1 Adult Health Care1 Semester 1/2020 _________________________________________________________________________ Assessment details Assessment 2: Case study essay Weighting: 40% Word count: There is a...

1
Adult Health Care1
Semester 1/2020
_________________________________________________________________________
Assessment details
Assessment 2: Case study essay
Weighting: 40%
Word count: There is a word limit of 1500 words.
Due date: Monday 11th May at 1200hrs
Submission details: via Blackboard> Assessments>Turnitin link.

Aim of assessment
The purpose for this case study is to enable students to produce a nurse-led case management plan,
using evidence-based information relevant to nurses and up-to-date Australian statistics, for
improving the health and quality of life for an older adult who have suffered a myocardial infarction.
Content should include discussion on pathophysiological treatment options, based on national
guidelines and implications for nursing practice.
Patient profile
Kath Ha
is is a 65-year old lady who lives alone. Kath was doing light cleaning around the house,
prior to the onset of her pain. Mrs. Ha
is has a history of unstable angina, hypertension and
diabetes mellitus type 2. She is a cigarette smoker, smoking two packets of cigarettes a day, for
approximately 40 years. A recent history of indigestion suggests an active peptic ulcer. She is also
obese (her body mass index is 32). She has had a history of head trauma due to an incident a few
months ago, where she fell down a set of stairs. Mrs Ha
is’ cu
ent medication includes; GTN,
carvedilol, and metformin.
Subjective data
• She had taken three glyceryl trinitrate tablets, which had little effect on reducing her chest
pain.
• Has an 6/10 chest pain
• Pt is nauseated
• Appears distressed
Objective data
Physical examination
• GCS 15
• BP 92/58mmHg, HR 92 bpm, Temp 370Celsius, Resp 28 bpm, SaO2 91% RA,
• Skin was pale
• Peripheries were cool
Diagnostic studies
Lipid Studies
• Total lipid 9.2
• Triglycerides 6.5
• Total cholesterol 7.95
 HDL cholesterol 2.1
 LDL cholesterol 5.97
2
Electrolytes
 Sodium 138
 Potassium 4.9
 Chloride 97
 Bica
onate 21
 Glucose 11.2
 Iron 5.4
 HbA1c 7.9
Your assignment is to produce a written piece of work addressing the following areas;

PATHOPHYSIOLOGY
 Briefly explain the pathophysiology of myocardial infarction in this patient. In your answer
identify the clinical manifestations of an MI demonstrated by Kath Ha
is and why these are
occu
ing. Identify the risk factors evident within this case study. How would you manage
Mrs Ha
is’ care?

MANAGEMENT
 Outline the immediate nursing and medical management Mrs Ha
is requires in the
treatment of an acute MI. In your answer include the pharmacological management
equired by a patient with an acute coronary syndrome.

MEDICATIONS
 Identify three medications that would be used in the treatment of an MI and outline the
indication for use, mechanism of action, administration method, side effects, and nursing
care required for these medications (No tables).

Important details about your assessment
 This essay requires a standard essay introduction and conclusion.
 There is a word limit of 1500 words (+/- 10% as per SNM Presentation and Assignment
Guidelines).
 Marks will be allocated as per SNM Assessment Ru
ic & the essay specific criteria below.
 Submission instructions and the link is accessible under the ‘assessments’ tab.
 Students should refer to the SNM Presentation and Assignment Guide, ECU APA
Referencing Guide, and the SNM Marking Assessment Ru
ic.
 Graphs, tables and flow charts to support the statistical data will not be accepted.
Marking criteria:

Below you will find two tables: The first is the SNM generic marking ru
ic, the second is an
interpretation of that ru
ic to help you recognise which areas are important (it shows you what
elements you need to address in order to get full marks). The points in
ackets show you how those
elements are weighted, e.g. the introduction can get up to 2 points etc. Elements with more points
would be expected to require more words/paragraphs.
3
Table 1: Marking ru
ic

Well Below Average (<25%) Below Average (26-49%) Pass/Average (50-59%) Credit (60-69%) Distinction (70-79%) High Distinction (>80%)
C
o
n
te
n
t
Does not address assessment
item. No evidence to support main
ideas. Unable to demonstrate an
understanding of the main ideas or
concepts. No credible sources
used to support main ideas.
Does not or poorly addresses
assessment item. Insufficient
evidence to support main ideas.
Unable to or poorly demonstrates an
understanding of the main ideas or
concepts. Ideas are not relevant to
the topic. Limited referencing to
support ideas.
Assessment item addressed at a
superficial level. Minimal evidence to
support main ideas. Able to
demonstrate an understanding of the
main concepts at a basic level. Some
ideas presented have relevance to
the topic.
Most parts of the assessment item
addressed at a satisfactory level and
supported by adequate evidence. Able
to demonstrate an understanding of the
main concepts. Most ideas presented
have relevance to the topic.
All parts of the assessment item addressed at a
good level and supported by quality evidence.
Able to demonstrate a solid understanding of the
main concepts. Most ideas presented have
elevance to the topic.
Content fully addresses all parts of the
assessment item. Thorough exploration of
concepts and well-formed ideas, supported by
high quality evidence. Able to demonstrate an in-
depth understanding of the main concepts. All
ideas presented have relevance to the topic.
XXXXXXXXXX XXXXXXXXXX
A
p
p
li
c
a
ti
o
n
o
f
C
i
ti
c
a
l
T
h
in
k
in
g

