Assessment Task 2: Case Study
Students will complete a case study which discusses the provision and coordination of person-centred care linked to a real person they have cared for whilst on clinical placement.. This person at the centre of care should be select with the assistance of clinical staff and/or guidance of your clinical facilitator. For presentation instructions consult the ACU academic study guide (link)
Case study instructions
? Utilise the Clinical Reasoning Cycle (Levett-Jones, 2013) (a clinical decision making framework) to plan and evaluate person-centred care
? Considering the person’s situation, collect, process and present related health information
? Identify and prioritise at least three (3) nursing problems/issues based on the health assessment data that you have identified for the person at the centre of care.
? Establish goals for priority of nursing care as related to the nursing problem/issues identified
? Discuss the nursing care of the person; link it to assessment data and history.
? Evaluate your nursing care strategies to justify the nursing care provided
? Reflect on the person’s outcomes
Criterion High Distinction Distinction Credit Pass Unsatisfactory
Sequencing
5%
The content in the case
study matches the outline
presented in the
introductory paragraph.
Paragraphs are organised,
and there is a logical
progression of ideas so
that content flows from one
paragraph to the next. The
case study ends with a
rational conclusion.
The content in the case
study matches the outline
presented in the
introductory paragraph.
Paragraphs are organised
in a logical manner so that
content flows from one
paragraph to the next, and
the case study ends with a
rational conclusion.
The content in the case
study matches the outline
presented in the
introductory paragraph.
Most paragraphs are
organised in a logical
manner so that content
flows from one paragraph
to the next, and the case
study ends with a rational
conclusion.
The content in the case
study mostly matches the
outline presented in the
introductory paragraph.
Most paragraphs are
organised in a logical
manner, and the case
study ends with a rational
conclusion.
There is a no clear
introduction, or
rational conclusion.
Content within the
body and within
paragraphs is not
always logically
sequenced.
Content
50%
Comprehensively defines
and discusses the
provision of ethical, legal,
evidence-based, holistic
person centred care,
including the establishment
of realistic and relevant
goals.
Includes relevant
discussion on the
collection, processing and
presentation of
client/patient information
Clearly identifies and
prioritises nursing issues/
problems.
Defines and discusses the
provision of ethical, legal,
evidence-based, holistic
person centred care,
including the
establishment of realistic
and relevant goals
Includes discussion of the
collection, processing and
presentation of
client/patient
Clearly identifies and
prioritises nursing issues/
problems.
Describes the provision of
ethical, legal, evidencebased,
holistic person
centred care, including the
establishment of relevant
goals
Includes the collection,
processing and
presentation of
client/patient information
Identifies and prioritises
nursing issues/ problems.
Describes the provision of
ethical, legal, evidencebased,
holistic person
centred care, but does not
provide clear rationale for
choices or the
establishment of relevant
goals
Discusses the collection,
processing and
presentation of
client/patient information
and outlines nursing
issues/problems
No evidence of the
consideration or
provision of ethical,
legal, evidencebased,
holistic
person centred
care,
No issues/problems
identified.
Critical
thinking,
reasoning and
evaluation of
evidence
30%
There is evidence of both
depth and breadth of
reading. A considered
argument related to
nursing care and
issues/problems is
presented, and is
supported by adequate and
appropriate evidence.
There is evidence of both
depth and breadth of
reading. A considered
argument is presented,
and is supported by
adequate and appropriate
evidence.
There is evidence of both
depth and breadth of
reading. An argument is
presented, and is
supported by adequate
and appropriate evidence.
An argument is presented,
and is supported by
adequate and appropriate
evidence.
An argument is
presented, and is
supported by
minimal evidence.
Marker:
Comments:
Paragraph, structure / intelligibility 5%
The writing is organised into paragraphs, and the information is organised appropriately within the paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link each paragraph to the next.
The writing is organised into paragraphs, and the information is organised appropriately within the paragraph. Each paragraph relates to a discrete idea. There are clear linking sentences that link most paragraphs to the next.
The writing is organised into paragraphs, and the information is mostly organised appropriately within the paragraph. Most paragraphs relates to a discrete idea. There are clear linking sentences that link most paragraphs to the next.
The writing is organised into paragraphs, and the information is mostly organised appropriately within the paragraph. Most paragraphs relates to a discrete idea. The paragraphs mostly link to one another.
There is evidence of paragraphs, however paragraph structure is disorganised, with no clear ideas, and no links. Sources & Referencing 10%
Credible and relevant references are used. Accurate use of APA referencing style in all instances. A range of in-text citations has been used.
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. A range of in-text citations has been used.
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text citation formats.
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. There is no variation of in-text citation format.
Not all references are credible and/or relevant. Many inaccuracies with the APA referencing style.

