FACULTY OF HEALTH SCIENCES School of Nursing, Midwifery and Paramedicine Brisbane SEMESTER 1, 2013 NRSG 366: Partnerships in Chronicity UNIT OUTLINE Credit points: 10 Prerequisites: Foundation Year units (or equivalent) Corequisites: Nil It is your responsibility as a student to ensure that you have the prerequisites or corequisites for a particular unit. You may not enrol in this unit if you have previously passed, or are currently enrolled in, any unit identified as incompatible with this unit. If you do not meet these requirements, then you must see your Course Coordinator. Lecturer in Charge: Dr Jenneke Foottit Office location: EB -23 Email:
[email protected] Telephone: 07 3623 7670 Contact me: via Email Description: This nursing theory unit will enable students to plan and implement safe and effective strategies for meeting the needs of individuals, families and communities affected by chronic illness and/or disability. The unit will further develop students’ knowledge relating to collaborative care and the concept of partnerships in the planning and implementation of care. Students will explore the pathophysiological, psychological and spiritual impact of chronic health problems, and/or disability. National Health Priority chronic conditions of diabetes mellitus and kidney disease will be the foci of inquirybased learning. Page 2 of 29 Teaching team: Mode/attendance pattern: Lectures and Tutorials – Face-to-face classes Duration: 10 week-semester or equivalent in intensive block mode. You should anticipate undertaking 150 hours of study for this unit, including class attendance, readings and assignment preparation. LEARNING OUTCOMES The Bachelor of Nursing course is a professional program that requires development of particular attributes for accreditation purposes. These are also included in the Learning Outcomes. On successful completion of this unit, you should be able to: 1. Analyse the impact of chronic illness and disability on the individual, family and community; 2. Integrate collaborative care into the planning, implementation and evaluation of evidence-based, person-centred nursing care; (GA 7) 3. Plan care that takes account of religious and cultural responses to chronic illness; (GA 1) 4. Reflect critically on the ethical, psychological and legal issues related to respecting ‘patient’ choices in chronic illness; (GA 3,4) 5. Integrate strategies for fulfilling needs for support, coping skills, autonomy and control for individuals and families; 6. Apply knowledge of underlying pathophysiological processes in selected chronic illnesses to identify and address health problems; 7. Apply the principles of quality use of medicines in relation to chronic disease. Name Email Room number as applicable Dr Jenneke Foottit
[email protected] EB-23 Dr Winnie Wu
[email protected] EB-25 Karen Honan
[email protected] N/A Paramjit Kaur
[email protected] N/A Calaegh Robertson
[email protected] N/A Page 3 of 29 Australian Nurses’ and Midwifery Council Competency Standards for the Registered Nurse developed in this unit are: ANMC Competency Standards Learning Outcomes: Professional Practice 1, 4, 5, 6, 9 Critical Thinking and Analysis 1, 2, 3, 4, 5, 6, 9 Provision and Coordination of Care 1, 2, 3, 4, 5, 6, 8, Collaborative and Therapeutic Practice 2, 3, 4, 7, GRADUATE ATTRIBUTES Each unit in your course contributes in some way to the development of the ACU Graduate Attributes which you should demonstrate by the time you complete your course. You can view the ACU Graduate Attributes for all courses at http://www.acu.edu.au/204356 All Australian universities have their expected Graduate Attributes – ACU’s Graduate Attributes have a greater emphasis on ethical behaviour and community responsibility than those of many other universities. All of your units will enable you to develop some attributes. On successful completion of this unit, you should have developed your ability to: GA1 demonstrate respect for the dignity of each individual and for human diversity GA3 apply ethical perspectives in informed decision making GA4 think critically and reflectively GA7 work both autonomously and collaboratively CONTENT Topics will include: New Content: Chronic Illness in Australia ? Chronic illness, chronic disease and chronicity ? Impact of chronic illness across the lifespan ? Physical, psycho-social cultural and spiritual impact of chronic illness and disability; ? Diabetes mellitus (aetiology, pathophysiology, prevalence) ? Chronic kidney disease (aetiology, pathophysiology, prevalence) ? Chronic illness and Aboriginal and Torres Strait Islander peoples ? Common chronic neurological conditions (eg Parkinsons Disease, Epilepsy) Living with Chronic Illness ? Illness trajectories ? Adjustment to / coping with chronic illness ? Constructs of powerlessness: ? Strategies for fulfilling needs of: o Learning o Autonomy Page 4 of 29 o Coping o Support o Control (individuals and families) ? Quality of life Therapeutic Partnerships ? Redefining “care” o Models of care (acute versus chronic) o Collaborative care o ‘Whole-of-life’ approach to the delivery of care o Facilitating self-management of illness management o Facilitating behaviour change o Care in the community / Case management o Resource identification and access (HARP / Chronic community rehabilitation) o Resource planning and evaluation ? Communication o Learning theories o Learning and control ? Interdisciplinary team o Working in partnership (relating to case management) Assessment ? Pain (chronic versus acute) ? Chronic pain management (see pharmacology) Pharmacology ? Quality use of medicines in relation to chronic disease ? Diabetes ? Renal ? Neurological Content Extended: Chronic Illness in Australia ? National Chronic Disease Strategy (Department of Health and Ageing 2008) ? National Health Priorities Living with Chronic Illness ? Stigma and stereotyping ? Coping resources ? Impact on family ? Infinite grief / chronic sorrow ? Community support services Therapeutic Partnerships ? Developing therapeutic partnerships o Individual, family, society o Support groups / not-for-profits o Professional boundaries ? Communication o Communication and trust o Active listening Page 5 of 29 ? Interdisciplinary team o Members o Roles o Referrals Assessment ? Individual (resilience) ? Family (resilience) Pharmacology ? Strategies for pain management and symptom control ? Pain Pathophysiology ? Endocrine (pancreatic) function ? Glucose metabolism / action ? Aetiology of diabetes mellitus ? Pathophysiology of chronic diabetes ? Clinical manifestations (incl. complications) ? Investigations ? Management options (pharmacological / non-pharmacological) ? Acute management of hypo/hyperglycaemia, HONK, DKA ? Selected neurological conditions Spirituality ? Spirituality and connection ? Spirituality, religion and ritual ? Spirituality, belief and self-concept ? Finding meaning in suffering ? Hope ? The nurse’s role in caring for the whole being Ethical and Legal Aspects of Practice ? Resource allocation for individuals: o Who may be non-compliance with treatment? o Who may be involved in risk-taking behaviours? o For whom the outcome may be poor ? With-holding treatment ? Refusal of treatment ? Advanced care directives ? Not for resuscitation orders Content Integrated and Consolidated: ? Documentation ? Medication administration ? Mental health theory Page 6 of 29 QUALITY ASSURANCE AND STUDENT FEEDBACK This unit has been evaluated through the ‘Student Evaluation of Unit’ (SEU) online surveys. Changes to the unit as a result of feedback include updating of readings, a change to the recommended texts, as well as a review of tutorial structure within the IBL framework used by the School of Nursing, Midwifery and Paramedicine. SEU surveys are usually conducted at the end of the teaching period. Your practical and constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the SEU survey for the unit. You can also provide feedback at other times to the unit lecturers, course coordinators and/or through student representatives. SCHEDULE It is expected that each student will work through the provided activities and resources throughout the semester so as to maximise their learning within this unit. Study schedule For the most up-to-date information, please check your LEO unit and also note advice from your lecturing and tutoring staff for changes to this schedule. Week Resource Session (1 x 1 hr) Tutorial (1 x 2 hr) 1 ? Overview of unit ? Review of assessments ? Structure and focus of unit ? Concepts of IBL and concepts of chronic disease management and approaches to care ? Review of older person pathophysiology ? Overview of unit ? Structure and function of groups ? Case Scenario Overview and group work 2 ? Normal renal pathophysiology ? Pathohysiology of renal disease/failure ? Pharmacological implications of renal failure Group work on case scenario with facilitator 3 ? Issues related to cultural traditions and health care ? Consolidation of impact of disease issues ? Summary of issues identified in tutorials ? Complexity of common disease and interrelationships between disease. ? Lifestyle choices and impact on functional capacity. ? Group work on case scenario with facilitator 4 ? Focus on disease process, impact on person and implications for function and levels of independence ? Exploration of issues related to diagnosis and perspectives on disease. ? Meanings of disease, impact on person, family, role and function Group work on case scenario with facilitator and summary of scenario issues Assessment 1 due this week 5 ? Pathophysiology of neurological diseases - epilepsy ? Treatment Options ? Pharmacological implications of treatment options ? Summary of issues identified in tutorials Group work on case scenario with facilitator and summary of scenario issues Page 7 of 29 UAVC WEEK 6 ? Role of the nurse within the broader community context ? Implications for practice ? Role boundaries and practice delineation Group work on case scenario with facilitator and summary of scenario issues 7 ? Scenario Overview ? Focus on disease process, impact on person and implications for function and levels of independence Group work on case scenario with facilitator Assessment Two due this week 8 ? Pathophysiology of neurological diseases – multiple sclerosis ? Treatment Options ? Pharmacological implications of treatment options Group work on case scenario with facilitator 9 ? Summary of issues raised in tutorials ? Meanings of disease, impact on person, family, role and function Group work on case scenario with facilitator and summary of scenario issues 10 ? Overview of unit ? Summary of Issues ? Examination Discussion Group work on case scenario with facilitator and summary of scenario issues Exams ? Written Examinations Commence Attendance requirements of unit Attendance at all lectures and tutorials is expected. An attendance record of all tutorial classes will be recorded and a minimum of 80% of tutorial classes is mandatory. Reasons why attendance is required In tutorials, you will be interacting with other students and developing skills which you will use in your professional/clinical experience. Students who attend less than 80% of tutorials are at risk of not developing these essential skills. Therefore, it is a requirement you attend a minimum of 80% of tutorial classes. Procedures to follow should a student fail to attend 80% of classes due to illness and/or personal circumstances beyond their control 1. You must contact your Lecturer-in-Charge when you know you have breached the 80% minimum requirement for tutorials. 