Demonstration of what learning was achieved through the exploration of the issues presented in the chosen case study.
Order Description
Please read the attachment carefully, The essay is aimed at critically evaluating research on one of the case scenario and you found all the instruction and information on the attachment
NRSG257 Child, Adolescent and Family Nursing Unit Outline 201660 Page 1 of 4
APPENDIX
Assessment Task 1 – Case Study
Description: Please refer to the NRSG257 assessment and additional resources tiles in LEO for more comprehensive information on this assessment task.
Due date: Monday 11th April at 2400 hours.
Weighting: 40%
Length and/or format: 1600-word academic essay
Purpose: This assessment task will allow students to demonstrate their critical thinking and reasoning, as well as their research skills. Students will also demonstrate how evidence based information can be implemented into contemporary Australian Nursing practice.
Learning outcomes assessed: 1, 2, 3, 6, 7, 8, & 9
How to submit: Submit the essay through the Turn-it-in LEO Assessment Task One drop box.
Allow at least one day to review Turn-it-in submissions and possibly re-submit.
Please note: Email is not an appropriate electronic submission mode for this assessment item.
Return of assignment: Grades and feedback will be made available through the method indicated by the lecturer in charge, according to ACU regulations a minimum of three (3) weeks after submission.
Assessment criteria: The marking criteria for this assessment is outlined in full below.
Instructions: Students are to choose one (1) of the case studies below and address the associated questions. It will be submitted in essay form with an introduction, body and conclusion.
The essay is aimed at critically evaluating the research explored related to a chosen case study presented in LEO and the importance of using and evaluating evidence-based sources when caring for children, adolescents and their families in relation to current Australian nursing practice. This should include the following;
? Demonstration of what learning was achieved through the exploration of the issues presented in the chosen case study.
? Demonstrating an element of clinical reasoning when exploring the case study issues.
? Evaluation of the research and value of the information or message within the research exploring the chosen case study.
? The essay will demonstrate the ability to critically evaluate the issues surrounding the chosen case study. This will be undertaken whilst discussing the importance/value of the evidence-base for future nursing practice.
? Please review the upload box to ensure that you have submitted the correct assignment.
NRSG257 Child, Adolescent and Family Nursing Unit Outline 201660 Page 2 of 4
** The following points must be addressed in the essay for your chosen case study **
Using the research, you have undertaken for your chosen scenario, discuss how the information will guide evidenced based Australian Nursing practice. This should a reference to: –
1. The pathophysiology of the presenting complaint in the scenario.
2. Evaluation of the nurse’s role in relation to nursing care of the child and family in the chosen scenario; which should include a reference to: –
i. growth and developmental theories,
ii. developmentally appropriate care;
iii. family centred care and,
iv. Reference to the hospitalised child and family.
Case Study 1
Mark is an 8-year-old boy who has presented to the emergency department in the local hospital with right iliac fossa pain. On further assessment by the emergency registrar, appendicitis is suspected. He is made nil by mouth, commenced on IV therapy and admitted to the paediatric unit for a surgical review for possible theatre that evening.
The surgical team agree that the signs and symptoms are associated with a possible appendicitis and take Mark to theatre for an appendectomy.
The handover on return to ward is they found a gangrenous perforated appendix with peritonitis. Mark has returned to the ward with a nasogastric tube insitu on free drainage, morphine PCA, IV therapy and triple IV antibiotics.
Due to the severity of the infection and the subsequent complications, Mark will need to remain in hospital for 10 days of IV antibiotics and pain management.
Mark is the oldest of five children and his parents own and run an Indian restaurant in the city.
Case Study 2
Jayda is a four-month old girl admitted to the paediatric unit via emergency with vomiting, decreased feeds no bowel actions and intermittent spasmodic abdominal pains. During the spasmodic pain episodes, Jayda would draw her legs up and have a high pitched cry.
After a diagnostic ultrasound, intussusception was the cause of the presenting symptoms and Jayda was admitted to the ward. Her treatment plan included observation, electrolyte monitoring and IV therapy and antibiotics until a contrast enema could be implemented to correct the intussusception.
The approximate length of stay for Jayda will be 10 days, during which time, Jayda’s mother is informed that the rotavirus vaccine that Jayda had at 4 months has increased the incidence of this condition amongst infants. Jayda’s mother is now having serious doubts regarding future vaccines for Jayda.
Case Study 3
Steven is a 15-year-old indigenous boy who lives in a remote town in rural Australia. Steven was diagnosed with Asthma at the age of two. His asthma has been well managed over the years predominantly with relievers and preventers with the occasional need for steroidal anti-inflammatories.
Steven has presented to the local hospital complaining of shortness of breath and relays that he has a past history of asthma to the triage nurse.
A health history taken by the nurse on arrival reveals that Steven has had a two-year history of smoking cigarettes and is not always compliant with his asthma medication or management plan.
Steven lives with his mother and his 6 brothers and sisters.
