Care Priorities

NRSG 259

Promoting Health in Extended Care

Assessment task 1: Written Assignment

Students Resource Prepared by

NRSG 259 Teaching Team

Learning Outcomes On successful completion of this unit, you should be able to: 1. Discuss the implications of demographic trends in the Australian population in relation to

the ageing population and their health care; 2. Apply pertinent concepts from biologic, sociologic, psychological and spiritual theories of healthy

ageing to nursing care of older adults; 3. Explain the importance of, and ways of promoting health and quality of life for older

people across a continuum of care services; 4. Discuss the implications of epidemiological trends in the Australian population in relation

to the incidence, distribution and causes of life-limiting illnesses, such as cancer, in people of all ages;

5. Apply palliative care as a core component of all health-care roles to improve the health and quality of life of older people and people (and their families) of all ages with life- limiting illnesses; (GA2)

6. Apply knowledge of underlying pathophysiological processes of cancer and other progressive illnesses in addressing symptoms and complex health needs in patients of all ages; (GA6)

7. Utilise a clinical decision making framework that incorporates ethical and comprehensive assessment and person-centred nursing care while maintaining choice and dignity for older people and those with life-limiting illnesses; (GA1,)

8. Explain the importance of, and ways of promoting health and quality of life for people of all ages/backgrounds who have life-threatening illnesses, such as cancer. (GA1)

NRSG259 Promoting Health in Extended Care

Assessment Task 1 – Care planning:

individual discussion

Assignment Requirements (from unit outline)

• Students are required to focus the discussion on the care priorities identifiable in the provided case scenario. Five priorities of care will be identified from the scenario. The student is required to choose two of the identified priorities of care from the provided list. The discussion of care will be based on the processes identified in the Levett-Jones Clinical Reasoning Framework. Evidence of how the dignity of the patient is maintained through the care planning and provision process is a part of this assessment. In addition, the cultural background of the client needs to be considered.

• For this assessment task, students must use Miller’s Functional Consequences Theory of Healthy Ageing as a theoretical framework and Levett-Jones' Clinical Reasoning Model to guide nursing care planning, interventions and evaluation of care.

• The purpose of this assessment is to promote both problem solving and nursing care provision, related to a selected clinical scenario.

Essay Purpose (from unit outline)

• The discussion of care will be based on the processes identified in the Levett-Jones Clinical Reasoning Framework.

• More specifically, students are required to accurately follow the steps of the Levett-Jones Clinical Reasoning Framework in goal setting, taking action (nursing intervention), and evaluation.

• Ensure you provide rationales for your interventions/strategies, which shows why you have selected the intervention/strategy over other alternative actions.

Assignment Requirements – Levett-Jones Clinical Reasoning Framework

1. Establish goals (so negative consequences become positive consequences)

2. Take actions (nursing intervention) 3. Evaluate outcomes

• Students should consider relevant concepts of Miller’s Functional Consequences Theory in their care plan, such as modifiable risk factors, aged-related changes, and positive/negative consequences (see next slide).

• For example:

Assignment Requirements –

Miller’s Functional Consequences Framework

• In Assessment Task 1, you are developing goals and nursing interventions/strategies that will assist in alleviating the negative consequences and promoting positive consequences (wellness outcomes). Thus, improving the client’s quality of life, functioning and safety, leading to better health overall.

• To achieve the above, you will focus on person-centred

care principles, holistic care (focus on the whole person, their environment and their mind, body, spirit).

Assignment Requirements – Miller’s Functional Consequences Framework

Assignment Requirements – Promoting Person Centred Care

• Evidence of how the dignity of the patient is maintained through the care planning and provision process is a part of this assessment. In addition, the cultural background of the client needs to be considered.

• In your essay, you need to demonstrate how person centred care, client dignity and choice are integrated throughout your essay.

• Consider how you will do this when developing a nursing care plan.

Some ideas: � The client should have a voice and should participate actively as a care

provision team member.

� Think about client consent � How will you evaluate the strategies you have developed? As well as

objective evaluation, remember to ask the client!!

Plan your essay Introduction: 175 words approx.

Body: 1400 words approx. 700 words per nursing care priority.

Conclusion: 175 words approx.

References: 12 -15 references approx. Please note the words per section are only provided as a guide - the student can set out the essay however they wish and apportion words depending on how they decide to structure the essay.

Essay Structure

Plan your essay

� Introduction – Clearly state what you are going to discuss and how you plan to

discuss it e.g.

This essay will discuss…..

Essay Structure (cont.)

Essay Body • The body of your essay will have several paragraph's amounting to

1,400 words approx. • You will split the word allowance up into paragraphs. Each paragraph

may have anywhere between 200-250 words per paragraph approximately – this depends on what you decide to talk about.

• Each paragraph should progressively describe the care plan you would

implement for the client.

• Make sure your essay flows and you use linking sentences to link each paragraph.

Essay Structure (cont.)

• As you are focusing on two nursing priorities – use each of the priorities as a heading.

• Under each heading, you may choose to have a sub- heading of: – Goal(s) – showing your goal for the person for that particular

nursing issue.

– Take Action – showing your nursing interventions/strategies with the relevant rationale(s) for each intervention.

– Evaluate Outcomes – showing the expected outcomes and how you would evaluate them (objectively and subjectively). These

should relate to your Goal.

Essay Structure (cont.)

The Conclusion • In two –three sentences summarise what you have

discussed. – THIS IS NOT A REPEAT of what you have written previously.

• Then provide overarching statements that provide the reader with the most important take home messages regarding the care plan for your client.

Essay Structure (cont.)

• Make sure you refer to the marking rubric when

structuring your essay. • Proof read your assignment. • Ensure your APA referencing is correct

Marking Guide (Rubric)

Academic Skills

• Students are reminded and encouraged to use the academic skills facilities provided at ACU

• They provide support with: o Essay structure

o Referencing

o Understanding the question

o Developing an essay plan

o Proof reading

• Also refer to your ACU Study Guide for guidance with writing and referencing.

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