Assessment 5: Mini-qualitative interview on illness experience (40%)

Assessment 5: Mini-qualitative interview on illness experience (40%)

Learning Outcomes:This assessment will specifically address the learning outcomes 1, 2, 5

Format:Individual; written assessment

Submission: via Canvas (Turnitin)

Length:2,000 words (Part A. 1500 words + Part B. 500 words)

Value:40%

An illness trajectory is a term used to describe a persons experiences as they journey through their life following the development of illness. Many of the theories studied in this unit can help to explain peoples individual responses to the changed body/mind after illness or injury, and how the person then functions in their family and society.

When you, as a nurse, have a theoretical understanding of the illness experience it provides a repertoire of language and meaning that helps you look at your patients situation beyond merely a diagnostic label, so that thoughtful and holistic care can be planned and delivered.

Part 1: Personal Experience Interview and Analysis (1500 words)

For this part of the assessment, your task is to conduct an interview with an individual you are acquainted with, exploring their personal experience in relation to an illness or health condition. The interview should also explore how the persons condition affect their family and support networks. This person can be a family member, friend, or someone within your network. Following the interview, you will analyse their experience using one or two of the theories listed below:

Abjection (Julia Kristeva)

Biographical disruption (Michael Bury)

The disciplined body (Foucault)

Please note that it is essential to audio-record the interview. Although you are not required to submit the recording at this stage, we may request it later if there are concerns about the authenticity of your work. In this case, failure to provide the recording may affect the final score of this essay.

Please note that for this assessment, it is crucial to conduct the interview through immediate simultaneous communication methods that allow for real-time interaction. Therefore, text-based interviews (e.g., text, messengers) should be avoided as they do not fulfil the requirements of this unit, which emphasizes the importance of immediate interaction.

If you are unable to interview someone within your social circle, you may utilise the experiences shared by one of the three guest speakers from either Week 4 or Week 5.

Instructions for each section:

Introduction:

Guide your readers through the purpose of this assessment.

Present a concise overview of the individual you interviewed and their background.

Specify the theory (or theories) that will be utilized in the analysis.

Context of the interview:

Provide a brief outline of the date, time, and duration of the interview, as well as the setting in which it took place (e.g., face-to-face, over the phone, online).

Describe the participant, including their age, gender, health condition, etc., and your relationship with them.

Give an overview of the questions you asked during the interview (or the content discussed in the guest speaker sharing session).

Discussion:

Identify the main elements of the theory (or theories) that could explain the person's experience.

Consider the person and how their individual characteristics (e.g., age, gender, culture, social networks, geographical or historical placement, and socioeconomic status) may shape their experience of illness.

Discuss how the ideas from the theoretical perspective resonate with or help explain the person's experiences within the context of their lives, relationships, and responsibilities.

Draw on theoretical discussion papers and/or relevant qualitative research papers that are applicable to their experience.

Conclusion:

Aniceconclusionofanessayshouldtietogetherthemainpointsofthework andleavethereaderwithasenseofclosure.

Part 2: Critical Discussion and Revision of Assessment 2 Questions (500 words)

In this section, you are required to critique the five questions you designed for Assessment 2: Bibliography, utilising the communication skills you have acquired in this unit.

Instructions:

Include a copy of the questions you provided in Assessment 2 (NOT included in the word count).

Please copy and paste the original questions you developed for Assessment 2.

Engage in a critical discussion of the original questions (included in the word count).:

Comment on the quality of the original questions, and discuss how you can enhance the questions to better assess the participants' situation. This entails:

Reflect on the original assessment and consider the questions that should have been included but were overlooked,

Evaluate the original questions to determine any queries that might hinder effective assessment or breach sensitivity.

Critically analyse the structure of the questions, ensuring clarity, relevance, and the ability to elicit meaningful responses.

Support your arguments concerning therapeutic communication skills and understanding illness experiences with reasoning and academic references.

Formulate five improved new questions (included in the word count):

Based on your critical discussion, propose five new questions that effectively address the participants' situation, facilitate a deeper comprehension of illness within the context of their lives, relationships, and responsibilities, and enhance the planning for inpatient nursing care and discharge.

Each new question should be accompanied by a brief explanation justifying its relevance and how it pertains to therapeutic communication skills and illness experiences.

Reference list (Not included in word count)

The reference list will have a minimum of 8 academic articles in APA7 format.

You DO NOT need to reference your own interview.

Part B Scenario:

As a community health nurse, you come across Loc, a 58-year-old man of Vietnamese origin who migrated to Australia five years ago. Loc has been diagnosed with type 2 diabetes for the past three years but has been struggling to effectively manage his blood glucose levels. Despite trying various oral medications and making dietary modifications, his HbA1c levels consistently remain high. In Vietnam, Loc worked as a history teacher at a secondary school, but due to limited English proficiency, he has been unable to secure a teaching job in Australia. Loc lives alone in a small apartment located in Western Sydney and currently works as an Uber driver. His primary source of support comes from his 24-year-old daughter, who resides in Wollongong.

Original Questions

Was this the only country youve been to besides Vietnam?

Are you going to live in Australia indefinitely? If yes, why?

What made you leave Vietnam and why Australia?

How have you found Australia over the past 5 years? Have you managed to adapt?

Are there any aspects youre finding difficult since moving here, like financial, language, culture?