The purpose of this essay is for students to present a comprehensive discussion and justification identifying two (2) care priorities within a clinical scenario using the Levett-Jones’ Clinical Reasoning Cycle.
Students are required to provide critical analysis and justification of the care priorities using appropriate academic references.
Essay should revise issue of stigma, coping, family impact and services available
Discuss the trajectories, adjustments, redefining “care”, communication and inter-displinary care.
Word length is 1600 hundred
APA references minimum of 15 resources latest publication with in 4/5 years
Should be plagiarism free
Plz target for the high distinction by following provided ru
ic with this document.
Due date March XXXXXXXXXX
NRSG366 Assessment Task One: Case Study One
NRSG366 Semester One 2018
Assessment Task One: Case Study One
Multiple factors influence the care of patients with chronic conditions. As a Primary
Heath Care nurse, it is important that care given is prioritised based on both
clinical and patient needs. Prioritisation of the patient needs for care is integral to
daily nursing practice. This requires integrating and collaborating different aspects of
patient needs in order to maximise care activities and the effectiveness of nursing
interventions.
This case study is designed to demonstrate the integration of various principles of
managing care of patients with chronic conditions. Students will be expected to
identify and discuss two PRIORITIES OF CARE and apply the clinical reasoning cycle
to these as a means of justification. Please refer to the subject outline and marking
u
ic when answering this question.
NRSG366 Assessment Task One: Case Study One
Case scenario
Peter Mitchell is a 52 year old male with mo
id obesity and type 2 diabetes who
was admitted to the medical ward with poorly controlled diabetes, obesity ventilation
syndrome and sleep apnoea. Peter was refe
ed by his GP after he presented with
symptoms of shakiness, diaphoresis, increased hunger, high BGL levels and difficulty
eathing whilst sleeping. Peter has been a smoker for approximately 30 years and
smokes approximately 20 cigarettes per day.
On his previous admission, Peter was seen by a dietician and commenced on low
energy, high protein diet (LEHP) to assist with weight reduction. His GP had
previously discussed weight loss with Peter however he had never wanted to do
anything about it as it seemed ‘too hard’. Peter was also reviewed by the
physiotherapist and was commenced on light exercises which he was to continue at
home on discharge.
Peter has been discharged home, with refe
al to community care unit for ongoing
support and follow up, after four weeks in the medical ward to manage his weight
and clinical como
idities.
Past medical history
Obesity (weight 145kgs with a BMI of 50.2m2).
Type 2 diabetes (Diagnosed 9 years ago)
Hypertension
Depression (Diagnosed three months ago by GP).
Sleep apnoea
Gastro oesophageal disease reflux disease
Social History
Peter is an unemployed male who receives government benefits. Peter lost his job
three years ago as a fork lift driver at the Moranbah coal mine in far North
Queensland. Peter states that he has always been a ’biggish guy’ with his ‘normal
weight’ sitting at around 105kg but since starting insulin and losing his job he has
gained a significant amount of weight.
NRSG366 Assessment Task One: Case Study One
Consequently, because of his weight issues Peter has difficulty finding work
due to fatigue and feeling generally ‘uncomfortable’ about his size. Peter is a
divorcee who lives alone, his two sons live in the same state but live in different
cities and rarely visit him. He is socially isolated because he is
emba
assed by his size and he rarely goes out. Peter is also finding it
increasingly difficult to perform activities of daily living (ADLs). Peter realises that
he is in the prime of his middle age life and is motivated to lose weight and quit
smoking but isn’t sure where to start.
Cu
ent Medication
Insulin Novamix 30 B D (34units mane & 28units nocte)
Metformin 500mg BD
Lisinopril 10mg daily
Nexium 20mg daily
Metoprolol 50mg BD
Pregabalin (Lyrica) 50mg nocte
Last observations on discharge
Weight 145kgs
Height 170cms
BP 180/92mmHg
RR 23 Bpm
HR 102 Bpm
Sp02 95% on RA
ASSESSMENT TASK 1: Individual Case Study Marking Criteria - Weighting: 40%
Assessment
Criteria
HIGH
DISTINCTION
High HD
XXXXXXXXXX
HIGH
DISTINCTION
Low HD
94-85
DISTINCTION
75-84
CREDIT
65-74
PASS
50-64
FAIL
49-30
FAIL
29-1
NO
ATTEMPT
0
MARK
Language
Awareness and
Sequencing
The language is
sophisticated, with
integrated
professional
language and
terminology, and
suits the purpose for
which the essay is
intended
Content is
organised, and there
is a logical
progression of ideas
that promotes flow
of thought.