2. You must also provide written evidence of why you were unable to attend (sick certificate, letter from a health professional on letterhead or a Statutory Declaration) to the Lecturer-in-Charge (LIC). 3. Your Lecturer-in-Charge will then provide you with a written learning activity which you will be required to submit on a specified date prior to the commencement of exam week. Page 8 of 29 Consequence for not meeting 80% attendance requirements of unit 1. Failure to provide written evidence of the reason for your non-attendance and/or failure to submit the written learning activity by the due date will result in a Fail grade for this unit. 2. Non attendance of more than 40% of all tutorial sessions (even with documentary evidence) will result in a Fail grade for the unit. In such instances you are advised to apply for “RE Re-credit of Student Learning Entitlement (SLE) and Refund of Fees in Special Circumstances” http://www.acu.edu.au/__data/assets/pdf_file/0007/117457/RE_Form_-_20120921.pdf ASSESSMENT In order to pass this unit, you are required to complete and submit all pieces of assessment and attain a total mark of 50% across all pieces of assessment. The assessment tasks for this unit are designed for you to demonstrate your achievement of each learning outcome. Assessment Tasks Due Date Weighting Learning outcome/s assessed Graduate Attributes assessed Individual Case Study 22nd March 12.00 MD 40% 1, 2, 3, 4, 5, 6, 7 1,3,4,7 Group work 19th April 2013 12.00 MD 20% 1, 2, 5 1,3,4,7 Written Exam (2 hours) University Examination Period 40% 2, 3, 6, 7 1,3,4,7 Assignment 1 This assessment is written discussion also utilising a concept map to identify and prioritise the clinical issues identified within the clinical scenario. Due date: 22nd March 2013 12.00 MD Weighting: 40% Length and/or format: 1400 words (discussion paper) Purpose: The purpose of this assessment is to undertake a holistic and comprehensive client assessment, demonstrating the ability to prioritise health issues within a client’s situation. Learning outcomes assessed: 1, 2, 3, 4, 5, 6 and 7 How to submit: This assessment is to be submitted in hard copy at the Assignment Submission Boxes. Page 9 of 29 Return of assignment: Marks for the assessment will be published on LEO. Marked assessments will be available from Nursing Reception desk. Assessment criteria: Marking will be undertaken using a detailed rubric – see Appendix 1. Assignment 2 This assessment focuses on participation in group discussions and the written discussion of an identified element within a clinical scenario. Due date: 19th April 2013 12.00 MD Weighting: 20% Length and/or format: Equivalent to 600 words Purpose: The purpose of this assessment is to undertake an assessment of a clinical scenario, demonstrating and consolidating both assessment and problem solving skills. This assessment provides the opportunity to undertake an evidence based approach to the prioritisation and provision of client care in the community setting. Learning outcomes assessed: 1, 3, 4 and 7. How to submit: This assessment is to be submitted in hard copy at the Assignment Submission Boxes. Return of assignment: Marks for the assessment will be published on LEO. Marked assessments will be available from the Nursing Reception desk. . Assessment criteria: Marking will be undertaken using a detailed rubric – see Appendix 2 REFERENCING This unit requires you to use the APA referencing system. See the ‘Academic referencing’ page from the Office of Student Success (http://students.acu.edu.au/372091) for more details. ACU POLICIES AND REGULATIONS It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, which is available in the Library or on the ACU website at http://www.acu.edu.au/142401 The Unit Outline Resources page (http://students.acu.edu.au/241467) is a good starting point. Page 10 of 29 Assessment Policy and Procedures You must read the Assessment Policy and Assessment Procedures in the University Handbook: they include rules on deadlines; penalties for late submission; extensions; and special consideration (http://students.acu.edu.au/429796). If you have any queries on Assessment Policy, please see your Lecturer in Charge. Grading Descriptors for the unit are detailed in section 7 of the Academic Regulations (available at http://students.acu.edu.au/430029). Academic integrity You have the responsibility to submit only work which is your own, or which properly acknowledges the thoughts, ideas, findings and/or work of others. The Framework for Academic Integrity and the Academic Honesty Policy are available at http://students.acu.edu.au/343665. Please read them, and note in particular that plagiarism, collusion and recycling of assignments are not acceptable. Penalties for academic dishonesty can vary in severity, and can include being excluded from the course. STUDENT SUPPORT If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a disability/medical condition which may impact on your studies, you are advised to notify your Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible. For all aspects of support please contact the Office of Student Success. ? Academic Skills offers a variety of services, including workshops (on topics such as assignment writing, time management, reading strategies, referencing), drop-in sessions, group appointments and individual consultations. It has a 24-hour online booking system for individual or group consultations. ? Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be involved with community projects. ? The Career Development Service can assist you with finding employment, preparing a resume and employment application and preparing for interviews. ? The Counselling Service is a free, voluntary, confidential and non-judgmental service open to all students and staffed by qualified social workers or registered psychologists. ? Equity and Disability can assist you if you need educational adjustments because of a disability or chronic medical condition; please contact them as early as possible. ? Indigenous Units on each campus provide information and support for students. The Unit Outline Resources web page (http://students.acu.edu.au/241467) provides links for each service. Page 11 of 29 ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS The LEO page for this unit contains further readings/ discussion forums. In addition, for this unit you will be required to use the following technologies: ? Online submission of assessments ? Turn It In for assessment review TEXTS AND REFERENCES: Required text(s) There are no required texts for this unit. Recommended references Hunter, S. (2012). Miller’s Nursing for wellness in older adults, Wolters Kluwer/ Lippincott, Williams and Wilkins Any comprehensive anatomy and physiology textbook. Further references Australian Nursing and Midwifery Council (2006). ANMC National competency standards for the registered nurse (4thed.). Australian Nursing and Midwifery Council. Brown, P. (2010). Health care of the older adult: an Australian and New Zealand perspective, Warriewood, Woodslane Publishing. Bryant, B., & Knights, K. (2011). Pharmacology for health professionals (3rded.). Sydney: Mosby Elsevier. Bullock, S., Manias, E., & Galbraith, A. (2011). Fundamentals of pharmacology (6thed.). Sydney: Pearson. Chang, E., and Johnson, A. (2008). Chronic illness and disability. Principles for nursing practice. Sydney: Elsevier. Forrester, K., & Griffiths, D. (2010). Essentials of law for health professionals (3rd ed). Sydney: Elsevier Australia. Lee, G., & Bishop, P. (2010). Microbiology and infection control for health professionals (4thed.). Frenchs Forest, NSW: Prentice Hall. Lubkin, I., & Larsen, P. (Eds) (2013). Chronic Illness: Impact and intervantions (8th ed.) Burlington Ma.: Jones & Bartlett. Page 12 of 29 McCance, K., Heuther, S., Brashers, V., & Rote, N. (2010). Pathophysiology: The biologic basis for disease in adults and children (6th ed.). St. Louis: Mosby Elsevier. McKenna, L., & Mirkov, S. (2010). Australia New Zealand nursing & midwifery drug handbook (5th ed.). Broadway, N.S.W: Wolter Kluwer/ Lippincott Williams & Wilkins. Porth, C.M. (2011). Essentials of pathophysiology. Concepts of altered health states (3rded.). Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. Pink, B., & Allbon, P. (2008). The health and welfare of Australia’s Aboriginal and Torres Strait Islander peoples. ABS Catalogue No. 4704.0. AIHW Catalogue No. IHW 21. Belconnen, ACT: Australian Bureau of Statistics. Diabetes Australia. http://www.diabetesaustralia.com.au/ Kidney Health Australia. http://www.kidney.org.au/ Page 13 of 29 Tutorial Group Work Guidelines Introduction The Tutorial Group Work Guidelines are designed to provide guidance for students working in groups in this Unit. It outlines the expectations of the School of Nursing, Midwifery & Paramedicine in relation to learning collaboratively especially when using the Inquiry Based Learning process and developing well functioning teams. The contract has three parts: the Tutorial Group Agreement; IBL Tutorial Working Sheet; and Tutorial Group Work Log Book: PART1:TUTORIAL GROUP AGREEMENT The Tutorial Group Agreement is the most important aspect of the contract.The Agreement outlines the Facilitator (Tutor) rules that apply to all students in each and every tutorial, as well as specific Group Rules that student groups agree upon. Itincludes a space for students’ signed declaration to abide by these rules.The Agreement also provides guidance for high performing teams and dealing with issues. PART 2: IBL TUTORIAL WORKING SHEET The aim of the IBL Tutorial Working Sheet is to assist your clinical reasoning and critical thinking especially when considering case ‘Triggers’:facts; learning issues; and resources . PART 3: TUTORIAL GROUP WORK LOG BOOK The Tutorial Group Work Log Book provides a record of ‘who does what’?It is a way of promoting accountability and equitable sharing of roles and tasks (e.g. who covers which IBL learning issue). It acts as an aid for students to develop teamwork skills. Page 14 of 29 Part 1: Tutorial Group Agreement Unit Code & Name __________________Group Name: __________________ Tutor Name: __________________ Tutorial Day & Time: __________________ GROUP DETAILS: Group Member Name Email Address Role/ Strength Group Rules: As a group identify the rules of operation for your group that do not include those identified in “Tutor Rules”.For example; how often you will meet as a group, how you will communicate, the rotation of group roles (e.g. IBL chairperson, scribe etc.). See working in groups tip sheet attached. 