INTEXT CITATION, APA 7TH EDITION REFERENCES MINIMUM OF 15 HIGH QUALITY REFERENCES
Unit Outline ASSIGNMENT 1 Additional information is available on the NRSG377 Leo Site within the Assessment Tile Due date:3rd September 2023 at 1000 hrs (10am) Weighting:50% Length and/or format:1500 words +/- 10% Purpose:Enables students to articulate an understanding of potential challenges for new nursing graduates and their application to the various levels of nursing and healthcare leadership. Learning outcomes assessed:LO1, LO2, LO3 How to submit:This assessment must be submitted via Turnitin through NRSG377 LEO Site. Multiple submissions can be made up until the due date for the assessment (please note that there can be a 24-48 hour lock out period between each submission). Resubmissions are NOT permitted after the due date. Return of assignment:Grades and feedback will be made available through Turnitin in accordance with ACU policy. Assessment criteria:The criterion-referenced rubric on Appendix A should be used to guide your writing. This rubric will also form the basis of your feedback. REFERENCING This unit requires you to use the APA 7th edition referencing system. https://libguides.acu.edu.au/referencing/apa7 Page 1 of 25… Extended Unit Outline – NRSG377_FINAL MODERATED_202360 © Australian Catholic University 2023 Appendix A - Assessment Task 1 Overview Transitioning to professional practice is a critical phase for the novice registered nurse. The transition period from student to registered nurse can be filled with many challenges. During this time registered nurses are expected to demonstrate the knowledge, skills and attitudes associated with the profession, while adjusting to the “real world” of nursing. There is also an expectation that graduate registered nurses will begin to demonstrate clinical leadership capabilities when working in the Australian health care environment. Critically analyse the following case study when answering the essay questions. Case Study Background Xander is a graduate registered nurse (GRN) who is 8 weeks (about 2 months) into his first graduate rotation at a large regional hospital. He is currently working on a Surgical Ward. For the first four weeks Xander worked alongside his nurse preceptor/buddy nurse, Francisco. Xander felt comfortable working with Francisco, and felt well supported, but Francisco is now on annual leave. Xander told his partner this week that he doesn’t really feel comfortable asking the interprofessional team for help because “they are all so busy” and that he is questioning himself and thinking that maybe he is “not doing a good job”. Xander has a supportive male partner, Hamish, and they have a 2-year-old daughter. Xander is trying to keep up with his other commitments, including basketball training and games, and spending time with his young family. Xander just completed his first four (4) night shifts and will be back on the ward for an afternoon shift today (Saturday). He is feeling tired and frustrated because he slept through his alarm, missed his basketball game, and didn’t get a chance to do the food shopping for the week. He is also disappointed that he can’t go with his family to his mother-in-law's birthday celebration that afternoon. On Shift: Xander arrives on the ward 15 minutes prior to the shift starting. On arrival, he realises that he has not worked with the Nurse-in-Charge before, but there are other nurses on the shift that he has met. There is an agency nurse allocated to the patients in the rooms next to him. Xander feels a little nervous about the shift, but he knows two (2) of the patients he has been allocated from his recent night shifts and he is allocated a further two (2) patients who were recently admitted to the ward. Please see next page for handover information. Xander receives the following handover: Room Patient Diagnosis Handover 40 Mrs Rita Williams 85 Years Day 4 # Right NOF PHx: Dementia, Osteoarthritis, Parkinson’s disease, Hypertension Social Hx: Lives in high care nursing home, daughter Enduring power of attorney (EPOA) Medications: Paracetamol Osteo, Levodopa, Vit D, Metoprolol, IVABs, PRN Endone Current: Day 4 post operative, acute delirium – unsettled, pain +++, AIN special Last Obs: HR 114, BP 100/60, RR 32, O2 Sats 88% 4L O2 HM, Temp 38.3, GCS 13/15. 41 Ms Frances Fernandez 68 years Day 0 L) Shoulder arthroscopy PHx: Immobility in shoulder for past 9 months, bowel CA 2 years ago, permanent colostomy insitu Social Hx: Lives at home with partner. Normally independent with stoma care. Current: 2 hours post op – RPAO 1/24 hourly Sling insitu L) arm. Currently RIB. Requesting lunch. Regular and PRN analgesia. 