Assessment Task 2 – Case Study

Students are to choose one (1) of the case studies available on LEO and answer the associated questions. This assignment is to be presented in a question/answer format and not as an essay
(i.e. no introduction or conclusion). Each answer has a word limit and must be supported with appropriate references.

A Reference List must be provided at the end of the assignment

For more comprehensive information on this assessment task, including the case studies for this assessment task, please refer to the ‘My Assessments’ Folder in LEO .

Due date:    20th September 2015 at 2359 hrs

Weighting:    40%

Length and/or format:    1600 words

Purpose:    This assessment task is designed to assess the knowledge and

skills related to nursing care of individuals experiencing acute

medical health alterations, and the best practice in managing this

exacerbation.

Specific focus will be on students researching the pathophysiology

of the relevant disease, the pharmacology of medications used to

manage the disease, and the evidence based nursing care required

to look after these patients, while supporting this information with

appropriate references.

Learning outcomes assessed:    1, 2, 3, 4, 5, 6, 7, 8

How to submit:    Students will be required to submit this assignment through the

Turnitin dropbox

Return of assignment:    Case study submissions will be returned to students 3 weeks after

the due date via the Turnitin dropbox

.Assessment criteria:    This assessment task will be marked according to the marking

rubric over the page.

Assessment Task 2: Case Study – Marking Rubric (40%)

Criterion        High Distinction        Distinction        Credit        Pass        Unsatisfactory

Linked to case study    Linked to case study        Linked to case study    Linked to case study        Not linked to case study
Q1        Provides comprehensive        Provides a solid indication of    Provides an identification of        Provides minimal identification of    Does not identify appropriate
Outline the causes, incidence and risk        identification of causes,        causes, incidences and risk    causes, incidences and risk        causes, incidences and risk factors    causes, incidences and risk
factors of the selected disease and how it        incidences and risk factors.        factors.    factors.        Provides minimal understanding    factors.
Provides comprehensive        Provides a solid understanding of    Provides an understanding of the        of the diseases impact on patient    Does not identify the impact on
can impact on the patient and their family
understanding of the disease        the disease impact on patient and    disease impact on patient and        and family    the patient and family
(400 words – 20%)
impact on patient and family        family    family

Q2    Provides a comprehensive look at    Identifies five (5) signs and    Identifies five (5) signs and        Identifies five (5) common signs    Does not identify five (5) signs and
List five (5) common signs and symptoms    the identified five (5) common    symptoms        symptoms        and symptoms    symptoms
of the selected disease, and for each one    signs and symptoms    Provides a thorough link to        Provides a solid link to    Provides basic links to    Does not link to appropriate
provide a link to the underlying
Provides a comprehensive link to    pathophysiology        pathophysiology    pathophysiology.    pathophysiology.
pathophysiology (350 words -15%)
pathophysiology

Q3    Two (2) classes of drugs    Two (2) classes of drugs        Two (2) classes of drugs    One (1) class identified in    Drugs identifies not appropriate
appropriately identified.    appropriately identified.        appropriately identified.    appropriate
Describe two (2) common classes of drugs                            No identification of physiological

used for patients with the selected disease    A comprehensive understanding    A thorough understanding of the        Some understanding of    Minimal identification of        effect on the body
including physiological effect of each class    and explanation of the    physiological effects on the body        physiological effects on the body    physiological effect on the body
on the body (350 words – 15%)    physiological effects on the body

