NUR6065

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NUR6065

Nursing Care: Adult

Assessment Information

Credits: 20

Semester: 1

2023

Module Leader: Hannah Mosley, Dion Smyth and Liz Taylor

Email: NUR6065@bcu.ac.uk

Overview

Assessment(s) Category Type Scope

1 Coursework Essay 3000 Words

Assessment 1

Written Essay, 3000 words (+10% max allowance)

100% Weighting

Submission Date: 08/01/2024 at 12:00

Assessment Title: Care and management of a patient with complex health needs.

Assessment Task:

Create an evidence informed discussion that explores the care and management of a patient with complex health needs, that also explores the epidemiology of illness.

You will address this assessment by choosing to focus on one of the two case studies presented in this module: either Chesney (Traumatic Brain Injury) or Sarah (Colo-rectal Cancer).

Your discussion must cover the following areas.

Critically explore the epidemiology of the condition affecting the chosen case study and its significance for that individual and wider society.

Using a range of relevant bio-scientific knowledge (such as physiology, pathophysiology, and pharmacology), evaluate the results from one clinical assessment or one clinical investigation from the case study and offer an evidenced-based rationale for a recommendation for care.

Explore and evaluate the ongoing evidence-informed care and management of one aspect of the complex health needs of your chosen case study.

Within your discussion evaluate your role as the qualified nurse in the coordination of evidence-informed care for Sarah/Chesney within the interdisciplinary context. What factors may you need to consider when coordinating complex care across a range of settings?

Submission Details

3000 words (+10% max allowance)

This is a Level 6 assessment and will be marked using the marking criteria below.

Pass mark is 40% - You must include all 5 points listed above to achieve a pass grade.

Use Arial size 12 font with double line spacing.

Use BCU Harvard referencing.

Save and upload your submission as a Word document.

As this essay includes discussion of your role as the professional nurse, the use of the first person I is permitted as much as third person (we or the author). Either is fine, but you should be consistent and remain academic and professional with your language and tone. Avoid colloquialisms (conversation style).

Your completed assignment will be submitted through Turnitin similarity checking software via Moodle automatically. Guidance on how to use and access Turnitin similarity software is available on the module Moodle page.

Submission dates are available on your assessment schedule and the Moodle page.

Results and feedback will normally be provided 20 working days from your submission date.

Assessment Support

The module includes the following formative opportunities to support you with your assignment submission:

Tutorial support throughout the module e-learning and in class.

Self-directed study (pre and post session work), including activities to develop your critical analysis and academic writing skills.

Reading list which includes up-to-date, relevant clinical guidelines as well as useful resources for critically appraising literature.

Group work discussions.

Peer feedback is also encouraged within a supportive framework of the module.

We recommend that you reflect on your learning on each session to identify your continued areas for development.

Weekly answers to questions posted on Hot Questions on Moodle.

An assignment planner to help with organising and developing your work ahead of submission.

ADD session on Critical Analysis which is scheduled during the run of the module.

Where you have received individual or group feedback from previous academic work, we would encourage you to reflect upon this and feed this into your future work.

Marking Criteria: Undergraduate Level 6

Referencing skills

Referencing technique follows Faculty guidelines

Occasional referencing errors

Frequent referencing errors

Web sources cited incorrectly

Journal articles cited incorrectly

Books cited incorrectly

No reference list was provided

Not applicable for this assessment

A+ (85% +) A (70-84%) B (60-69%) C (50-59%) D (40-49%) E (30-39%) F (0-29%)

Knowledge & Understanding Evidence of use of learning resources

Exceptionally well selected material from a wide range of sources is integrated and used to promote arguments Well selected material from a wide range of sources is integrated and used to promote arguments Material is used from a wide range of sources to construct and develop arguments Material is used from a wide range of sources to support arguments Adequate use of resources to support arguments

Inadequate use of resources to support arguments

No evidence of resources being used to support arguments

Evidence of understanding of the area of study Novel and integrative approach Good integrative approach Secure grasp of the wider contexts Secure understanding of the concepts and principles Adequate understanding of the concepts and principles

Inadequate understanding of the concepts and principles

Flawed grasp of the subject No understanding of the concepts and principles

Seriously flawed grasp of the subject

Practical Skills Application of relevant

Knowledge in the appropriate context Novel and integrative approach within the wider contexts

