Microsoft Word - Case study story - assignment
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NUM2307 Mental Health & Wellness in Clinical Practice 1 XXXXXXXXXX1
Semester 1, 2020
Assessment 2: Case study
Weighting: 40%
Word count: 1800 words
Due date: Week 10, Monday May 4, 2020 at 23:59 hours (11:59 pm) AWST
Submission details: via Blackboard> Assessments>Turnitin link
“Let’s talk about mental health disorders” - Case study story
_________________________________________________________________________________________
Task: Present your case study in the form of a na
ative about a person who is living with a mental disorder.
The ‘story‘ and the ‘person’, can be one of fiction or non-fiction (personal, a consume
clinical experience,
imaginary).
Any identifying features, personal information and details must be de-identified to ensure anonymity.
The story should be presented in the form of an essay.
The essay case study can be written in the 1st or 3rd person.
The CONTENT of your case study (the person’s story) should include the following;
Brief overview of the person: demographics and background information.
History of the presenting problem (should include time course of cu
ent problems, any treatment already
eceived, any cu
ent risks).
Pertinent bio-psych-social factors/issues.
Case formulation – what key factors gathered, assessed led to the diagnosis. Consider any
precipitating/perpetuating events/factors.
Identify health professionals involved.
Tests, assessments/tools, refe
als that were/would have been undertaken for the person.
Identify the diagnosis and link to the person’s key presenting signs, symptoms (consider diagnostic criteria),
and any other related factors.
Interventions and treatment options commenced or introduced and why. Link your discussion to diagnosis
and rationale for treatment.
Summary of the person’s cu
ent wellbeing (physical/mental/social) and consider recovery.
______________________________________________________________________________________
An introduction and conclusion should be included.
Please review the SNM guidelines for assignment presentation, structure and submission.
Referencing: Information presented should be supported where applicable with references to support your
discussion. Refer to the ECU APA referencing guide.
Marks will be awarded as per the SNM marking ru
ic (for this unit) as identified on page 2 & 3 of this
document.
2
CRITERIA High Distinction (>80%)
Excels in all requirements
Distinction (70-79%)
Excels in some and exceeds all
equirements
Credit (60-69%)
Exceeds minimum requirements
Pass (50-59%)
Meets minimum requirements
Fail (26-49%)
Not yet meeting minimum
equirements
Well Below Average (<25%)
Low Proficiency
Co
nt
en
t
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.
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.
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
elevance to the topic
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.
Does not or poorly addresses
assessment item. Insufficient or no
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 or nor
credible sources to support ideas
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.
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A
pp
lic
at
io
n
of
C
it
ic
al
T
hi
nk
in
g Excellent demonstration of
critical thinking appropriate
to level of education.
Excellent application of
professional practice and/or
evidence base to practice in
assessment. Case study
scenario (story) addressed
all key content points &
supported by evidence
where applicable.
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. Case
study story and discussion in
most (content) areas is very
good.
Demonstration of critical
thinking appropriate to level of
education. Application of
professional practice and/or
evidence-based thinking to
assessment item is evident but
not fully discussed. Case study
story could show further depth
of detail and discussion.
Limited demonstration of critical
thinking appropriate to level of
education. Limited 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. Minimal
application of professional
practice and/or evidence-based
thinking to assessment item.
Does not demonstrate critical
thinking appropriate to required
level. No application of
professional practice and/or
evidence-based thinking to
assessment item.
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St
u
ct
u
e
an
d
P
es
en
ta
tio
n
All aspects conform to the
structure of the assessment
item. Excellent introduction of
topic and strong summation
of key points in the
conclusion. Excellent
paragraphing and
logical/cohesive development
of ideas throughout
Complies with ECU SNM
Presentation & Assignment
Writing Guidelines to an
excellent standard.
Most aspects conform to the
structure of the assessment
item. Very good introduction of
topic and summation of key
points in the conclusion. Very
good paraphrasing and
logical/cohesive development of
ideas. Complies with ECU
SNM Assignment Writing
Guidelines to a very high
standard.
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.
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.
Limited aspects of the SNM
presentation and assignment guide
have been adhered to.
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.
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.
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Re
fe
e
nc
in
g
Completely adheres to all
instruction in the ECU APA
Referencing Guide. In text and
end-text, referencing has no
e
ors.
Adheres to instruction in the
ECU Referencing Guide. In text,
eferencing is e
or free, and/or
end-text referencing has very
few e
ors.
Adheres to instruction in the ECU
Referencing Guide. In text and/or
end-text, referencing has few
e
ors.
Mainly adheres to instruction in the
ECU Referencing Guide. In text
and/or end-text, referencing has
some
epeated e
ors.
Referencing poorly follows instruction
in the ECU Referencing Guide. In
text and/or end-text, referencing has
many e
ors
epeated e
ors.
Referencing does not follow
instructions in the ECU Referencing
Guide. In text and/or end-text,
eferencing has multiple/or
epeated e
ors.
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3
W
it
te
n
co
m
m
un
ic
at
io
n
sk
ill
s
Style and structure:
Precise and fluent
expression, which flows
easily. Sophisticated and
complex style with structure
and paragraphing
appropriate for audience and
assessment type. Uses a
wide-range of highly
appropriate vocabulary and
discipline-specific terms.
Uses varied and complex
sentence structure.
Almost e
or-free
punctuation and grammar.
Technical skills:
Uses varied and complex
sentence structure.
Almost e
or-free
punctuation and grammar.
Style and structure:
Clear, concise and cohesive
expressions with logical
flows. Style, structure and
paragraphing are
appropriate for task,
audience and assessment
type. Uses a range of
appropriate and accurate
discipline-specific
vocabulary.
Technical skills:
Uses varied sentence
structure. Occasional e
ors
in punctuation and grammar.
Style and structure:
Well expressed and clearly
flows. Style, structure and
paragraphing are generally
appropriate for audience and
assessment type.
Uses vocabulary and discipline-
specific terms accurately.
Technical skills:
Produces mostly e
or free
sentences.
Infrequent e
ors in spelling and
punctuation, which do not
impede understanding.
Style and structure:
Generally, flows well.
Basic organisation and style
show an understanding of
audience and assessment type.