Case Study 2

Students are required to choose a patient with Chronic disease from the placement and prepare the case study based the instructions are being provided. INSTRUCTIONS: 1. Provide an overview of the patient’s condition and outlining the purpose of the paper 2. Describe the pathophysiology of the selected chronic disease. 3. You need to identify all the care priorities of the patient from this scenario and present a comprehensive discussion and justification identifying the first two nursing care priorities within a clinical scenario using the Levitt-Jones’ Clinical Reasoning Cycle. Students are required to provide critical analysis and justification of the care priorities using appropriate literature. 4. Explain how would you plan a health education based on the selected care priorities. 5. Explain the pharmacokinetics of TWO medication that patient takes. Clinical reasoning cycle: Levitt-Jones’ Clinical Reasoning Cycle General instructions for the assessment o The case study word limit is 1500 (plus or minus 10%). All words are calculated towards the word limit except for the cover page, title page, direct quotes, and in-text references. If you write less or more than this, penalties will apply. o The case study must be presented in accordance with this assessment guidelines. Students can submit their written paper to Canvas at any time during the course but no later than the assessment submission deadline. o Students required to use the APA referencing system and select >10 refereed articles that provide the strongest evidence for your topic. o All articles must be ≤ 7years old. Writing based on evidence This assessment task will allow students to demonstrate their critical thinking and reasoning, as well as their research skills. Students will also demonstrate how evidence-based information can be implemented into contemporary Australian Nursing practice. Referencing Students are expected to learn and apply the conventions of each document type and to learn and apply the current APA system of referencing and formatting (currently APA version 6). All writing must be based on the best possible evidence, with sources cited in accordance with the APA system. A requirement of all
assessment in this course is that you cite references in the APA style. As a rule, whenever you write anything in your assessment you should: Please refer to this table when you are writing. Note that your own analysis is an opinions need to follow logically from the content and evidence you are discussing. Formatting All written assignments must be formatted in APA style. According to the APA style manual this means that your assignment must have: • o ▪ Font: Times New Roman, 12 point. ▪ Page margins: One inch (2.54cm) from top, bottom, left and right side of each page. ▪ Body text line spacing: Double-spaced. ▪ Paragraph indentation: Indent the first line of each paragraph by one-half inch from the left margin. (Use your word processor’s Help feature for instructions on formatting paragraph indentation.) ▪ All text is left-justified, with an unjustified (ragged) right margin. ▪ Do not hyphenate words at the ends of lines. ▪ Use a running head throughout the paper. (If possible, use your word processor’s Header function to place it automatically on every page.) The header should appear one-half inch below the top of the page, flush left, in all capital letters; it is a shortened version of the paper’s title (up to 50 characters, including spaces). The page number appears in the upper right corner. ▪ Student number and date of submission included in footer. ▪ Reference lists have single line spacing with a line break between entries. Each entry has a hanging indent. The font used in reference lists is size 12 times new roman, with italics for book and journal titles in accordance with the APA system. Checklists Run through these checklists before submitting your assessment. This will help you get the best possible marks for presentation and readability. You can download an editable copy of the checklists by clicking this icon: General arrangement of assessment For full details, please refer to the APA.This checklist is a quick way to ensure that the essentials have been implemented.
The paper should be set out in the following order:
• Title page (cover page);
• Main text of the paper;
• References list (with hanging indents, single line spaced, one line break between entries);
• Appendices (if applicable);
Font: Times New Roman size 12
Margins should one inch (2.54cm) from top, bottom, left and right side of each page. (slight variations on this will not be problematic)
Double line spacing throughout the paper.
The reference page: single spaced
If headings are used, they must be consistent throughout the paper according to the American Psychological Association (APA) heading style.
All pages numbered (numbers in the top right) from the start of the paper
Student number and date of submission included in a header or footer.
All statements that are not common knowledge or opinion based on evidence in accordance with ‘when to cite’ table
All citations in accordance with the APA system.
The paper has a clear structure in accordance with the conventions of academic writing, with APA headings used to aid navigability
The language used is appropriate to the document type, subject matter and context
Content is relevant to and conforms with assessment instructions
Self-evaluation performed with reference to rubric Title page Your assignment should have a title page formatted like below; The abbreviated title for the running head continues on each subsequent page, but the words ‘Running head:’ appear before it only on the cover page. Anything within
<angle brackets> is to be removed, including the bracket, and replaced with the student’s own content. You can download an editable template of this title page, combined with some planning of the structure to get you started, by clicking this icon: Title Page Checklist
Title page information should include student name,
ID number,
Unit code and title,
Title of assignment (descriptive of content),
Name of Unit Chair or Lecturer,
Due date,
Extension date (if applicable), and
Word count. (The word count does not include headings, title page, references page, reference citations and direct quotes. Penalties apply if >10% over or under the word limit). Submitting your assessment file ▪ It gives the overall percentage of similarity between your work and other sources. All assignments should have the similarity less than 20% to the sources you have selected ▪ Turnitin highlights sections of your work that are similar to the other sources. If you have directly quoted from a source then the quote needs to be cited with quotation marks and a page number added to the in-text reference. Failing to do so is likely to constitute plagiarism and incur severe penalties. Academic Conduct Students must always observe the following principles when undertaking assessment.
