NURS5012: Health Assessment Across the Lifespan

ASSESSMENT BRIEF

Assessment Summary

Rationale

The purpose of this task is to provide you with the opportunity to reflect on and apply key concepts in nursing, particularly in developing effective therapeutic relationships and understanding physiological changes and how they relate to your nursing assessments. It's designed to deepen your appreciation for cultural sensitivity in clinical practice and enhance your analytical skills in assessing patient conditions. Through this task, you're laying a solid foundation for your future professional practice, demonstrating readiness to engage thoughtfully and effectively with patients and their unique health situations.

Task Description

The portfolio consists of reflective activities and scenario-based tasks focusing on the development of therapeutic relationships, cultural sensitivity, and the analysis of physiological changes in clinical settings. It integrates learning from the first four modules, culminating in a reflective submission that showcases your understanding and application of these concepts.

Task Instructions

This assessment task is a collection of activities that will be submitted by the student as a complete portfolio via Turnitin at the start of week 5.

1. Reviewand engage with the learning materials in Modules 1 to
2. Reflecton and respond to the following scenarios, focusing on therapeutic relationships and analysis of physiological changes.

3. Completeeach task associated with each
4. Critiqueand integrate high-quality evidence to support your
5. Documentyour responses in a Word document (responses may be entered within the portfolio in BB and extracted into a Word document or directly into a Word document).
6. Submityour portfolio via Turnitin in at the beginning of Week 5, following APA 7th edition formatting for any references.

Activity 1 (Week 1)

Review the following scenario and answer the questions below.

Today, you have been assigned to a new patient, Mrs. Joy, an 77 year old Italian lady who has just been admitted to the ward with pneumonia.

You: Good morning, Mrs. Joy. My name is [Your Name], and I'll care for you today. How are you feeling?

Mrs. Joy: I've been better. I'm having trouble breathing, and I feel a bit warm.

You: I'm sorry to hear that. I'll start by checking your vital signs to see how we can help you feel better.

[After taking vital signs Temp 37.9, RR 21, HR 98, BP110/72]

You: Mrs. Joy, I've noticed your breathing seems a little fast, and you have a slight fever. I'm going to inform the doctor to ensure we provide you with the best care.

[You call the Doctor and provide details using ISBAR. The Dr asks you to monitor Mrs

Joys vital signs and administer medication for her fever]

You: Mrs. Joy, the doctor has ordered a medication to help reduce your fever. I'll explain how to take it and why it's important for you.

[You prepare and administer medication - as you do, you note Mrs Joy looks worried ]

You: Let me help you with a glass of water to take the medication. Is everything ok? Is there anything else I can do to make you more comfortable?

Mrs. Joy: Im just a little worried. Do you think Ill be ok?

You: Its okay to be a little worried, but you will be ok. This is your bodys way of fighting

the infection. We will continue to monitor you and let the Dr know if anything changes. Mrs Joy: Thank you, I appreciate your help.

You: You're welcome. I'll stay with you for a few more minutes to make sure you're feeling okay and to answer any further questions you may have.

[After ensuring patient comfort you document the vital signs and the medication administered in Mrs Joys chart]

You: Before I go, is there anything else I can help you with? Mrs. Joy: No, I think I'm okay for now. Thank you for your help.

You: You're welcome, Mrs. Joy. Don't hesitate to call if you need anything else. See you soon.

Part A : Write a short nursing note based on an example of care provided in the scenario above. Consider the information presented in Module 1 as you document the episode of care. Your nursing note should be between 50 - 100 words.

Part B : Review the activity in Module 1, The Dos and Donts of Documenting, that focuses on the best practices of documenting in nursing. Compare your documentation practices (from Part A) with best practices outlined in current literature and how you have applied the guidelines in your nursing note. Reflect on your personal growth and areas for improvement and consider how evidence-based documentation can improve patient outcomes. Include at least two high-quality, peer-reviewed references published within the last 10 years to support your statements as to how your example is in line with best practices in documentation (100-150 words).

Review the case study below regarding Emily and her recent exacerbation of Asthma. Your task is to thoroughly analyse Emily's case study and provide 2 short responses to the questions below. You must demonstrate knowledge of the pathophysiology of asthma and its potential outcomes or complications for the patient (covered in module 2/week 2).

Ensure your discussion is evidence-based and relevant, utilising a diverse range of high- quality sources to support your points.

