CPC105_Assessment_Part1B_Case study
Appendix 1
Case Study of Joi Anderson
Joi Anderson, a sixteen-year-old female, a
ives 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”,
eathless 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
eturned 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 mem
anes 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
cu
ently 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
epayments 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
cu
ently 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‐mo
idities,
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
elationships 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, i
espective of social, cultural, religious, and/or political views. It is through such
eflective thinking that you learn from your experiences, build upon them and become a competent
egistered 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
eflective 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 ba
iers
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,
oadened, 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
lackboard/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
esearch. Please see more information on referencing here
http:
li
ary.laureate.net.au
esearch_skills
eferencing
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 Ru
ic: 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
eliefs, values and
attitudes and their
influence on providing
nursing care, person‐
centred care and
developing a
therapeutic
elationship
35%
Reflection lacks critical
thinking.
Connections with key
eliefs, values and
attitudes and their
influence on nursing care,
person‐centred care and
the therapeutic
elationship are superficial
or missing.
Reflection demonstrates
limited critical thinking in
applying and analysing key
eliefs, values and attitudes.
Minimal connections with key
eliefs, values and attitudes
and their influence on
nursing care, person‐centred
care and the therapeutic
elationship 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
eliefs, 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
eliefs, 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
eflection 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
cu
ent experience.
Conveys evidence of
eflection 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 cu
ent
experience.
Conveys strong evidence of
eflection on own beliefs,
attitudes and values.
Demonstrates significant
personal growth and
awareness through
inferences made, examples,
well‐developed insights,
and challenges. Synthesizes
cu
ent experience into
future implications to
improve nursing care and
care planning for patients
with chronic conditions.
Conveys strong evidence of
critical reflection on own
eliefs, 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 cu
ent
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 e
ors in the
communication of ideas,
including e
ors 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 e
ors 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 e
ors
present in spelling,
grammar and/or
punctuation.
Communicates coherently
and concisely in a manner
that adheres to the given
format.
Accurately employs a wide
ange 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
e
ors.
Communicates eloquently.
Expresses meaning
coherently, concisely and
creatively within the given
format.
Discerningly selects and
precisely employs a wide
ange 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
e
ors.
Co
ect formatting and
APA6th referencing
style
15%
Referencing is omitted or
does not resemble APA
(6th ed.).
Referencing resembles APA
(6th ed.), with frequent or
epeated e
ors.
Referencing resembles APA
(6th ed.), with occasional
e
ors.
Consistent and co
ect APA
(6th ed.) referencing style
throughout the assessment
task.
Flawless, consistent and
co
ect APA (6th ed.)
eferencing 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‐mo
idities, quality use of medicines principles, risks to self and others into care plans.