Q4        The care plan was articulate,        The care plan was cohesive and    The care plan was cohesive and        A logical care plan was presented    There is little/no cohesion to the
Identify and outline, in order of priority        logical, balanced and convincing.        logical. A sound attempt at    logical.Some attempt at analysis        but mostly descriptive. Some        flow of the case study. Broad
A diverse range of perspectives        analysis and critique from a range    and critique was made. A number    structure to ideas with        generalisations are made.
the nursing care strategies you, as the
offered. All important aspects are        of perspectives was also made.        of key areas are covered    satisfactory explanation of some        Irrelevant content and
registered nurse, should use within the
covered demonstrating        Most of the key areas are covered        demonstrating a clear    key areas provided. A basic        unstructured points are made.
first 24 hours post admission for this
comprehensive knowledge of the    demonstrating an advanced        understanding of the important    understanding was demonstrated.        Key areas are not addressed.
patient (500 words – 40%)
key areas.    understanding of the important        issues.                Minimal understanding is

issues.                        demonstrated.

NRSG353 Acute Care Nursing 2, Semester 2 2015    Page 17 of 19

Referencing        An extensive range of relevant    An extensive range of relevant    Satisfactory use of literature with    Satisfactory use of literature.    Unsatisfactory use of literature.
literature utilised with    literature utilised with    appropriate interpretation &    Some attempt to interpret &    No attempt to interpret & apply

5%        sophisticated interpretation and    appropriate interpretation &    application.    apply the literature is evident.    the literature is evident.
analysis.    application.    Mostly accurate referencing using    Mostly accurate referencing using    Not accurate referencing using

Accurate referencing using APA    Accurate referencing using APA    APA format.    APA format.    APA format.
format.    format.

Presentation        Within 10% of word limit    Within 10% of word limit    Within 10% of word limit    Within 10% of word limit    More than 10% over word limit

5%        Flawless presentation    High standard of written    Effective written communication    Effective written communication    Multiple errors in spelling and
communication with few errors of    with few errors of spelling, and    although a number or errors of    grammar
spelling, and grammar    grammar    spelling and grammar    Structure does not flow

topics are not linked appropriately

Comments
Final Grade    /100    Marker:

TEXTS AND REFERENCES: ?Required text(s) ?
.    Farrell, M., & Dempsey, J. (2014). Smeltzer and Bare’s textbook of medical-surgical nursing (3rd Australian and New Zealand ed.). Sydney: Wolters Kluwer Health/ Lippincott Williams & Wilkins.
.     ?McCance, K., & Huether, S. (2014). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis: Elsevier/Mosby.
.    ?McKenna, L. & Lim, A. G. (2012). Pharmacology for nursing and midwifery. (1st Australian and New Zealand Edition). Broadway: Lippincott Williams & Wilkins.
.     ?Tollefson, J. (2012). Clinical psychomotor skills: Assessment tools for nursing students (5th ed.). South Melbourne: Cengage Learning ?
Recommended references
Berman, A., Snyder, S., Kozier, B., Erb, G., Levett-Jones, T.,     Dwyer, T., et al. (2012). Kozier and Erb’s fundamentals     of nursing. (2nd Australian ed.) French’s Forest, NSW:     Pearson Australia.
Jarvis, C. Australian Adapting Editors Forbes, H., Watt, E,.     (2012). Physical Examination & Health Assessment     (Australian and New Zealand Edition.). Chatswood,     NSW: Elsevier/ Saunders
Martini F., Nath J & Bartholomew E. (2012). Fundamentals     of anatomy and physiology. (9th edn). San Francisco:     Pearson.

