Care Planning Assignment

Care Planning Assignment

Assessment Task 1 – Written Assignment – Care Planning: Individual Discussion
Description: This assessment is designed to measure your ability to identify and prioritise the most important nursing care issues for a client.
Two theoretical frameworks underpin your assignment: Miller’s Functional Consequences Theory to identify the influences impacting on the older person and their level of function and Levett-Jones’ Clinical Reasoning Cycle as the tool to drive the process of identifying and assessing, implementing and evaluating care. In addition students need to demonstrate how the dignity of the older person is maintained and how the cultural background of the older person is considered, throughout the process of assessment and care provision
Students are required to deconstruct a provided scenario and identify and describe three nursing care priorities with rationale. Then select the top priority (one) to be discussed in further detail .The 50% of the assignment body is to be dedicated to the indepth discussion of the identified care priority.
Due date: Week 6
Weighting: 40%
Length and/or format: 1750 words
Purpose: The purpose of this assessment is to promote both problem solving and nursing care provision, related to a selected clinical scenario.
Learning outcomes assessed: 2, 3, 7, 8
How to submit: Submission of assessments is by the Turnitin Assessment Dropbox in the unit LEO site only. Assessments may not be submitted by email.
Please be aware of the 24 hour lockout period for Turnitin and ensure you allow enough time for reporting and resubmission. Please also be aware if students all try to submit in the final 15 minutes before due time, the system may not
Assessment 1 description and marking rubric Page 1 of 4
accept your assignment on time and you may receive a late penalty. Issues with submission in the final hour before due time will not be considered as extenuating circumstances.
Return of assignment: Marks for the assessment will be published on LEO. Marked assessments will be available online via drop box.
ASSESSMENT CRITERIA: Please see criterion reference rubric on the next page and consult assessment block in LEO for further information.
Assessment 1 description and marking rubric Page 2 of 4
ASSESSMENT TASK ONE – Written Assignment (1750 words)
CARE PLANNING: INDIVIDUAL DISCUSSION
Name: Student Number:
Criteria High Distinction
12.75-15 Distinction
11.25-12.6 Credit
9.75-11.1 Pass
7.5-9.6 Unsatisfactory
7.5 Score
1. Evidence of use of relevant concepts of Miller’s Functional Consequences
Theory of healthy ageing. Sophisticated and insightful use of the
Functional Consequences Theory of Healthy Ageing in developing a nursing care plan for an older adult in the community. Systematic and accurate use of the Functional Consequences Theory of Healthy Ageing in developing a nursing care plan
for an older adult in the community.
Accurate use of the
Functional Consequences Theory of Healthy Ageing in developing a nursing care plan
for an older adult in the community.
Adequate use of the
Functional Consequences Theory of Healthy Ageing in developing a nursing care plan
for an older adult in the community.
Limited or insufficient use of the Care Planning Assignment
Functional Consequences Theory of Healthy Ageing in developing a nursing care plan for an older adult in the community.
/15
2. Demonstration of understanding and utilising a clinical decision making framework. 12.75-15 11.25-12.6 9.75-11.1 7.5-9.6 7.5
Sophisticated and
insightful use of the eight phases of the Levett- Jones Clinic al Reasoning Framework. Clear and accurate us e of the eight phases of the Levett- Jones
Clinic al Reasoning Framework. Well-developed use of the
Levett-Jones Clinical
Reasoning Framework, Adequate but limited use of the Levett-Jones Clinical Reasoning Framework. There is an attempt to use the LevettJones Clinical Reasoning Framework; however, the eight steps are used inaccurately or inappropriately. Little or no demonstration of using the Levett-Jones Clinical Reasoning Framework.
Inappropriate nursing care is identified for the chosen care priorities. /15
3. Demonstrates the ability to problemsolve care issues and provide a comprehensive plan for person-centred nursing taking into account the client’s choice, dignity, and cultural considerations if necessary. –42.5-50 37.5-42 32.5-37 25-32 25
Sophisticated and insightful discussion of the most relevant and effective person-centred care planning, with strong and consistent evidence of a systematic approach to the development of the chosen nursing care priority.
Exceptional demonstration of ethical consideration for patient’s dignity, choice and culture.
Thorough and accurate discussion of the most relevant and effective personcentred care planning, with strong evidence of a systematic approach to the development of the chosen nursing care priority. Sound demonstration of ethical consideration for patient’s dignity, choice and culture. Accurate discussion of some relevant and effective person-centred care planning, with clear evidence of a systematic approach to the development of the chosen nursing care priority. Mostly sound demonstration of ethical consideration for patient’s dignity, choice and culture.
Adequate discussion of some relevant personcentred care planning, evidence of a systematic approach to the development of the chosen nursing care priority.
Adequate demonstration of ethical consideration for patient’s dignity, choice and culture. Inadequate or inaccurate discussion of nursing care provision.
Limited demonstration of personcentre care, with little or no evidence of a systematic approach to the development of the chosen nursing care priority.
.
Limited/little or no demonstration of ethical consideration for patient’s dignity, choice and culture.
/50
Assessment 1 description and marking rubric Page 3 of 4
4. Presentation,
Structure and Written
Communication
8.5-10 7.5-8.4 6.5-7.4 5.0-6.4 5
Clear informative introduction, followed by body of essay, with a clear,