1. 2. 3. 4. 5. 6. Page 15 of 29 Tutor Rules: The following rules apply to all students and every group in this tutorial. 1. Respect and value each group member’s input. 2. Each group member should complete agreed work each week 3. Share completed work with the group 4. Be prepared to report back to the whole IBL tutorial group (with references) 5. Post on LEO IBL discussion forum each week 6. Address group concerns as they occur Dealing with an issue. 1. See characteristics of high performing teams attached. 2. Clearly identify the issue. Here are some common examples: -“My group are not sharing their work” -“A group member is not completing the allocated learning outcomes” -“I don’t feel comfortable communicating in my group” -“A group member is not responding to my emails or posting on LEO” 3. Address the issueby taking the following steps: a. The group discusses this within one week of the problem being identified b. Discuss generic concerns with your group (don’t point the finger) c. Seek advice from your tutor d. Seek advice from your LIC if unresolved 4. Agree on a resolution. Group Declaration I agree to participate openly, abide by our group rules and address concerns as they occur to promote optimal group functioning, learning and the production of our group assessment task. Group Member Name Signature Date Page 16 of 29 Characteristics of High Performing Teams Team Criteria 1 2 3 Team Goals Unclear on team goals Understand team goals Understand link between team goals and IBL Roles Not clear on my role in the team Know my role as part of the team Understand roles of all team members Group agreement We don’t have a group agreement/ group rules Some rules established, mainly followed during meetings We always follow the group agreement, in all of our interactions Tools, resources, physical settings These things hindered our productivity These things allow us to meet most of our team goals/ get the work done These things assist us in meeting and exceeding our team goals Team Meetings A waste of time Regular meetings- are generally useful Excellent forum for sharing information and solving issues Conflict Conflict is usually ignored Some conflict is managed by the leader All team members help to manage conflict Valuing Differences Differences are ignored or not valued Usually understand & work with differences Capitalise on differences to create better solutions for all Feedback There is little sharing of feedback within the group There is some sharing of feedback within the group There is regular positive and negative constructive feedback within the group Follow-through Action items and delegated duties are rarely completed Action items and delegated duties are mostly completed Action items and delegated duties are consistently completed Ref: Adapted from “ACU Advancing Your Management Skills” handbook,by N van de Graaff. Instructions for Use Throughout the semester as a group, each fortnight consult this grid and evaluate your group processes. Page 17 of 29 Rate your team in terms of each of the criteria-from 1 to 3. Record your score on the Group Work Log Book. High performing teams tend to carry out practices as defined in rating 3. If you are performing at level 2 or 3 continue as usual. If you are performing below level 2 discuss what the group can do to help the team progress toward becoming a higher performing team. It would be useful to consider if you are adhering to the group and tutor rules and whether these need amendment. If the group is performing below level 2 you will also need to address the issues (see Dealing with an issue). Page 18 of 29 Part 2: IBL Tutorial Working Sheet Unit Code & Name __________________ Group Name: __________________ Tutor Name: __________________ Tutorial Day & Time: __________________ FACTS: what we know: FACTS: what don’t we know? Page 19 of 29 FACTS: what do we need to know in this situation? Questions/Learning issue/s identified Remember to post your summary/answer on LEO! RESOURCES: The following section can be utilised to identify resources/texts/web pages etc that you source in answering your question Page 20 of 29 Resource & reference Summary of information Page 21 of 29 You can use the following table to help you evaluate your resources and data with regard to evidence based practice (EBP) that you find in answering your question/s. Name of Source Year of publication Genre Author’s purpose Page 22 of 29 Author’s authority Basis and foundation of information (e.g. empirical) Types of evidence used Reliability ranking Reason for ranking Page 23 of 29 Part 3: Tutorial Group Work Log Book Unit Code & Name __________________ Group Name: __________________ Tutor Name: __________________ Tutorial Day & Time: __________________ Tutorial Week Tasks Allocated i.e. IBL Group Leader, scribe, learning issue. Group Member Team/Group performance results (score 1-3) Completion date & (group member) initials 1. 2. 3. 4. Page 24 of 29 5. 6. 7. 8. 9. 