Nursing and Midwifery Board of Australia. (2006). National     competency standards for the registered nurse.     Retrieved from     http://www.nursingmidwiferyboard.gov.au/Codes-    Guidelines-Statements/Codes- Guidelines.aspx
Nursing and Midwifery Board of Australia. (2013). Codes and     guidelines. Retrieved from
http://www.nursingmidwiferyboard.gov.au/Codes-    Guidelines-Statements/Codes- Guidelines.aspx
Perrin, R. (2012) Pocket guide to APA Style (4th ed.) Boston     Massachusetts: Wadsworth/ Cengage Learning. (Highly     recommended).
Tiziani, A. (2010). Havard’s nursing guide to drugs. (8th     edn). Sydney: Mosby/Elsevier

Assessment Task 2 – Case Study

Students are to choose one (1) of the case studies available on LEO and answer the associated questions. This assignment is to be presented in a question/answer format and not as an essay
(i.e. no introduction or conclusion). Each answer has a word limit and must be supported with appropriate references.

A Reference List must be provided at the end of the assignment

For more comprehensive information on this assessment task, including the case studies for this assessment task, please refer to the ‘My Assessments’ Folder in LEO .

Due date:    20th September 2015 at 2359 hrs

Weighting:    40%

Length and/or format:    1600 words

Purpose:    This assessment task is designed to assess the knowledge and

skills related to nursing care of individuals experiencing acute

medical health alterations, and the best practice in managing this

exacerbation.

Specific focus will be on students researching the pathophysiology

of the relevant disease, the pharmacology of medications used to

manage the disease, and the evidence based nursing care required

to look after these patients, while supporting this information with

appropriate references.

Learning outcomes assessed:    1, 2, 3, 4, 5, 6, 7, 8

How to submit:    Students will be required to submit this assignment through the

Turnitin dropbox

Return of assignment:    Case study submissions will be returned to students 3 weeks after

the due date via the Turnitin dropbox

.Assessment criteria:    This assessment task will be marked according to the marking

rubric over the page.

Assessment Task 2: Case Study – Marking Rubric (40%)

Criterion        High Distinction        Distinction        Credit        Pass        Unsatisfactory

Linked to case study    Linked to case study        Linked to case study    Linked to case study        Not linked to case study
Q1        Provides comprehensive        Provides a solid indication of    Provides an identification of        Provides minimal identification of    Does not identify appropriate
Outline the causes, incidence and risk        identification of causes,        causes, incidences and risk    causes, incidences and risk        causes, incidences and risk factors    causes, incidences and risk
factors of the selected disease and how it        incidences and risk factors.        factors.    factors.        Provides minimal understanding    factors.
Provides comprehensive        Provides a solid understanding of    Provides an understanding of the        of the diseases impact on patient    Does not identify the impact on
can impact on the patient and their family
understanding of the disease        the disease impact on patient and    disease impact on patient and        and family    the patient and family
(400 words – 20%)
impact on patient and family        family    family

Q2    Provides a comprehensive look at    Identifies five (5) signs and    Identifies five (5) signs and        Identifies five (5) common signs    Does not identify five (5) signs and
List five (5) common signs and symptoms    the identified five (5) common    symptoms        symptoms        and symptoms    symptoms
of the selected disease, and for each one    signs and symptoms    Provides a thorough link to        Provides a solid link to    Provides basic links to    Does not link to appropriate
provide a link to the underlying
Provides a comprehensive link to    pathophysiology        pathophysiology    pathophysiology.    pathophysiology.
pathophysiology (350 words -15%)
pathophysiology

Q3    Two (2) classes of drugs    Two (2) classes of drugs        Two (2) classes of drugs    One (1) class identified in    Drugs identifies not appropriate
appropriately identified.    appropriately identified.        appropriately identified.    appropriate
Describe two (2) common classes of drugs                            No identification of physiological

used for patients with the selected disease    A comprehensive understanding    A thorough understanding of the        Some understanding of    Minimal identification of        effect on the body
including physiological effect of each class    and explanation of the    physiological effects on the body        physiological effects on the body    physiological effect on the body
on the body (350 words – 15%)    physiological effects on the body