Does not demonstrate critical
thinking appropriate to required
level. No application of
professional practice and/or
evidence based thinking to
assessment item.
Poorly demonstrates critical
thinking appropriate to required
level. Poor application of
professional practice and/or
evidence based thinking to
assessment item.
Limited demonstration of critical
thinking appropriate to level of
education. Limited application of
professional practice and/or
evidence based thinking to
assessment item.
Demonstration of critical thinking
appropriate to level of education.
Application of professional practice
and/or evidence based thinking to
assessment item.
Very good demonstration of critical thinking
appropriate to level of education. Very good
application of professional practice and/or
evidence based thinking to assessment
item.
Excellent demonstration of critical thinking
appropriate to level of education. Excellent
application of professional practice and/or
evidence base to practice in assessment.
XXXXXXXXXX XXXXXXXXXX
S
t
u
c
tu
e
a
n
d

P
e
s
e
n
ta
ti
o
n

The assignment does not
conform to the structure of the
assessment item. No
introduction to the assessment.
Poor or non-existent
paragraphing. No
logical/cohesive development
of ideas. No summation of key
points in conclusion.
Does not comply with ECU
SNM Assignment Writing
Guidelines.
Limited aspects conform to the
structure of the assessment item.
Poor introduction to the assessment.
Limited paragraphing. Omits or poor
summation of key points in
conclusion.
Poorly complies with ECU SNM
Assignment Writing Guidelines.
Does not follow specific assignment
instructions as per Unit Semester
Plan

Some aspects conform to the
structure of the assessment item.
Limited introduction of topic and
summation of key points in
conclusion. Minimal
paragraphing, and
logical/cohesive development of
ideas.
Most aspects conform to the structure
of the assessment item. Introduction
adequately introduces topic and
summarises key points in conclusion.
Paragraphing is evident, and there is a
logical/cohesive development of ideas
in some of the assessment item.
Complies with ECU SNM Assignment
Writing Guidelines. Follows specific
assignment instructions as per Unit
Semester Plan
Most aspects conform to the structure of the
assessment item. Very good introduction of
topic and summation of key points in the
conclusion that reflects the student’s position
and provides clear insights into the issue.
Very good paragraphing, and
logical/cohesive development of ideas.
Complies with ECU SNM Assignment
Writing Guidelines to a very high standard.
Follows specific assignment instructions as
per Unit Semester Plan completely.
All aspects conform to the structure of the
assessment item. Excellent introduction of
topic and strong summation of key points in
the conclusion that reflects the student’s
position and provides clear insights into the
issue. Excellent paragraphing and
logical/cohesive development of ideas
throughout
Complies with ECU SNM Assignment
Writing Guidelines to an excellent standard.
Follows all specific assignment instructions
as per Unit Semester Plan
XXXXXXXXXX
R
e
fe
e
n
c
in
g
Referencing does not follow
instructions in the ECU
Referencing Guide. In text and/or
end-text referencing has multiple
e
ors. Includes references in
conclusion.
Referencing poorly follows instruction
in the ECU Referencing Guide. In
text and/or end-text referencing has
many e
ors. Includes references in
conclusion.
Mainly adheres to instruction in the
ECU Referencing Guide. In text
and/or end-text referencing has
some e
ors.
Adheres to instruction in the ECU
Referencing Guide. In text and/or
end-text referencing has few e
ors.
Adheres to instruction in the ECU Referencing
Guide. In text and/or end-text referencing has
very few e
ors.
Completely adheres to all instruction in the ECU
Referencing Guide. In text and/or end-text
eferencing has no e
ors.
XXXXXXXXXX
Low Proficiency Developing Proficiency Moderate Proficiency High Proficiency
E
n
g
li
s
h

L
a
n
g
u
a
g
e

P
o
fi
c
ie
n
c
y

Multiple grammatical, spelling and
punctuation e
ors were present
throughout. Sentence structure
poor making it difficult to determine
meaning.
Many grammatical spelling and
punctuation e
ors were present and
needs improvement. Sentence
structure needs improvement.
Mostly co
ect grammar