10. Page 25 of 29 Appendix 1 NRSG 366: Partnerships in Chronicity ASSESSMENT TASK 1: Individual Essay Marking Criteria Weighting: 40 % Name: ___________________________________________________________ Student Number: ___________________________________________________________ Section HIGH DISTINCTION DISTINCTION CREDIT PASS UNSATISFACTORY SCORE Introduction & Conclusion 4.25 - 5 3.5 – 4.24 3.25 – 3.4 2.5 – 3.24 0 – 2.4 ? Effectively introduces the essay’s theme and topics with a clear and logical sequence. ? Conclusion provides a clear and concise summary of the essay content. ? Effectively introduces the essay’s theme and topics with some minor errors ? Conclusion overall is clear with a small lack of clarity and presents a concise summary of the essay content. ? Introduces the essay’s themes and topics and attempts to provide a logical sequence. ? Conclusion adequately summarises the content. ? Attempts to introduce the essay’s themes and topics, frequently lacking logical sequence. ? Draws some conclusion that is not supported by the content. ? Ineffective in introducing the essay and the themes, no logical sequence. ? Fails to conclude and summarise the content of the essay. /5 Issue Identification 4.25 - 5 3.5 – 4.24 3.25 – 3.4 2.5 – 3.24 0 – 2.4 ? Concept map identifies issues that are clearly related to the case study with a comprehensive discussion identifying and linking to all holistic domains. ? Concept map identifies issues that are linked to the case study with good discussion identifying and highlighting holistic domains. ? Concept map identifies issues that have some link to the case study with some identification of and linking to the holistic domains. ? Concept map identifies issues that have a weak link to the case study and a limited connection to holistic domains. ? Concept map identifies issues that are not linked to the case study and have no demonstrated link to the holistic domains. /5 Care Provision 17 - 20 15 – 16.5 13 – 14.5 10 – 12.5 0 – 9.5 ? Comprehensive discussion that links issues to impact on person and their level of function in the community setting. ? Strongly identifies link between issue, level of function and relevant nursing care. ? Provides a comprehensive discussion of the care required providing evidence of wide reading. ? Demonstrates a high level of ethical consideration as a background to the care provision process. ? Broad discussion that links issues to impact on person and their level of function in the community setting. ? Good identification of linking between issue, level of function and relevant nursing care. ? Provides a broad discussion of the care required providing good evidence of a range of reading. ? Demonstrates a level of ethical consideration as a background to the care provision process ? Broad discussion that links issues to impact on person and their level of function in the community setting. ? Identification of linking between issue, level of function and relevant nursing care. ? Provides a discussion of the care required providing some evidence of a range of reading. ? Demonstrates some ethical consideration as a background to the care provision process ? Discussion that links some highlighted issues to impact on person and their level of function in the community setting. ? Limited identification of linking between issue, level of function and relevant nursing care. ? Discussion of the care required provides limited evidence of a range of reading. ? Demonstrates some ethical consideration as a background to the care provision process ? Discussion does not highlight issues and impact on person and their level of function in the community setting. ? Little or no identification of linking between issue, level of function and relevant nursing care. ? Discussion of the care required provides no evidence of a range of reading. ? Demonstrates no ethical consideration as a background to the care provision process /20 Page 26 of 29 Critical Analysis 12.75 - 15 11.25 - 12.7 9.75 – 11.2 7.5 – 9.7 0 – 7.4 ? Analysis of complexity of care provision is comprehensive demonstrating a high level of critical reflection on practice ? Provides evidence of consideration of issues from multiple perspectives. ? Includes a broad range of strategies for care evaluation as an integral part of care provision. ? Analysis of complexity of care provision is evident demonstrating a level of critical reflection on practice ? Provides some evidence of consideration of issues from multiple perspectives. ? Provides some strategies for care evaluation as part of care provision. ? Some analysis of complexity of care provision is somewhat evident in discussion ? Evidence of consideration of issues from a range of perspectives. ? Limited discussion of care evaluation as a part of care provision. ? Limited analysis of complexity of care provision is evident in discussion ? Provides some evidence of consideration of issues from a limited number of perspectives. ? Provides evidence including care evaluation within discussion. ? Little or no analysis of complexity of care provision is evident in discussion ? Limited or no evidence of consideration of issues from a number of perspectives. ? Provides no evidence of including care evaluation within discussion. /15 Grammar, Spelling and Punctuation 4.25 - 5 3.5 – 4.24 3.25 – 3.4 2.5 – 3.24 0 – 2.4 ? Author makes no errors in grammar, spelling or punctuation that distract the reader from the content or flow. ? Author makes 1 - 2 errors in grammar, spelling or punctuation that distract the reader from the content and interrupt the flow. ? Author makes 3 - 4 errors in grammar, spelling or punctuation that distract the reader from the content and interrupt th flow. ? Author makes 4-8 plus errors in grammar, spelling or punctuation that distract the reader from the content and interrupt the flow. ? 