Presenting Complaint (Intro/Situation): Emily is a 22-year-old female who presents to the emergency department with increasing shortness of breath, chest pain and an audible wheeze.

Over the last three months, Emily has noticed a significant increase in her asthma symptoms. She experiences more frequent episodes of wheezing, coughing, chest tightness, and shortness of breath, which are interfering with her daily activities, including attending classes and exercising.

Background: Emily was diagnosed with asthma at the age of 12 and has been managing it with a salbutamol inhaler and occasional oral corticosteroids as needed.

Assessment: Emily appears to be in mild respiratory distress. She has a Respiratory rate of 25 breaths per minute. She is talking in short sentences. Widespread expiratory wheeze on auscultation. Oxygen saturations are 93% on room air. Her heart rate is 120 beats per minute, which feels regular on palpation. Her blood pressure is 130/70. She has been using her salbutamol inhaler regularly (every hour for the past 8 hours).

Emily states she started experimenting with vaping about six months ago, initially on social occasions and eventually becoming a regular vaper, consuming approximately one pod per week.

Recommendation: Based on the clinical presentation and history, a diagnosis of acute exacerbation of asthma was made. Emily was given inhaled short-acting beta-agonists, oxygen therapy, and systemic corticosteroids. She was closely monitored for improvement in her symptoms and for potential adverse effects of the therapy provided.

After treatment and approximately 4 hours in the ED, Emilys respiratory rate decreased to 18 breaths per minute, and oxygen saturation improved to 97% on room air. She is able ot talk in full sentences. Her heart rate had reduced to 95 beats per minute and her blood pressure remained stable - 122/60. On auscultation, her breath sounds became clearer and equal throughout all lung fields. Her wheezing had also improved. After 6 hours in the emergency department, Emily was discharged with a prescription for a short-term, increased dose of inhaled corticosteroids and a new asthma action plan.

Part A: Critically analyse the pathophysiological mechanisms of asthma in relation to the scenario, referencing scholarly sources to support your explanation (100-150 words).

Part B: Evaluate the nursing assessments, interventions and possible complications that may arise for the patient in this case study referencing scholarly sources to support your explanation (100-150 words).

Review the case study below regarding Archie. Your task is to thoroughly analyse Archies case study and provide responses to the questions below. You must demonstrate an exceptional level of knowledge about the pathophysiology of Crohns Disease and its potential outcomes or complications for the patient (covered in Module 3/Week 3). Ensure your discussion is evidence-based and relevant, utilising a diverse range of high-quality sources to support your points.

Archie, a 65-year-old Australian man, was admitted to the hospital for the management of a colostomy-related complication. He had a history of Crohns Disease and had recently undergone surgery to create a colostomy. However, he recently developed skin breakdown around the stoma, which had become increasingly painful and infected, resulting in this hospital admission.

Upon assessment, the nurse observed erythema, excoriation, and maceration of the skin surrounding the stoma site. Archie stated the site was causing him increased pain and discomfort. The nurse first focused on managing the patient's pain, which was interfering with his ability to tolerate care. The nurse recognised the need for immediate intervention to prevent further skin damage and to promote healing. The underlying cause of the skin breakdown was identified to be due to leakage from the ill- fitting stoma appliance. The specialist stoma nurse attended and assessed both the stoma site and the equipment being used, before providing education to the patient about proper stoma care techniques and instructed both the nurse and patient on how to monitor for signs of leakage.

Archie admits he is a little embarrassed about his new colostomy and has been avoiding his friends lately. He would normally catch up with his friends at the local pub twice weekly to enjoy a beer or two.

Part A: Critically analyse the pathophysiological mechanisms of Crohns Disease, considering evidence-based treatment options in relation to the case study above. Ensure your analysis is supported with at least two high-quality scholarly sources (100-150 words).

Part B: Based on the nursing assessment and complications identified, formulate strategies to address Archies stoma issues, which consider his personal embarrassment. Ensure your strategies are supported with high-quality evidence (100 words).

Activity 4 (Week 3/4)

Reflecting on all three patients, critically examine the importance of establishing a therapeutic relationship with your patient and evaluate how different communication strategies can be adapted to meet the needs of diverse patient populations, including those from various cultural backgrounds. Support your discussion with at least two high-quality, peer-reviewed references published within the last decade (2014-2024) to substantiate your arguments and enhance the depth of your analysis. (150-200 words).

Structure

Use the following template as a guide when compiling your portfolio.