Excellent appreciation and application of the wider contexts

Good appreciation and application of the wider contexts Applies appropriate knowledge and skills with confidence Applies appropriate knowledge and skills Limited application of knowledge

Flawed application of knowledge

Intellectual Skills Analytical skill

Analyses and develops arguments far beyond expectations Sustains excellent analysis from supporting evidence

Analyses critically and confidently Sustains good analysis from supporting evidence Clear attempt at critical analysis Some attempt at critical analysis No attempt at critical analysis

Transferable Skills Structure and

organisation

Sophisticated and persuasive presentation of arguments Manages information creatively Manages information effectively and confidently Manages information effectively Clear structure and coherent organisation Some attempt at coherent organisation Poorly organised and difficult to follow

Communication of ideas

Sophisticated and effective communication of ideas Impressive and effective presentation of ideas Confident and effective presentation of ideas Articulate and effective style Clearly written and presented Lack of clarity in presentation Lack of clarity and coherence

Key Information

Conditions of Progression

40% Pass Mark

You must address all assessment tasks listed above to achieve a pass grade.

You have designated submission points as per your assessment schedule.

Late or Non-Submission/ Attendance Assessments must be submitted in the format specified in the assessment task, by the deadline and to the submission point published on Moodle. Failure to submit by the published deadline will result in penalties which are set out in the Academic Regulations,

Please be aware that the penalties are different for re-submissions and in-year retrievals.

Word Count The word count for this module assessment is shown under the assessment task. A +10% margin of tolerance is applied, beyond which nothing further will be marked. Marks cannot be awarded for any learning outcomes addressed outside the word count.

The word count refers to everything in the main body of the text (including headings, tables, citations, quotes, lists etc.). Everything before (i.e. abstract, acknowledgements, contents, executive summaries etc.) and after the main text (i.e. references, appendices) is not included in the word count limit.

Academic Integrity Guidance

Academic integrity is the attitude of approaching your academic work honestly, by completing your own original work, attributing, and acknowledging your sources when necessary. Understanding good academic practice in written and oral work is a key element of academic integrity. It is a positive aspect of joining an academic community, showing familiarity with, and acknowledging sources of evidence. The skills you require at higher education may differ from those learned elsewhere such as school or college.

You will be required to follow specific academic conventions which include acknowledging the work of others through appropriate referencing and citation as explicitly as possible. If you include ideas or quotations which have not been appropriately acknowledged, this may be seen as plagiarism which is a form of academic misconduct. If you require support around referencing, please contact the Facultys Academic Development Department or the University wide Centre for Academic Success.

It is important to recognise that seeking out learning around academic integrity will help reduce the risk of misconduct in your work. Skills such as paraphrasing, referencing and citation are integral to acting with integrity and you can develop and advance these key academic skills through the Facultys Academic Development Department.

Academic Misconduct

Academic misconduct is conduct which has or may have the effect of providing you with an unfair advantage by relying on dishonest means to gain advantage and which therefore compromises your academic integrity.

The procedure sets out the process we will follow, and the penalties we may apply, in cases where we believe you may have compromised your academic integrity by committing academic misconduct. See The Academic Misconduct Procedure for more information about academic support.

Turnitin To obtain a Turnitin scan before submitting your work to your department please visit the University's Turnitin at BCU Moodle site. Work that is submitted and scanned through this service is not stored on the main Turnitin system and this is NOT your submitted work.

Extenuating Circumstances Further details are available on the Extenuating Circumstances Procedure I-City page.

Where to get help The University has a designated student support service known as the Centre for Academic Success. Here you will find support for a range of academic skills. Likewise, you can arrange a consultation with a member of staff from the Academic Development Department based at City South Campus. You also should also review the wide range of support and help from the library.

hould start with a critical discussion of the epidemiology of CRC.

You may wish to start with some global, and then UK statistics to provide some context for CRC. But it is important that you do not just report/list statistics, you need to apply them to Sarah, or discuss the impact of them (i.e why are these statistics important, relevant, or significant).

Consider Sarahs PMH, social circumstances, lifestyle factors, and family history. What has increased her risk of CRC? How do you know this (where is your evidence base)? And importantly what is the level and quality of this evidence base? You may not be able to discuss everything in Sarahs case study, you may wish to focus on a few factors to enable you to discuss these factors in more depth and detail, and ultimately be able to create a critical discussion!