NRSG257 Child, Adolescent and Family Nursing Unit Outline 201660 Page 3 of 4
Criterion referenced rubric for ASSESSMENT TASK 1: CASE STUDY ESSAY Marking Criteria & Allocated marks (HD) 85 – 100% (D) 75 – 84% (CR) 65 – 74% (PA) 50 – 64% (NN) <49% 0 (No attempt made) Focus and Introductory Statement Sequencing Closing Paragraph/ Conclusion (5 Marks) The case study focus is presented in the introduction. Logical sequencing of ideas and overall flow of the essay as a professional piece of work.
There is a clear introduction that outlines the topic, and contextualises and profiles the scope, content and the sequence of the essay. Paragraphs are organised in a logical manner so that content flows, and the essay ends with a rational conclusion which restates the topic, and provides a summary which connects all of the key points.
There is a clear introduction that outlines the topic, and profiles the scope, content and the sequence of the essay topic. Most paragraphs are organised in a logical manner so that content flows, and the essay ends with a rational conclusion which restates the topic, and provides a summary of all of the key points.
There is a clear introduction that outlines the topic, and profiles the content and the sequence of the essay. Most paragraphs are organised in a logical manner, and the essay ends with a rational conclusion, which restates the topic, and provides a summary of most of the key points.
There is a clear introduction that outlines the topic and the content, followed by the body of the essay, with a conclusion, which restates the topic, and provides a summary of most of the key points. However, content within the body and within paragraphs is not always logically sequenced.
There is an introductory sentence that outlines the topic, followed by the body of the essay, with a conclusion that provides a summary of some of the key points. However, there is little evidence of sequential presentation of information.
There is no introduction. There is no sequencing. There is no conclusion.
Critical Thinking, and Reasoning (15 Marks) Discussion demonstrates critical thinking and relevant student learning in relation to the case study and nursing care for children and adolescents
Moves critical thinking and reasoning to an advanced level, beyond simple citations. The content and evidence is relevant to the topic as described in the unit outline assessment descriptor. High quality evidence and examples are presented.
Critical thinking and reasoning is at a proficient level. The content and evidence is relevant to the topic as described in the unit outline assessment descriptor.
Critical thinking and reasoning is at a satisfactory level. The content is relevant to the topic as described in the unit outline assessment descriptor. Evidence and examples are presented of varying quality.
Critical thinking and reasoning is at a basic level. The content is relevant to the topic as described in the unit outline assessment descriptor. Evidence and examples are presented of varying quality.
Critical thinking and reasoning is not evident. The content is relevant to the topic as described in the unit outline assessment descriptor. However, evidence and examples are minimal.
The content, and evidence are not appropriate.
No discussion has been presented
Evaluation of the Evidence (15 Marks) Evaluation relates specifically to the case study described on the NRSG257 LEO page. Evaluation demonstrates depth of understanding of the main value of evidence based practice.
The essay demonstrates breadth of reading and important critical evaluation of the research. Arguments are supported by higher order evidence based articles and sources.
The essay demonstrates breadth of reading and important critical evaluation of the research. Important discussion points are evident. Arguments are supported by evidence based articles and sources.
The essay demonstrates a sound critical evaluation of some of the research. The discussion is somewhat biased. Clear arguments are presented and supported by appropriate evidence.
The essay summarises the research with some evaluation of the information noted. The discussion presented is somewhat biased. Some arguments presented but few are supported by any evidence.
The essay summarises the research and does not evaluate the information. The discussion presented is heavily biased or. No clear argument presented or arguments made are not supported by any evidence.
No evaluation evident Grammar, Spelling and Punctuation Sources and referencing (5 Marks) English written expression follows conventions of academic written expression. Evidence of quality evidence based resources. Presents in accordance with APA referencing
There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. Credible and relevant references are used. Accurate use of APA 6th edition referencing style on most all occasions. A range of in-text citations has been used.
There are minimal errors with grammar, spelling and punctuation, and the meaning is easily discernible. Credible and relevant references are used. Accurate use of APA 6th edition referencing style on most occasions. There is limited use of a range of in-text citation formats.
There are some errors with grammar, spelling and punctuation. However, the meaning is readily discernible. Credible and relevant references are used. Accurate use of APA 6th edition referencing style on most occasions.
There are substantial errors with grammar, spelling and punctuation. The errors detract significantly, but the meaning is discernible. Most references are credible and relevant. Accurate use of APA 6th edition referencing style on most occasions. There is no variation of in-text citation format.
There are substantial errors with grammar, spelling and punctuation. The errors detract significantly, but the meaning is discernible with some effort. Not all references are credible and/or relevant. Many inaccuracies with the APA referencing style.
Grammar, spelling and punctuation are such that the reader cannot make sense of the content. There are no references used.
Comments: – Assessor: –
Total /40 marks 40% of final grade
**If more detailed feedback on this assessment item is required, students should book an appointment with the relevant marker or the Lecturer in Charge
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