8 plus errors in grammar, spelling or punctuation that distract the reader from the content. Not of an academic standard. /5 Sentence/ Paragraph Structure 4.25 - 5 3.5 – 4.24 3.25 – 3.4 2.5 – 3.24 0 – 2.4 ? Sentences are well constructed with varied structure. All paragraphs include introductory sentence, explanations or details and concluding sentence. ? Most sentences are well constructed and there is some varied sentence structure in the essay. Most paragraphs include introductory sentence, explanations or details, and concluding sentence ? Most sentences have a logical structure, but there is no variation in structure. Paragraphs include related information and were typically well construction but lacked variation ? Most sentences are poorly constructed. Paragraphing structured was not clear and sentences were not typically related within paragraphs. ? Sentence and paragraph structure is lacking or could not be determined. Not at academic/professional standard. /5 Referencing 4.25 - 5 3.5 – 4.24 3.25 – 3.4 2.5 – 3.24 0 – 2.4 ? All sources used to support discussion are of a high academic standard and credible. ? Intext citations and reference list are correct and use APA style. ? Use of a extensive range of relevant evidencebased and authoritative resources (journal articles, websites and textbooks) ? All sources used to support discussion are of academic standard and credible. ? Intext citations and reference list are predominantly correct and use APA style. ? Use of a wide range of relevant evidence-based and authoritative resources (journal articles, websites and textbooks) ? Most sources used to support discussion are of an acceptable academic standard and credible. ? Most intext citations and reference list entries are predominantly correct and use APA style. ? Use of a range of relevant authoritative resources (journal articles, websites and textbooks) ? Sources used to support discussion are of an acceptable academic standard ? Intext citations and reference list entries are predominantly correct and use APA style. ? Use of a range of relevant resources (journal articles, websites and textbooks) ? Sources used to support discussion are of an acceptable academic standard ? Intext citations and reference list entries are not correct/ do not use APA style. ? Limited range of resources used ? Use of unauthoritative references (eg. Wikipedia). /5 GRADE: TOTAL SCORE: /60 COMMENTS LECTURER NAME AND SIGNATURE Page 27 of 29 Appendix 2 NRSG 366: Partnerships in Chronicity Assessment Task 2: Individual Essay Marking Criteria Weighting: 20 % Name: ___________________ Student Number: _____________________ Section HIGH DISTINCTION DISTINCTION CREDIT PASS UNSATISFACTORY SCORE Introduction & Conclusion 4.25 - 5 3.5 – 4.24 3.25 – 3.4 2.5 – 3.24 0 – 2.4 ? Effectively introduces the essay’s theme and topics with a clear and logical sequence. ? Conclusion provides a clear and concise summary of the essay content. ? Effectively introduces the essay’s theme and topics with some minor errors ? Conclusion overall is clear with a small lack of clarity and presents a concise summary of the essay content. ? Introduces the essay’s themes and topics and attempts to provide a logical sequence. ? Conclusion adequately summarises the content. ? Attempts to introduce the essay’s themes and topics, frequently lacking logical sequence. ? Draws some conclusion that is not supported by the content. ? Ineffective in introducing the essay and the themes, no logical sequence. ? Fails to conclude and summarise the content of the essay. /5 Meeting Attendance 5 2.5 0 ? Evidence of attendance and participation at both group meetings ? Evidence of attendance and participation at one group meeting ? No evidence of attendance at either of the group meetings /5 Issue Identification 4.25 - 5 3.5 – 4.24 3.25 – 3.4 2.5 – 3.24 0 – 2.4 ? Identified issues are clearly related to the case study with a comprehensive discussion identifying and linking to all holistic domains. ? Identified issues are linked to the case study with good discussion identifying and highlighting holistic domains. ? Identified issues have some link to the case study with some identification of and linking to the holistic domains. ? Identified issues have a weak link to the case study and a limited connection to holistic domains. ? Evidence of attendance at both group meetings ? Identified issues are not linked to the case study and have no demonstrated link to the holistic domains. ? No evidence of attendance at both group meetings. /5 Care Provision 8.5 - 10 7.5 – 8.4 6.5 – 7.4 5 – 6.4 0 – 4.9 ? Comprehensive discussion that links issues to impact on person and their level of function. ? Strongly identifies link between issue, level of function and relevant nursing care. ? Provides a comprehensive discussion of the care required providing evidence of wide reading ? Demonstrates a high level of ethical consideration as a background to the care provision process ? Broad discussion that links issues to impact on person and their level of function. ? Good identification of linking between issue, level of function and relevant nursing care. ? Provides a broad discussion of the care required