NURS3002 Inquiry for Nursing Leadership Assessment

This assessment 1000 words (+/- 10%) requires you to identify pertinent elements of the ‘five rights of clinical reasoning’ in relation to the case scenario provided. You are required to integrate theory, demonstrate analysis using evidence and include other pertinent literature to support your answers.

According to Levett et al (2009), Clinical reasoning is the process utilised by nurses to collect cues, process the information, come to an understanding of a patient problem or situation, plan and implement interventions, evaluate outcomes, and reflect on and learn from the process. Effective clinical reasoning depends upon the nurse’s ability to collect the right cues and to take the right action for the right patient at the right time and for the right reason. Please use the word template document provided on Blackboard for this assessment.

View the video provided: Nursing Simulation Scenario - Medical error

https://www.youtube.com/watch?v=KkSDW44hxTk

Put yourself in the role of the nurse in this scenario: You are a Semester 6 nursing student caring for this patient whilst on clinical placement.

Use the word document template provided on Blackboard under ‘Assessment 2’ folder. CASE STUDY QUESTIONS:

In relation to the scenario provided, identify and outline factors influencing the student nurse’s ability/capacity to:

1. gatherthe ‘right cues’
2. gatherthe ‘right patient’ information
3. make‘right time’ decisions
4. takethe ‘right action’
5. makedecisions for the ‘right reason’

Reflect on these from the point of view of a Semester 6 nursing student on your clinical placement:

1. Right cues: Acquisition of cues can be influenced by many factors including the expertiseand working knowledge of the decision maker, anxiety, confidence and time pressures. Cues refer to available patient information (for example, handover reports, patient history, patient charts, results of investigations and nursing/medical assessments previously undertaken), current clinical assessment data, and also the recall of  This

includes a broad and deep knowledge of physiology, pathophysiology, pharmacology, epidemiology, therapeutics, culture, context of care, ethics and law etc. as well as an understanding of evidence based practice.

2. Right patient: Refers to a patient at risk of critical illness and/or a serious adverse event.Nursing students need to learn how to identify and prioritise patients in need of immediate  Any early or late warning signs. Please note: For this assessment students do not need to prioritise alongside other patients or create additional ‘fictitious or imaginary’ patients to compare to (as details of other patients aren't provided in the assessment)

3. Right time: Refers to a nurse’s ability to identify clinically at-risk patients in a timelymanner and to undertake nursing interventions at the right time and in the right sequence. Failure to rescue occurs not only when early signs and symptoms fail to be recognised or acted upon, but also when nursing/medical interventions are started too 

4. Right action: Nursing ‘action’ is defined as ‘‘the behaviour following on from a judgementor decision”. This stage of the CR cycle is comprised of practical skills, intellectual activities and communication skills. The nurse has to decide which part of the plan takes priority, who is best placed to undertake the nursing action/s, which procedures and policies are involved, who should be notified and 

5. Right reason: Multiple implications. In this context, ‘right’ does not only mean that thecorrect reasoning processes have been employed but also that the reasoning is ethical, legal and professional. The ‘right’ reason does not apply just to the process of reasoning; it is about the underpinning rationale. Consequently, when discussing this ‘right’ these other dimensions need 

Provide references to support your statements throughout your paper. Also refer to Marking rubric for this assessment.

Students are recommended to refer to the following article provided on Blackboard:

Levett-Jones, T. et al. (2010). The ‘five rights’ of clinical reasoning: An educational model to enhance nursing students’ ability to identify and manage clinically ‘at risk’ patients ‘5 rights of clinical reasoning’. Nurse Education Today, 30: 515-520.

Presentation: 

• Usethe word document template provided on Blackboard under ‘Assessment 2’ folder
• Youdo not need a cover page or contents page
• Youare encouraged to use scholarly articles about the  You can also refer to relevant learning materials utilised in your IPE workshop and within the unit learning modules
• Youdo not need to include an introduction or conclusion
• Wordcount DOES NOT include the end reference list
• Wordcounts DOES include everything else: content, in-text citations, headings, tables and quotes
• Citations withintext and reference list should conform to APA 7^th Ed format
• Recommendusing at least 10 references throughout the paper, published within

the last 10 years (2013-2023), with the exception of Levett-Jones et al. (2010) paper provided on Bb under Assessment 2

• Studentscan use first person point of view where needed
• Referencingand formatting as per APA 7thedition format
• Includethe word count at the end of your paper