The language is
appropriate, with
integrated
professional
language and
terminology, and
suits the purpose for
which the essay is
intended
Content is
organised, and there
is a logical
progression of ideas
that promotes flow of
thought. The essay
ends with rational
conclusion
The language is
appropriate with
integrated
terminology that
suits the purpose
for which the essay
is intended.
The content is
organised in a
logical manner and
promotes the flow
of thought. The
essay ends with
ationale
conclusion
The language is
appropriate and suits
the purpose for which
the essay is intended
The content is
organised in a logical
manner and promotes
the flow of thought.
The essay ends with a
ational conclusion.
The language is
clear
Most content is
organised in a
logical manner,
and the essay
ends with a
ational
conclusion.
The language is
not clear and
appropriate, it
does not
promote flow of
thought
Content within
the essay is not
sequenced.
There is an
introduction
followed by the
ody of the
essay with
concluding
sentence
The language
is not clear and
appropriate, it
does not
promote flow of
thought
Content within
the essay is not
sequenced.
There is either
no introduction
or no
conclusion
present.
The
language in
the essay is
not and
there is no
flow of
thought
There is no
sequencing.
10%
Content:
Critical
Thinking,
Reasoning and
Evaluation of
the Evidence
A critical and
considered case is
presented, that is
well-constructed and
alanced. The
planned care has
een justified and
ationale provided.
There is clear
evidence of the use
of the clinical
easoning cycle in
interpretation,
A critical case is
presented, that is
well-constructed and
alanced. The
planned care has
een justified and
ationale provided
There is sufficient
evidence of the use
of the clinical
easoning cycle in
interpretation,
analysis and
application
A clear, well-
constructed and
alanced case has
een presented.
There is
justification of care
provided with
evidence of critical
thinking
There is evidence
of the use of the
clinical reasoning
cycle in
interpretation,
A clear, well-
structured case has
een presented with
some justification or
ationale of care.
There is some
evidence of critical
thinking
There is some
evidence of the use of
the clinical reasoning
cycle in one or more of
the areas of
A clear case has
een presented
with minimal
justification or
ationale of care
and limited
evidence of critical
thinking
There is minimal
evidence of the
use of the clinical
easoning cycle in
one or more areas
A clear case has
not been
presented, with
minimal links or
evidence of
critical thinking
evident
There is
evidence of the
use of the
clinical
easoning cycle
A clear case
has not been
presented,
with minimal
links or
evidence of
critical thinking
evident
There minimal
evidence of the
use of the
clinical
easoning cycle
There is no
evidence of
critical
thinking,
the content
does not
match the
case study
topic
There is no
evidence of
the use of
the clinical
50%
analysis and
application
analysis and
application
interpretation, analysis
and application
reasoning
cycle
Evidence &
Examples
There is evidence of
oth depth and
eadth of high
quality reading.
The content is
pertinent to the
topic. High quality
evidence and
examples are
presented.
There is evidence of
oth depth and
eadth of reading
The content is
pertinent to the
topic. Quality
evidence and
examples are
presented.
There is evidence
of both depth and
eadth of reading
The content is
elevant to the
topic. Quality
evidence and
examples are
presented
There is evidence of
eading.
The content is
elevant to the topic.
Appropriate evidence
and examples are
presented.
There is limited
evidence of
eading
The content is
elevant to the
topic. Evidence
and examples are
presented of
varying quality.
Evidence and
examples are
presented of
varying quality.
Evidence and
examples are
presented of
poor quality
and not related
to case study.
The content,
evidence
and
examples
are not
appropriate
There are