▪ All work must be free of plagiarism. This is achieved through use of citations for any material that is quoted or paraphrased. ▪ Titles and set phrases that are used commonly to refer to things should not be changed during paraphrasing. ▪ Documents such as policies should be referred to using their exact title and a citation must be given. ▪ Use of paraphrasing software such as Spinbot is not recommended as it usually paraphrases inappropriately and makes a mess. ▪ Students’ work is based on synthesis of a variety of sources. Overreliance on a single source can constitute plagiarism even if it is correctly cited, since it means that original work is not being produced. ▪ All work is done by the student who is being assessed. It cannot be done by a classmate, friend or relative or contract cheating service ▪ Wherever possible, assessment is a genuine reflection of a student’s ability ▪ Students may receive advice and having a classmate or other person proofread for grammatical errors is permissible and encouraged. However, the proof-reader must not write any of the content ▪ Work prepared for a specific assessment cannot be resubmitted for another assessment. Use of large portions of what was written for a previous assessment is considered self-plagiarism and is unacceptable as it means that original content is not being synthesised for the assessment Marking Criteria for Case Study
Criteria
Mark
Introduction & Content:
• Content fully addresses all parts of the assessment item.
• Thorough exploration of concepts and well-informed ideas supported by high quality evidence.
• Able to demonstrate an in-depth understanding of the main concepts. All ideas presented have relevance to the topic.
20
Application of Critical Thinking
• A critical and considered case is presented that is where constructed and balance. The planed care has been justified and rationale provided.
• There is clear evidence of the use of the clinical reasoning cycle in interpretation, analysis and application.
10
Structure and Presentation
10
• All aspects conform to the structure of the assessment item.
• Excellent introduction of topic and strong summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue.
• Excellent paragraphing and logical/cohesive development of ideas throughout.
Referencing
• Compiles with IHM Assignment Writing Guidelines to an excellent standard.
• Follows all specific assignment instructions as per unit plan.
• Completely adheres to APA Referencing Guide.
• In-text and/or end-text referencing has no errors.
5
English Language Proficiency
• Grammar, spelling and punctuation were error free. Sophisticated and effective use of all sentence and paragraph writing conventions were clearly demonstrated.
• Logical application of arguments throughout the paper.
5
Total
50 Structure Here you will be assessed on your ability to form a logical piece of work that contains an introduction, which should inform the reader of the main content of the case study. The main body of the case study should contain a logical and cohesive development of ideas and your ability to sustain logical arguments. Application of critical thinking You will be assessed on your ability to consider the implications of the suggested actions/inactions and the application of theory to practice. You will also be assessed on your ability to support the arguments you put forward with evidence from appropriate literature. Presentation and referencing There is no excuse for deviating from these guidelines as they are available through several links. If you are unsure about referencing, see your lecturer early in the course.
Rubric Case Study Case Study Criteria Ratings
This criterion is linked to a Learning OutcomeIntroduction and Content
20.0 to >16.0 pts
High Distinction (>80%)
Content fully addresses all parts of the assessment item. A thorough exploration of concepts and well-formed ideas supported by high-quality evidence. Able to demonstrate an in-depth understanding of the main concepts. All ideas presented have relevance to the topic.
16.0 to >14.0 pts
Distinction (70-79%)
All parts of the assessment item addressed at a good level and supported by quality evidence. Able to demonstrate a solid understanding of the main concepts. Most ideas presented have relevance to the topic.
14.0 to >12.0 pts
Credit (60-69%)
Most parts of the assessment item addressed at a satisfactory level and supported by adequate evidence. Able to demonstrate an understanding of the main concepts. Most ideas presented have relevance to the topic.
12.0 to >10.0 pts
Pass/Average (50-59%)
Assessment items addressed at a superficial level. Minimal evidence to support main ideas. Able to demonstrate an understanding of the main concepts at a basic level. Some ideas presented have relevance to the topic.
10.0 to >5.5 Below Average (26-49%)
Does not or addresses assessment Insufficient evidence to support main ideas. Unable poorly demonstrates understanding the main ideas concepts. are not relevant the topic. referencing support ideas.
Case Study Criteria Ratings
This criterion is linked to a Learning OutcomeApplication of Critical Thinking
10.0 to >8.0 pts
High Distinction (>80%)
An excellent demonstration of critical thinking appropriate to the level of education. Excellent application of professional practice and/or evidence base to practice in assessment.
8.0 to >7.0 pts
Distinction (70-79%)
Very good demonstration of critical thinking appropriate to the level of education. A very good application of professional practice and/or evidence-based thinking to assessment items.
7.0 to >6.0 pts
Credit (60-69%)
Demonstration of critical thinking appropriate to the level of education. Application of professional practice and/or evidence-based thinking to assessment items.
6.0 to >5.0 pts
Pass/Average (50-59%)
Limited demonstration of critical thinking appropriates to the level of education. Limited application of professional practice and/or evidence-based thinking to assessment items.