42 Mr Sandeep Patel 62 years Day 3 post R) below knee amputation (BKA) PHx: Diabetes Mellitus Type 2, peripheral arterial disease (PAD) Prescribed Metformin at home Medications: Sliding scale insulin QID. Regular analgesia with PRN Endone. Current: x2 drains insitu - minimal heamoserous output. Appears agitated. Reports 7/10 pain. A/W physio review. Social: Requires referral for inpatient rehab. 43 Ms Ruby Anderson 16 years Day 1 post fracture reduction of comminuted L) distal radius fracture. PHx: Injury occurred while playing competitive netball. Current: Splint insitu L) arm. QID neurovascular obs. Regular analgesia prescribed. Social: For discharge home with her mother this afternoon. Xander carefully prepares a shift planner and undertakes his initial patient assessments. Time passes: It is now 4pm and Xander realises that he has not yet investigated the discharge requirements for Ms. Anderson, and he hasn’t been able to find a second nurse to do the DD check for Mr Patel’s PRN analgesia. He did set an obs machine for hourly obs recordings on Ms. Fernandez, but he has not checked her since 2:30pm. Mrs. Williams’ daughter then comes running to him saying that she can’t wake up her mother. Xander goes directly to assess Mrs. Williams and realises that she is not responding and needs urgent clinical review. It is the first time he has needed to respond to an unresponsive patient, and he quickly tries to find the nurse in charge. While trying to find the nurse in charge, Mr. Patel’s physio informs Xander that Mr. Patel has 10/10 pain, is sweating and is agitated. At that exact time a nurse presses the emergency buzzer, and a MET Call is called for Mrs. Williams. Time passes: Mrs. Williams has been diagnosed with pneumonia and transferred to the Intensive Care Unit. The Nurse-in -Charge administered the PRN analgesia to Mr. Patel while Xander assisted in Mrs. Williams transfer to ICU. Xander has just checked Mrs. Fernandez, for the first time since 2:30pm, and has helped her set up dinner. Ms. Anderson is about to be discharged home. It is now 7pm and the Nurse in Charge reminds Xander that he needs to have his dinner break, but Xander realises that the hospital café just closed, and he did not bring anything for dinner. Time passes: It is now 9pm and time for handover. At handover, to the overnight agency nurse, Xander realises that he has not checked Mr. Patel’s BGL at all this shift and he has not finished updating his patient notes on the computer on wheels (COWS). Xander stays 30 minutes after the end of his shift to complete his progress notes. He cannot wait to go home. He feels overwhelmed and very tired. Critically analyse the case study to answer the following three (3) questions within an essay format: 1. The transition from student nurse to graduate registered nurse is a complex process. Recommend and justify one (1) personal, resilience-focused, strategy and one (1) organisational/workplace strategy that could be implemented to support Xander in his transition period. Use current nursing related literature to support your discussion. (LO1) 2. This shift required Xander to demonstrate nursing knowledge, skills, and attitudes. Identify two (2) areas for improvement related to Xander’s planning and implementation of care this shift and discuss an evidence-based recommendation for each that promotes more efficient and effective patient care. (LO2) 3. In Xander’s role as a graduate registered nurse he is expected to begin developing clinical leadership skills. Identify and analyse two (2) opportunities where a more senior RN could have demonstrated clinical leadership while working on this shift with Xander. Use current nursing related literature to support your discussion. (L03) Appendix A: Assessment Task 1 Rubric marked at 100% and weighted at 50% of the overall grade. Criteria (marks) High Distinction (HD) 100- 85% Distinction (D) 84-75% Credit (CR) 74-65% Pass (PA) 64-50% Fail (NN) 49-0% Fail - No Attempt Structure, Mechanics, and Intelligibility 5 marks 5 marks 4 marks 3 marks 2.5 marks 1 mark 0 marks There is a clear introduction, body, and a clear concluding paragraph. Cohesive writing that has information organised appropriately within each paragraph Each paragraph relates to a discrete idea. There are clear linking sentences that link each paragraph to the next. There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible. There is a clear introduction, body, and a clear concluding paragraph 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. There are minimal errors with grammar, spelling, and punctuation. The meaning is readily discernible. There is a clear introduction, body, and a clear concluding paragraph. The