Q4        The care plan was articulate,        The care plan was cohesive and    The care plan was cohesive and        A logical care plan was presented    There is little/no cohesion to the
Identify and outline, in order of priority        logical, balanced and convincing.        logical. A sound attempt at    logical.Some attempt at analysis        but mostly descriptive. Some        flow of the case study. Broad
A diverse range of perspectives        analysis and critique from a range    and critique was made. A number    structure to ideas with        generalisations are made.
the nursing care strategies you, as the
offered. All important aspects are        of perspectives was also made.        of key areas are covered    satisfactory explanation of some        Irrelevant content and
registered nurse, should use within the
covered demonstrating        Most of the key areas are covered        demonstrating a clear    key areas provided. A basic        unstructured points are made.
first 24 hours post admission for this
comprehensive knowledge of the    demonstrating an advanced        understanding of the important    understanding was demonstrated.        Key areas are not addressed.
patient (500 words – 40%)
key areas.    understanding of the important        issues.                Minimal understanding is

issues.                        demonstrated.

NRSG353 Acute Care Nursing 2, Semester 2 2015    Page 17 of 19

Referencing        An extensive range of relevant    An extensive range of relevant    Satisfactory use of literature with    Satisfactory use of literature.    Unsatisfactory use of literature.
literature utilised with    literature utilised with    appropriate interpretation &    Some attempt to interpret &    No attempt to interpret & apply

5%        sophisticated interpretation and    appropriate interpretation &    application.    apply the literature is evident.    the literature is evident.
analysis.    application.    Mostly accurate referencing using    Mostly accurate referencing using    Not accurate referencing using

Accurate referencing using APA    Accurate referencing using APA    APA format.    APA format.    APA format.
format.    format.

Presentation        Within 10% of word limit    Within 10% of word limit    Within 10% of word limit    Within 10% of word limit    More than 10% over word limit

5%        Flawless presentation    High standard of written    Effective written communication    Effective written communication    Multiple errors in spelling and
communication with few errors of    with few errors of spelling, and    although a number or errors of    grammar
spelling, and grammar    grammar    spelling and grammar    Structure does not flow

topics are not linked appropriately

Comments
Final Grade    /100    Marker:

TEXTS AND REFERENCES: ?Required text(s) ?
.    Farrell, M., & Dempsey, J. (2014). Smeltzer and Bare’s textbook of medical-surgical nursing (3rd Australian and New Zealand ed.). Sydney: Wolters Kluwer Health/ Lippincott Williams & Wilkins.
.     ?McCance, K., & Huether, S. (2014). Pathophysiology: The biologic basis for disease in adults and children (7th ed.). St. Louis: Elsevier/Mosby.
.    ?McKenna, L. & Lim, A. G. (2012). Pharmacology for nursing and midwifery. (1st Australian and New Zealand Edition). Broadway: Lippincott Williams & Wilkins.
.     ?Tollefson, J. (2012). Clinical psychomotor skills: Assessment tools for nursing students (5th ed.). South Melbourne: Cengage Learning ?
Recommended references
Berman, A., Snyder, S., Kozier, B., Erb, G., Levett-Jones, T.,     Dwyer, T., et al. (2012). Kozier and Erb’s fundamentals     of nursing. (2nd Australian ed.) French’s Forest, NSW:     Pearson Australia.
Jarvis, C. Australian Adapting Editors Forbes, H., Watt, E,.     (2012). Physical Examination & Health Assessment     (Australian and New Zealand Edition.). Chatswood,     NSW: Elsevier/ Saunders
Martini F., Nath J & Bartholomew E. (2012). Fundamentals     of anatomy and physiology. (9th edn). San Francisco:     Pearson.

Nursing and Midwifery Board of Australia. (2006). National     competency standards for the registered nurse.     Retrieved from     http://www.nursingmidwiferyboard.gov.au/Codes-    Guidelines-Statements/Codes- Guidelines.aspx
Nursing and Midwifery Board of Australia. (2013). Codes and     guidelines. Retrieved from
http://www.nursingmidwiferyboard.gov.au/Codes-    Guidelines-Statements/Codes- Guidelines.aspx
Perrin, R. (2012) Pocket guide to APA Style (4th ed.) Boston     Massachusetts: Wadsworth/ Cengage Learning. (Highly     recommended).
Tiziani, A. (2010). Havard’s nursing guide to drugs. (8th     edn). Sydney: Mosby/Elsevier