selected patient issue
is appropriate, clearly
described and mostly
supported by relevant
literature with clear
evidence of
understanding of the
elevant topic.
9.7 – 11.1
Demonstrates
generalised
information, with some
evidence of synthesis
of the relevant
evidence base.
Selected patient issue
is appropriate, but with
minor e
ors /
omissions; the issue is
adequately described
with some support
from relevant
literature.
7.5 – 9.6
A descriptive summary
of the evidence base,
with minimal synthesis
of the relevant
evidence base.
Selected patient issue
demonstrates some
e
ors in logic and / or
omissions; the issue is
described and
supported by some
elevant literature
0 – 7.4
Lack of clarity in
discussion; summary
of relevant literature
missing or incomplete,
with no synthesis of
the relevant evidence
ase.
Selected patient issue
demonstrates e
ors in
logic and / or
omissions; the issue is
inadequately described
and / or is lacking
appropriate support
from the literature
Body 2 (15)
Provides a clear and
comprehensive
discussion on the
nurse’s role in
addressing and
minimising the impact
of the chosen issue
including rationales,
and recommendations
in practice supported
y literature.
12.8 – 15
Demonstrates a clear
well-structured and
comprehensive
discussion; selected
ationales are logical,
comprehensive and
clearly articulated;
claims are clearly
supported by the
literature with
synthesis of evidence
11.2 – 12.7
Demonstrates a clear
discussion; selected
ationales are logical
and clearly articulated;
claims are supported
y the literature
9.7 – 11.1
Demonstrates an
appropriate discussion;
selected rationales
have some e
ors /
omissions; claims are
mostly supported by
the literature
7.5 – 9.6
Demonstrates an
adequate discussion
with some minor
e
ors in logic; some
e
ors in selected
ationales ; some
omissions; claims are
supported by the
literature, but with
some e
ors in flow or
logic
0 – 7.4
Demonstrates
inadequate discussion;
e
ors in logic;selected
ationales
demonstrating
significant consistent
e
ors / omissions;
claims may be
supported by the
literature, but with
e
ors in structure,
flow or informed
discussion
Conclusion (5)
Provides a solid
concluding statement
drawn from the body of
the essay. Clearly sums up
discussion as a result of
what was learned from
doing the work.
4.3 - 5
Clear, comprehensive
and focused conclusion
with no references,
supported by previous
discussion; clearly
articulates what the
writers thoughts are
after having completed
the work
3.8 – 4.2
Clear and focused
conclusion with no
eferences, mostly
supported by previous
discussion
3.3 – 3.7
Understandable
conclusion, supported
y previous discussion;
minor e
ors or
inconsistencies
2.5 – 3.2
Conclusion stated, but
with some lack of