providing good evidence of a range of reading ? Demonstrates a level of ethical consideration as a background to the care provision process ? Broad discussion that links issues to impact on person and their level of function. ? Identification of linking between issue, level of function and relevant nursing care. ? Provides a discussion of the care required providing some evidence of a range of reading ? Demonstrates some ethical consideration as a background to the care provision process ? Discussion that links some highlighted issues to impact on person and their level of function. ? Limited identification of linking between issue, level of function and relevant nursing care. ? Discussion of the care required provides limited evidence of a range of reading ? Demonstrates some ethical consideration as a background to the care provision process ? Discussion does not highlight issues and impact on person and their level of function. ? Little or no identification of linking between issue, level of function and relevant nursing care. ? Discussion of the care required provides no evidence of a range of reading ? Demonstrates no ethical consideration as a background to the care provision process /10 Page 28 of 29 Critical Analysis 8.5 - 10 7.5 – 8.4 6.5 – 7.4 5 – 6.4 0 – 4.9 ? Analysis of complexity of care provision is comprehensive demonstrating a high level of critical reflection on practice ? Provides evidence of consideration of issues from multiple perspectives. ? Includes a range of strategies for care evaluation as an integral part of care provision ? Analysis of complexity of care provision is evident demonstrating a level of critical reflection on practice ? Provides some evidence of consideration of issues from multiple perspectives. ? Provides some strategies for care evaluation as part of care provision ? Some analysis of complexity of care provision is somewhat evident in discussion ? Evidence of consideration of issues from a range of perspectives. ? Limited discussion of care evaluation as a part of care provision ? Limited analysis of complexity of care provision is evident in discussion ? Provides some evidence of consideration of issues from a limited number of perspectives. ? Provides evidence including care evaluation within discussion ? Little or no analysis of complexity of care provision is evident in discussion ? Limited or no evidence of consideration of issues from a number of perspectives. ? Provides no evidence of including care evaluation within discussion /10 Grammar, Spelling and Punctuation 4.25 - 5 3.5 – 4.24 3.25 – 3.4 2.5 – 3.24 0 – 2.4 ? Author makes no errors in grammar, spelling or punctuation that distract the reader from the content or flow. ? Author makes 1 - 2 errors in grammar, spelling or punctuation that distract the reader from the content and interrupt the flow. ? Author makes 3 - 4 errors in grammar, spelling or punctuation that distract the reader from the content and interrupt th flow. ? Author makes 4-8 plus errors in grammar, spelling or punctuation that distract the reader from the content and interrupt the flow. ? 8 plus errors in grammar, spelling or punctuation that distract the reader from the content. Not of an academic standard. /5 Sentence/ Paragraph Structure 4.25 - 5 3.5 – 4.24 3.25 – 3.4 2.5 – 3.24 0 – 2.4 ? Sentences are well constructed with varied structure. All paragraphs include introductory sentence, explanations or details and concluding sentence. ? Most sentences are well constructed and there is some varied sentence structure in the essay. Most paragraphs include introductory sentence, explanations or details, and concluding sentence ? Most sentences have a logical structure, but there is no variation in structure. Paragraphs include related information and were typically well construction but lacked variation ? Most sentences are poorly constructed. Paragraphing structured was not clear and sentences were not typically related within paragraphs. ? Sentence and paragraph structure is lacking or could not be determined. Not at academic/professional standard. /5 Referencing 4.25 - 5 3.5 – 4.24 3.25 – 3.4 2.5 – 3.24 0 – 2.4 ? All sources used to support discussion are of a high academic standard and credible. ? Intext citations and reference list are correct and use APA style. ? Excellent use of a wide range of relevant evidence-based and authoritative resources (journal articles, websites and textbooks) ? All sources used to support discussion are of academic standard and credible. ? Intext citations and reference list are predominantly correct and use APA style. ? Use of a wide range of relevant evidence-based and authoritative resources (journal articles, websites and textbooks) ? Most sources used to support discussion are of an acceptable academic standard and credible. ? Most intext citations and reference list entries are predominantly correct and use APA style. ? Use of a range of relevant authoritative resources (journal articles, websites and textbooks) ? Sources used to support discussion are of an acceptable academic standard ? Intext citations and reference list entries are predominantly correct and use APA style. ? Use of a range of relevant resources (journal articles, websites and textbooks) ? Sources used to support discussion are of an acceptable academic standard ? Intext citations and reference list entries are not correct/ do not use APA style. ? Limited range of resources used ? Use of unauthor