What is the impact of a CRC diagnosis on Sarah, her family and wider society? Think about things like emotional impact, family dynamics, financial cost (to the individual and society). Again, ensure that you are looking at the evidence base to ensure that you work is well supported with literature, and you are not making wide, sweeping, or generalising statements that could be seen as your own opinion.

Assessment/Investigation

You should choose ONE assessment or ONE investigation from Sarahs case study. Some examples are:

Initial A-E assessment (just chose one element - A, B, C, D, or E)

Blood results biochemistry, full blood count (just choose one result)

ABG

A-E assessment at the point of deterioration (just chose one element - A, B, C, D, or E)

Chest auscultation

Agitation (assessment of)

Nausea and vomiting (assessment of)

You need to evaluate the chosen result not just telling us what is wrong, but why. What is occurring on a physiological and pathophysiological level to cause this result? Then you need to make an evidence-based recommendation of care that relates to your chosen assessment or investigation. This is a key opportunity for critical analysis how do you know this is the best way to treat/manage the result? What is the level and quality of the evidence?

Ongoing management

The ongoing management provides you an opportunity to consider some interventions and management strategies for an area of complex care for Sarah. You may be able to link this discussion to your above recommendation of care, or you may wish to focus on a completely different topic.

Potential topics for consideration:

Symptom management related to cancer: Nausea and vomiting, Steroids, Anaemia, Neutropenia.

Recognition and management of deterioration (neutropenic sepsis).

Non-Invasive ventilation

End of life care: Agitation.

Breaking bad news cancer diagnosis, episode of deterioration (with family), palliative care planning.

Communicating with empathy skills (reaction to bad news and other challenging circumstances).

You need to critically evaluate the evidence base. Do not just report what should be done, or list interventions from clinical guidelines. This is another great opportunity for critical analysis, and you need to consider what is the evidence base for the treatment and management of your chosen topic, as well as how do we know that that is the best treatment/management option and the approaches to communication? Is there any new/emerging evidence that is not part of clinical guidelines? If so, what is the quality of this, and will it be implemented in future clinical guidelines?

Interprofessional working.

You need to evaluate your role as the professional nurse. This can be threaded throughout your assignment and does not necessarily need to be discussed as a separate topic. Do not just describe a nurses role, you need to look at the evidence base for Interdisciplinary working who is involved, and why? What does the literature say about how effective team working is achieved to optimise patient outcomes, or other benefits associated with interprofessional working?

Conclusion

A conclusion should wrap up all your main points so the conclusions that you have made from your critical discussions from each section. No new information in a conclusion!

General writing top tips

Ensure that you understand and have read around your topic before you start writing. The assignment requires critical reasoning where you evaluate what is good, bad, right, wrong, for and against the use of a treatment/management. The more you have read, the easier it should be to construct well-rounded and evidence-based arguments. Traditionally, you read for a degree, and the marking criteria illustrates that integrating reading from a wide range of sources, which is used to promote arguments, is associated with higher grades, so please refer to a suitable and inclusive range of academic and professional source materials stay away from public facing websites and blogs.

Make a plan before you start writing. Once you have chosen your topics, and done your reading, think about the message that you wish to convey in each section and paragraph of your assignment. This will help to avoid repetition.

Use appropriate sources to support your critical analysis i.e. when making comments about quality of evidence base, how do you know what makes the evidence strong or weak? specifically this section on Critical Analysis where we have linked a variety of sources that you will hopefully find useful in helping you develop these skills., but the Library has a wealth of appropriate and relevant sources to do with evidence base practice for health care students.

Some students like to use headings to help structure the assignment, use these whilst writing but remove them before submission for this assignment.

You must demonstrate a clear academic writing style; however, this does not necessarily mean you have to use the third person term the author and can write in the first person I for this assignment as you will be considering your role as a soon to be registered nurse.

This is a level 6 assessment, so please review the level 6 assessment criteria, which is available on the module Moodle page. Feedback and feedforward commentary and your personal development plans from previous years which should have helped you develop your academic writing skills in preparation for level 6 study.

Use the library resources to help you build upon your academic skills such as finding additional relevant and suitable literature.

Engage with all the module resources, which have been, developed to support you in your learning (pre and post session work, and the references that are listed in the scheduled sessions).

Proof-read your work out loud is a good way of doing this, especially if you struggle with being able to articulate your point. Reading your own work out loud can highlight sentences that may not make sense or arent structured well, as well as any areas of repetition. You can use the immersive reader function on Microsoft word that will read your work aloud.