5.0 to >Below Average (26-49%)
Poorly demonstrates critical thinking appropriate the required level. Poor application professional practice evidence-thinking assessment items.
Case Study Criteria Ratings
This criterion is linked to a Learning OutcomeStructure and Presentation
10.0 to >8.0 pts
High Distinction (>80%)
All aspects conform to the structure of the assessment item. Excellent introduction of topic and strong summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue. Excellent paragraphing and logical/cohesive development of ideas throughout
8.0 to >7.0 pts
Distinction (70-79%)
Most aspects conform to the structure of the assessment item. A very good introduction of the topic and summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue. Very good paragraphing, and logical/cohesive development of ideas in most of the assessment item.
7.0 to >6.0 pts
Credit (60-69%)
Most aspects conform to the structure of the assessment item. The introduction adequately introduces the topic and summarises key points in the conclusion. Paragraphing is evident, and there is a logical/cohesive development of ideas in some of the assessment item.
6.0 to >5.0 pts
Pass/Average (50-59%)
Some aspects conform to the structure of the assessment item. Limited introduction of topic and summation of key points in the conclusion. Minimal paragraphing, and logical/cohesive development of ideas.
5.0 to >3.0 Below Average (26-49%)
Limited aspects conform structure assessment item. Poor introduction the assessment. Limited paragraphing. Omits or summation key points conclusion. Poorly complies with IHM Assessment Writing Guidelines. Does not specific assessment instructions per Unit Plan
Case Study Criteria Ratings
This criterion is linked to a Learning OutcomeReferencing
5.0 pts
Distinction (70-79%)
Complies with IHM Assessment Writing Guidelines to a very high standard. Follows specific assessment instructions as per the Unit Plan completely. Adheres to instruction in the IHM Referencing Guide. In-text and/or end-text referencing has very few errors.
5.0 to >4.0 pts
High Distinction (>80%)
Complies with IHM Assessment Writing Guidelines to an excellent standard. Follows all specific assessment instructions as per Unit Plan. Completely adheres to all instruction in the IHM Referencing Guide. In text and/or end-text referencing has no errors.
4.0 to >3.0 pts
Credit (60-69%)
Complies with IHM Assessment Writing Guidelines. Follows specific assessment instructions as per Unit Plan. Adheres to instruction in the IHM Referencing Guide. In-text and/or end-text referencing has few errors.
3.0 to >2.5 pts
Pass/Average (50-59%)
Mainly adheres to instruction in the IHM Referencing Guide. In-text and/or end-text referencing has some errors.
2.5 to >Below Average (26-49%)
Referencing poorly follows the instruction the IHM Referencing Guide. In-and/or end-referencing many errors. Includes references conclusion.
This criterion is linked to a Learning OutcomeEnglish Language Proficiency
5.0 to >3.0 pts
High Proficiency
Grammar, spelling and punctuation were error free. Sophisticated and effective use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of arguments throughout paper.
3.0 to >2.5 pts
Moderate Proficiency
Mainly correct grammar, spelling and punctuation evident throughout. The sentence structure was of a high standard.
2.5 to >1.5 pts
Developing Proficiency
Some grammatical spelling and punctuation errors were present and needs improvement. The sentence structure acceptable but needs improvement.
Total Points: 50.0
Case Study:
Mr. John, 75 years male was presented to the hospital at 0900hrs due to chest pain, shortness of breath and weakness. He mentioned there is lot of pain while moving but nil pain while he is at the rest. During the admission he scored his pain 6 out of 10. His son is worried about the pain and his movement. Mr. John is a diabetic patient, but he refuses to eat diabetic food and instead he eats normal food, and this worries his son a lot. He mobilizes with a walking stick and 1 assistance. He is in moderate fall risk, so non-slip socks provided. Diagnosis: CCF (congestive cardiac failure)
Past medical history: Hypertension, Ischemic heart disease, Atrial fibrillation, heart failure with preserved EF, GI bleeding, hypokinesis, type 2 diabetes, left side pleural effusion, hypercholesterolemia and gout.
Examination data general survey: Alert and oriented, anxious, cooperative, well groomed male appears good for the age. Peripheral pulses: All pulses palpable, Bilateral legs swollen and tubigrip applied on both legs, S1 and S2 with no murmurs. Visible pulsation with thoracic heave observed. Neck: Jugular distension and pulsation noted with patient in supine position. Extremities: Dry and warm, no cyanosis, even hair distribution. Height: 175cms, weight: 91.2kgs.
Vital signs:
Respiration: 20 beats per min
Spo2: 98%
Blood pressure: 117/68
Heart rate: 70
Temperature: 36.4
Blood sugar level: 7.8
Ongoing medication:
Allopurinol
Amiodarone
Apixaban
Atorvastatin
Dutasteride
Frusemide
Magmin
Nebirolol
Spironolactone
Management:
Low salt diet
1.2 l fluid restriction
Non-slip socks provided and low bed to prevent falls
Daily weight
Vitals to be checked BD and prior to administration of HTN medications.
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