writing is organised into paragraphs, and the information is mostly organised appropriately within the paragraph. Most paragraphs relate to a discrete idea. There are clear linking sentences that link most paragraphs to the next. There are some errors with grammar, spelling, and punctuation. The errors detract; however, the meaning is discernible. There is a mostly clear introduction, body, and a mostly clear concluding paragraph. The writing is organised into paragraphs, and the information is somewhat organised appropriately within the paragraph. Some paragraphs relate to a discrete idea. The paragraphs mostly link to one another. There are substantial errors with grammar, spelling, and punctuation. The errors detract significantly, but the meaning is discernible. There is no introduction or concluding paragraph. There is evidence of paragraphs, however paragraph structure is disorganised, with no clear ideas, and no links or there is no evidence of paragraphs. Grammar, spelling, and punctuation are such that the reader cannot make sense of the content. No paragraphs. The reader cannot make sense of the content. Question 1 – Knowledge and Understanding 10 marks 10 – 9 marks 8.75 – 8 marks 7.7.5 – 6.5 marks 6.25 – 5 marks 4.5 – 0.5 marks 0 marks One (1) personal, resilience focused strategy and one (1) organisational/workplace strategy clearly and comprehensively discussed and justified. Both strategies are relevant and appropriate. One (1) personal, resilience focused strategy and one (1) organisational/ workplace strategy clearly discussed and justified. Both strategies are relevant and appropriate. One (1) personal, resilience focused strategy and one (1) organisational/ workplace strategy discussed and justified with some clarity. Both strategies are relevant and appropriate. One (1) personal, resilience focused strategy and one (1) organisational/ workplace strategy discussed, and some justification provided. Discussion lacks clarity. Either one (1) or both strategies are mostly relevant and appropriate. Either one (1) personal resilience focused strategy or one (1) organisational/workplace strategy omitted. Discussion is not justified and lacks clarity. Strategies are mostly irrelevant and/or not appropriate. There are no strategies identified. Page 7 of 25… Extended Unit Outline – NRSG377_FINAL MODERATED_202360 © Australian Catholic University 2023 Criteria (marks) High Distinction (HD) 100- 85% Distinction (D) 84-75% Credit (CR) 74-65% Pass (PA) 64-50% Fail (NN) 49-0% Fail - No Attempt Question 1 – Critical Thinking and Evaluation of Evidence 20 marks 20 – 18 marks 17.5 – 15.5 marks 15 – 13 marks 12.5 – 10 marks 9.5 – 0.5 marks 0 marks Comprehensive, concise, and critical discussion that is all directly relevant to the case study and the essay question. All arguments are supported and justified with high quality, credible and appropriate literature, and evidence. . Significant, concise, and critical discussion that is directly relevant to the case study and the essay question. Most arguments are supported and justified with high quality, credible and appropriate literature, and evidence. Discussion is relevant to the case study and the essay question, however, is descriptive throughout. Some arguments are supported and justified with quality, credible and mostly appropriate literature, and evidence. Discussion has some relevance to the case study and the essay question, however, is descriptive throughout. Many arguments lack support and justification from quality however some credible literature and evidence has been used. Discussion has limited relevance to the case study and the essay question. Most arguments are not supported and/or justified with credible literature and evidence. There is no discussion relevant to the case study. There is no evidence to support discussions. Question 2 - Knowledge and Understanding 10 marks 10 – 9 marks 8.75 – 8 marks 7.7.5 – 6.5 marks 6.25 – 5 marks 4.5 – 0.5 marks 0 marks Two (2) areas for improvement related to planning and implementation of care on the shift identified and relevant. Recommendations that would have promoted more efficient and effective patient care are comprehensively identified and relevant. Two (2) areas for improvement related to planning and implementation of care on the shift identified and relevant. Recommendations that would have promoted more efficient and effective patient care are clearly identified and are relevant. Two (2) areas for improvement related to planning and implementation of care on the shift identified and mostly relevant. Recommendations that would have promoted more efficient and effective patient care are mostly identified and are