NRSG372: Chronic Illness and Disability
NRSG372 Assessment 2: Written Assignment - © Australian Catholic University 2023 Page 1 of 5
ASSESSMENT INFORMATION
Assessment Title Assessment Task Two - Written Assignment
Purpose : This assessment will provide students with an opportunity to engage with a
health consumer, and to gain insight into the impact chronic illness and/or
disability has on the consumer’s life. Students are expected to plan person centered care and
patient education in partnership with the consumer. Students
must apply specific selected framework(s) to demonstrate critical thinking,
clinical reasoning and the principles of caring for people with a chronic illness or
disability. Written consent from your interviewee to conduct your interview is
equired.
Due Date Wednesday 14TH May 2023
Time Due 14:00
Weighting 50%
Length 2000 words (+/- 10%; includes intext citations, excludes reference list)
Assessment Ru
ic Appendix B of the NRSG372 unit outline
In this Task You are required to conduct a face to face, phone or video call interview with a
eal person in your community who has a chronic illness or disability to discover
the impact this has on their life. You will need to prepare for your interview.
McGrath, Palmgren & Liljedahl XXXXXXXXXXsuggest twelve steps for conducting
esearch interviews; this article is linked on the NRSG372 reading list.
Based on the information obtained during the interview and in collaboration with
the interviewee, identify two (2) relevant care priorities.
For each identified care priority, outline and discuss one (1) SMART goal and
one (1) health education topic relevant for the person to meet the SMART goal.
For each health education topic relevant for the person, identify, link and
ationalise where the person sits on the Roper-Logan-Tierney (RLT) model of
nursing independence to dependence continuum. This may be different from
where they sit with their understanding or managing of their chronic condition
and/or disability.
For each health education topic provide a clear plan of the education you will
need to provide in order to meet the SMART goal developed in collaboration with
the person.
It is expected that appropriate nursing focused evidence-based literature will be
used to support your assignment.
NRSG372: Chronic Illness and Disability
NRSG372 Assessment 2: Written Assignment - Australian Catholic University 2023
Paragraph Structure The written assignment should follow the below paragraph structure.
Introduction: Introduce the interviewee with a pseudonym (and clearly state it is
a pseudonym),and identify their health status and condition(s). Introduce the two
(2) relevant care priorities you have identified, and the education area relevant to
each care priority. (max 10% of word count).
Para 1: Provide an overview of the person you have interviewed and their
chronic health condition and/or disability including relevant biographical data
obtained.
Para 2: Provide a
ief synopsis/summary of the pathophysiology of the chronic
condition and/or disability.
Para 2: What is your first priority of care? What information have you used to
a
ive at and to support the priority area you have identified? Why is this issue it
a priority? Be specific and explain the priority in depth here. Use relevant
nursing related literature to support your discussion.
Para 3: What is your first SMART goal? Why was this chosen? In order for the
person to achieve their SMART goal, realistic goals and health education must
e provided. For example, having a goal to run a marathon, when the person is
dependent on a walking frame for mobility, is not realistic. Thinking about your
interviewee, where on the RLT dependence/independence continuum does the
person sit with regards to achieving their SMART goal through the education you
will provide?
Para 4: As the nurse what is the relevant health education you will provide in
elation to the first identified care priority in order to meet the SMART goal
identified? You will need to provide specific information about what exact
education you will provide. The content of the education plan will need to be
specific, detailed and relevant to the person you are interviewing. It will need to
contain more than generalised statements such as “provide
ochures” or “how
to access information on the internet” or “provide education about their
medications”.
Para 5: What is your second priority of care? What information have you used to
a
ive and support the priority area you have identified? Why is this issue a
priority? Be specific and explain the priority in depth here. Use relevant nursing
elated literature to support your discussion.
Para 6: What is your second SMART goal? Why was this chosen? In order for
the person to achieve their SMART goal, realistic goals and health education
must be provided. For example, having a goal to run a marathon, when the
person is dependent on a walking frame for mobility, is not realistic. Thinking
about your interviewee, where on the RLT dependence/independence
continuum does the person sit in regards to achieving their SMART goal through
the education you will provide?
Para 7: As the nurse what is the relevant health education you will provide in
elation to the second identified care priority in order to meet the SMART goal
identified? You will need to provide specific information about what exact
education you will provide. The content of the education needs to be specific,
detailed and relevant to the person you are interviewing. It will need to contain
more than generalised statements such as “provide
ochures” or “how to
access information on the internet” or “provide education about their
medications”.
Conclusion: Have you included a summary of what you have discussed in your
assessment. What are the key or important ‘take home’ points? What are the
next steps? Evaluation of the education provided will demonstrate what? (max
10% of word count).
FORMATTING
File format .doc or .docx (Do not submit .pdf files or pages files)
ACU has made Microsoft Office 365 available for students for either PC or Mac
versions.
Margins 2.54cm, all sides
Font and size 11-point Cali
i or Arial
Spacing 1.5 spacing including the reference list
Paragraph Aligned to left margin, indent first line of each paragraph 1.27cm
Title Page Not to be used
Headings Not required
Structure Introduction, main paragraphs, conclusion, reference list
Direct quotes Always require page number. No more than 10% of word count in direct quotes
Header Page number top right corner (9-point Cali
i or Arial)
Footer Name - Student Number – Ax2 - NRG XXXXXXXXXXin 9 point Cali
i or Arial)
NRSG372: Chronic Illness and Disability
NRSG372 Assessment 2: Written Assignment - © Australian Catholic University 2023 Page 5 of 5
REFRENCING
Referencing Style APA 7th
Please refer to the APA7 resource tile on the NRSG372 LEO site for detailed
information and resources.