ACTIVITY 1

Part A Part B

ACTIVITY 2

Part A Part B

ACTIVITY 3

Part A Part B

ACTIVITY 4 REFERENCE LIST

As below

Resources

In preparation for the successful completion of this assessment task, students will complete the online Modules in weeks 1-4, drawing on the supportive content available on the blackboard site, and will attend clinical skills labs for tutor instruction and guidance.

H5P portfolio-building activities are built into the first 4 modules for specific support for this assessment.

Additional learning resources are available via the library website and the Learning Zone, including academic writing support.

Student learning zone - Writing at University

https://www.scu.edu.au/learning-zone/quick-guides/

How to format a paper

How to format and structure a paper

Referencing style

Cite all references correctly using APA 7 style. A guide to the APA 7^th referencing style can be accessed via the following link: https://libguides.scu.edu.au/apa

• Thereferencing requirements for this assignment are to include a minimum total of 9 reputable academic references underpinning your discussion (please follow the

recommendations within each workbook activity as to how many references per question).

• Ensurethe reference list is on a new page at the end of your workbook and is listed in alphabetical order.
• Ensureall references in the portfolio are listed in your reference
• Thissection is not included in your word
• Referencesshould be no more than 10 years old unless seminal

Submission

Portfolios will be submitted as a compilation of the four activities in one document using the Turnitin activity titled Assessment 2: Portfolio in the Assessments Tasks & Submission section on the Blackboard site.

• OnlyMicrosoft Word documents submitted via the Turnitin portal on Blackboard will be accepted.
• Noassignment will be accepted via email
• Youmust label your submission with your surname and initials and the assessment

task's name, e.g.: SmithJ_Portfolio.doc.

• Includeeither a Header or Footer with your name, student ID number and the page number
• Asa guide the expectation is 250 words per item that comprise the Thus, it must consist of 1000 words in total. A leeway of +/-10% total words will be acceptable. Excessive words will not be marked
• Usesize 12 Calibri font throughout the assignment with either 5 or double line spacing.

Use of GenAI

The use of GenAI is prohibited for this assessment task . The development of your communication and critical thinking skills are amongst the most essential things you will learn from your studies at SCU. Although the use of GenAI tools may seem like they make your assessment easier, their use may inhibit your learning in some instances. It is essential that you fully engage with the unit content and assessment requirements to develop these important skills.

Using GenAI to assist with your writing or other assessment tasks when the use of GenAI tools has been explicitly prohibited (in writing in the assessment brief), or without acknowledgment may be considered a breach of academic integrity and can result in an academic integrity breach with penalties as described in the Student Academic and Non- academic Misconduct Rules, Section 3.

What happens if I am suspected of using GenAI outside the allowable limits?

When the use of a particular technology, tool or resource for completion of an assessment task is prohibited, the method of assessment must enable the Unit Assessor to verify with reasonable certainty that these requirements have been met and academic integrity has not been breached (SCU, Section 3, clause 16). As per the above SCU clause:

1. Youwill receive an inquiry email to your SCU account during marking

2. Yourmark will be 'I' until an understanding has been
3. Youwill be asked to confirm whether GenAI was
4. Ifyou'd like to provide evidence in person, you will be invited to a Zoom meeting to show the Unit Assessor the tools you used.
5. A case may be compiled by the Academic Integrity Officer if evidence supports use of GenAIoutside the bounds specified by the Unit Assessor for the assessment in question.

Special Consideration

Please refer to the Special Consideration section of Policy

https://policies.scu.edu.au/document/view-current.php?id=140

Late Submissions & Penalties

Please refer to the Late Submission & Penalties section of Policy

https://policies.scu.edu.au/view.current.php?id=00255

Grades & Feedback

Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the Grades and Feedback section on the Blackboard unit site. Please allow 14 days for marks to be posted.

Assessment Criteria

Please familiarise yourself with the rubric attached below and read through the following grade descriptions.

Assessment Rubric NURS5012

The Unit Learning outcomes and the NBBA Standards for Registered Nurse Practice that relate to each criterion have been mapped against the criteria.

Description of SCU Grades

HIGH DISTINCTION:

The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.

DISTINCTION:

The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.

CREDIT:

The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The students performance could be described as better than satisfactory or adequate or competent or capable in relation to the learning requirements specified.

PASS:

The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The students performance could be described as satisfactory or adequate or competent or capable in relation to the learning requirements specified.

FAIL:

The students performance fails to satisfy the learning requirements specified.