rational conclusion. All paragraphs are organised in a logical manner so that content flows from one paragraph to the next. Exceptional skills in use of academic language, flawless spelling and grammar. Correct word count +/- 10%.
Clear informative introduction, followed by body of essay, with a clear, rational conclusion.
Most paragraphs are organised in a logical manner so that content flows from one paragraph to the next.
Highly accomplished skills in use of academic language, with minimal spelling or grammatical errors evident.
Correct word count +/- 10%.
Mostly clear introduction with some information missing, followed by the body of essay, with a rational conclusion, but content within the body and within paragraphs is occasionally illogically sequenced.
Competent skills in use of academic language, with few spelling and grammatical errors evident.
Correct word count +/- 10%.
Introduction provided but some information missing, followed by the body of the essay, with an attempt at a conclusion, but content within the body and within paragraphs is frequently illogically sequenced.
Adequate use of academic language, some spelling and grammatical errors evident but meaning is discernible. Correct word count +/- 10%.
There is no clear introduction, body and conclusion (i.e. no evidence of introduction or conclusion paragraph). There is limited sequencing (i.e. limited or no distinct paragraphs).
No conclusion or conclusion introduces new content
Limited or insufficient skills in written communication. Poor use of academic language, poor spelling, grammar, and punctuation. Meaning difficult to discern.
Word count is either over or under the word limit of +/- 10%.
/10
8.5-10 7.5-8.4 6.5-7.4 5.0-6.4 5
5. Literature Sources and Referencing Evidence of extensive reading, and use of the most current, relevant and creditable evidence-based research.
Exceptional and correct use of APA style for all citations and references.
Evidence of wide range of reading, and use of good current, relevant and creditable evidence-based research.
Correct use of APA style for most citations and references.
Evidence of range of reading, and use of some current, relevant and credible evidence-based research. Use of largely correct APA style for some citations and references.
Evidence of adequate reading, but use of few acceptable current, relevant and credible sources of evidence-based research. Adequate use of APA style with some inaccuracies of style.
Evidence of a narrow range of reading, and use of limited current, relevant and credible evidence-based literature (i.e. commercial websites).
Significant errors of APA style or insufficient use of academic referencing to adequately identify sources.
/10
COMMENTS: TOTAL: /100
ASSESSOR NAME: DATE:
Assessment 1 description and marking rubric Page 4 of 4
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Case Study:
NRSG 259 Semester One 2017
Scenario for Assessment One
Mrs Barbara Green
Mrs. Barbara Green is an 89-year-old woman who migrated to Australia from Germany 40 years ago. Barbara is a retired primary-school teacher and lives alone in a single-storey house. Barbara was married to Henry who was in the Royal Australian Navy; however he died of lung cancer two years ago. Barbara has a son Dominik from a previous marriage. He lives in Germany with his family and visits Barbara regularly. Henry‘s daughter from previous marriage, Tracy and his extended family live throughout Australia but keep in contact and visit regularly.
Barbara retired twenty four years ago, at the same time Henry retired from the Navy. The couple spent their time together traveling around the world and volunteering at the local St Vincent de Paul shop. They participated actively in their local Catholic Church, organising fundraising activities. They were also very active members of the German Association. Barbara is fluent in both written and spoken English and German. She speaks with a strong German accent and sometimes people ask her to repeat herself.
Barbara’s health has been slowly deteriorating over the last two years, forcing her to limit her level of activities. Last year, Dominik and his family visited Barbara. They wanted her to return to Germany with them so he and his family could be close to her, but Barbara decided not to leave her home. She was grateful to her son and family for the offer though. Henry’s daughter Tracy has kept in touch with Barbara since Henry died and visits every three months with daily phone calls.
Barbara’s medical history is as follows:
? Dry macular degeneration
? Hypothyroidism
? Rheumatoid arthritis
? Osteoarthritis.
Recently, Barbara has stopped driving due to her diagnosis of macular degeneration. She rarely leaves the house due to altered mobility and has lost physical contact with both friends and members of the German Association. Barbara’s house is unusually unkempt and the cupboards have minimal amounts of food consisting of some tins of soup and baked beans.
Barbara feels very connected to her community and wants to stay in her own home. She realises that in order to do this, she may need help. Barbara feels she is already too much of a burden on Tracy and her family. Barbara’s local doctor is concerned that she is not eating properly, is losing weight and becoming too isolated.
Barbara has been referred by her GP to the local community health centre for assessment and review. The referral letter from her GP states the following symptoms:
? Joint stiffness.
? Swollen feet and enlarged joints.
? Painful joints particularly, her knee, hip, fingers and back.
? Limited joint movement.
? Constipation
? Occasional dizziness
? Vision deficit
? Non-significant recent weight loss
? Patient states adherence to medications but it is suspected she may forget or skip doses when she is in pain
Medications:
? Slow release Paracetamol 665 mg tab ii 3 times a day
? Ibuprofen 400 mg three times a day
? Thyroxine 150 mcg daily
? Hydroxychloroquine 200mg daily
You work at the local community health centre as a Registered Nurse and are assigned to manage Barbara’s assessment and care in her home.

 

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