Referencing and
supporting evidence
A minimum of 18 high quality and contemporary resources are to be used.
Nursing related literature (including textbooks) should be cited in preference to
medical focused literature.
Age of References Published in the last 5 years as this area of knowledge is rapidly developing
List Heading “References” is centered, bold, on a new page (in 14-point Cali
i or Arial)
Alphabetical Order References are a
anged alphabetically by author family name
Hanging Indent Second and subsequent lines of a reference have a hanging indent
DOI Presented as functional hyperlink
Spacing 1.5 or double spacing the entire reference list, both within and between entries
Appendix 2: Written Assignment
‘Section A Written assignment construction
troduction | There s a clear There 1 a clear There Is a clear There s an introduction | There are introductory There ls no
and introduction that outlines | introduction that outines | introduction that outines. | that outlines the topic OR | sentences which do not | Introduction o
conclusion. | the topic, and the topic, and profiles the | the topic, and profiles the | the content to be covered. | outine the topic OR conclusion evident.
varks) contextualises and scope, content significance | content and sequence of i content to be covered.
Ee comprehensively profes | and sequence of the the witten assignment | rch sumoemronsne | There are conctuding
the scope, content written assignment. There is a concluding content presented. ‘sentence/s which do not
significance and sequence | There is a concluding paragraph which restates | There is a conc restate the topic OR
of the writen assignment. | paragraph which restates | the topic, provides a paragraph which restates | Provide a summary of
There is a concluding he topic, provides a ‘summary of some of the | fre top and provides a. | Some of the key points
paragraph which restates | summary of mostof the | key poinis, and presents | summon of most of the
the topic, provides a. key points, and presents | an overall conclusion Key poms.
comprehensive summary | an overal conclusion.
of al key points, and
presents an overall
conclusion.
Sentence | The wiilng is organised | The wing Is organised | The willing organised | The wrilng is organised | The wing s organised | Theres no
and into paragraphs. and the | into paragraphs, and the | into paragraphs, and the | into paragraphs, and the evidence of
paragraph | information is well information is structured | information is mostly information is sometimes. paragraphs.
Structure. | structured and fluent. and most fluent. Structured and fluent. structured and fluent.
(5Marks) | All paragraphs are Most paragraphs relate to | Some paragraphs relate to | A few paragraphs relate to | Paragraphs do not relate to
organised witha logical | a discrete idea. Clear a discrete idea; however, | a discrete idea but may not | a discrete idea and content
progression of ideas so | linking sentences are. content does not aways | be organised in a logical | does not flow from one
content flows from one | present that connect most | flow smoothly between manner. paragraph to the next
paragraph o another with | of he paragraphs tothe | paragraph. Content does not flow
lear Inking sentences | nex
dearln between paragraphs.
“Grammar, | There are no erors with | There are minimal (12) | There are some (3.4) There are multple (56) | There are substantal (7) | Grammar, speling
spelling and | grammar, speling and e
ors with grammar, e
ors with grammar, ertors with grammar, e
ors with grammar, and punciuaton
punctuation. | punctuation, and the speling and punctuation. | spelling and punctuation. | spelling and punciuation. | spelling and punctuation, | are such that the.
(5 Marks) meaning is easily However, the meanings | The e
ors detract The ertors detract, but the | such that the e
ors detract | reader cannot
discernible. easly discemible ‘somewhat, but the meaning is discemible with | significantly from the make sense of the
meaning is easily some effort. ‘meaning. content.
discernible.
‘Section B - Continued on next page
‘Section B - Knowledge and application of evidence
Knowledge | The content is The conten is credible, | Most contents dearly ‘Some confer s relevant | There s insufficient confer | The cortent s not
and ‘comprehensively clear, and constructed by | discemible and constructed | and credible, butlimited | presented. no evidence of | relevant.
application | articulated, with analysis | using analysis and by using some analysis | with either analysis andlor | analysis or synthesis. Relevant and
of ovidonce- | and synthesis of the synthesis of he erature | and synthesis of the Synthesis, and reliance on | The content is not able sources
identification | Iferature to support to support understanding. | Iterature o support direct quotes instead of | supporied by relevant ot included.
Janalysis/ | understanding: No use of | Limited use of direct understanding. Some use | paraphrasing. radii sounees.
‘synthesis of | direct quotes, except for | quotes. of direct quotes. ‘Some relevant and credible
evidence | emphasis. There is evidence of Mostly relevant and Sources are Used.
40Marks | There is evidence of both |
eadth of reading. credible sources are used.
‘depth and
eadth of A range of relevant and
eading. credible sources fs used.
A wide range of relevant
‘and crede sources fs
used.
Knowledge | Comprehensive “Thorough discussion of | Discussion of he impact | Limited Giscussion of fhe | Discussion of the impact | The contents not
and discussion of the impact of | the impact of chronic of chronic iness or impact of chronic ness or | of chronic ness or relevant to he
application | chronic liness or disabilty | finess or disabiityona | disabilty on a person with | disabilty on a person with | disability on a person does | interview.
of evidence- | on a person with person with consistent most discussion Inking to | some links to the interview | not rela to the interview | provided. Care
Critical information links to the interview. the interview. Relevant | provided. Relevant care | provided.