NUR2402 -Healthy Ageing and Chronic Conditions
Assessment 2- Case study essay
Semester 2/2020
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Assessment details
Assessment 2: Case study essay
Weighting: 40%
Word count: There is a word limit of 2000 words (+/- 10%)
Due date:Monday 21st September 11.59pm - Week 9
Submission details: via Blackboard> Assessments> Assessment 2>Turnitin link
Aim of assessment
The purpose for this case study essay is to enable students to produce a nurse-led case discussion of an older adult, using evidence-based information relevant to nurses and up-to-date Australian statistics, for improving the health and quality of life for elderly persons who have multiple comorbidities and care needs. Content should include discussion on the questions provided in the case study using a holistic approach.
Case study
Maria Russo isan83-year-oldlady with a rich Italian background. She migrated to Australia when she was 51 years and ever since has lived and worked in Australia, she is a widow who lives alone in her unit and has been independent with her activities of daily living. She has two daughters Gianna and Bianca who live nearby and are fully involved with the care of Maria. Mrs Russo presented to emergency department (ED) via ambulance following a fall in her garden. She had fractured her left NOF and has been to operation theatre (OT) for total hip replacement (THR). Mrs Russo is now day 7 post op.
Mrs Russo has a medical history of osteoarthritis and had a major stroke5 years ago but managed to recover well after months of rehabilitation. She has moderate congestive cardiac failure, a mild cognitive impairment, NIDDM for ~ 20 yrs, with pain associated to neuropathy. She has had two recent transient Ischaemic attacks (TIAs)at home and managed to recover well after few days of staying in bed. Since she lost her husband, Mr Russo 7 years ago, she cycles through depression if she forgets to take her antidepressants.She wears glasses for her vision impairment related to glaucoma, cataracts, and diabetic retinopathies. She also wears bilateral hearing aids.
During her stay in acute careward, the nursesdocumented in her progress notes that Mrs Russo is:
– Underweight with a BMI of 14
– On admission looks quite dishevelled and dehydratedindicating possible neglect and poor care
– Very frail with multiple skin tears on her lower limbs and stage 1 pressure injury to her sacrum
– Old scars to lower legs with possible history of healedvenous/arterial ulcers
– Might have been on the ground for over 8 hours before a neighbour found her
– Denies pain, but noticedto be grimacing and wincing during transfers and repositioning
– No recollection of memory of her having used her bowels 4 days before she presented in ED
– Developed delirium post-surgery that resolved after treatment and hydration
After nine days in acute care ward and three weeks in rehabilitation ward, Mrs Russo was not able to return home and care for herself. After a long discussion with multi-disciplinary team (MDT), her daughters Bianca and Giana reluctantly agreed to transfer Mrs Russo to an aged care facility where she will receive 24hr care. Health education during discharged included: medication compliance, hydration and nutrition, bowel management, skin care, prevention of skin tears as well as future advise on palliative care and endof life care.
Questions
1. Outline the statistics (incidence and prevalence) of contemporary ageing in Australia and the impact of the ageing population to the health care system. In your discussion explain whynurses need to be culturally competent to care for older adults in Australia(approx. 200words)
2. Upon discharge, Mrs Russo and her daughters were given vital information and health education regarding her health issues and wellness. Explain why health promotion is important in the care of older adults (approx. 200words)
3. Identify the conditions that lead to hearing impairment of Mrs Russo and discuss the associated challenges for her as an older adult (approx. 200words)
4. Consider Mrs Russo’s chronic pain. What assessments will you undertake and what actions will be implemented to reduce/eliminate the pain (approx. 200words)
5. The occurrence of dementia, delirium and depression are common in older adults as seen in the case study of Mrs Russo. Explain in detail why the nurse needs to be able to distinguish between the three conditions (approx. 200words)
6. Mrs Russo’s progress notes highlighted some possibility of neglect and poor care at home. From your weekly readings and possible experiences, discuss the risk factors of the older adults that makes them more susceptible to elder abuse (approx. 200words)
7. Considering the transfer of Mrs Russo to an aged care facility,describe what attributes theregistered nurse will need to have in order forMrs Russo to adapt to her new and final home (approx. 200words)
8. Considering frailty of Mrs Russo, it is possible that she might enter her palliative/end of life care phase in the near future. Discuss the nurse’s role in end-of-life care (approx. 200words)
Important details about your assessment
· This essay requires a standard essay introduction and conclusion.
· There is a word limit of 2000 words (+/- 10%) as per SNM Presentation and Assignment Guidelines.
· Marks will be allocated as per SNM Assessment Rubric & the essay specific criteria below.
· Submission instructions and the link is accessible under the ‘assessments’ tab.
· Students should refer to the SNM Presentation and Assignment Guide, ECU APA 7th
Ed. Referencing Guide, and the SNM Marking Assessment Rubric.
· Graphs, tables and flow charts to support discussion will not be accepted.
Marking criteria:
Below you will find two tables: The first is the SNM generic marking rubric, the second is an interpretation of that rubric to help you recognise which areas are important (it shows you what elements you need to address in order to get full marks). The points in brackets show you how those elements are weighted, e.g. the introduction can get up to 5 points etc.
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Well Below Average (
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Below Average (26-49%)
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Pass/Average (50-59%)
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Credit (60-69%)
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Distinction (70-79%)
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High Distinction (>80%)
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C
ontent
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Does not address assessment item. No evidence to support main ideas. Unable to demonstrate an understanding of the main ideas or concepts. No credible sources used to support main ideas.
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Does not or poorly addresses assessment item. Insufficient evidence to support main ideas. Unable to or poorly demonstrates an understanding of the main ideas or concepts. Ideas are not relevant to the topic. Limited referencing to support ideas.
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Assessment item 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.
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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.
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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.
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Content fully addresses all parts of the assessment item. 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.
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0-10
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11-19
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20-23
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24-27
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28-31
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32-40
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A
pp
l
ic
ation of Critical Thinking
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Does not demonstrate critical thinking appropriate to required level. No application of professional practice and/or evidence based thinking to assessmentitem.
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Poorly demonstrates critical thinking appropriate to required level. Poor application of professional practice and/or evidence based thinking to assessment item.
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Limited demonstration of critical thinking appropriate to level of education. Limited application of professional practice and/or evidence based thinking to assessment item.
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Demonstration of critical thinking appropriate to level of education. Application of professional practice and/or evidence based thinking to assessment item.
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Very good demonstration of critical thinking appropriate to level of education. Very good application of professional practice and/or evidence based thinking to assessment item.
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Excellent demonstration of critical thinking appropriate to level of education. Excellent application of professional practice and/or evidence base to practice in assessment.
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0-4
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5-7
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8-9
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10-11
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12-13
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14-16
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S
tructureandPresentation
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The assignment does not conform to the structure of the assessment item. No introduction to the assessment. Poor or non- existent paragraphing. No logical/cohesive development of ideas. No summation of key points in conclusion. Does not comply with ECU SNM Assignment Writing Guidelines.
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Limited aspects conform to the structure of the assessment item. Poor introduction to the assessment. Limited paragraphing. Omits or poor summation of key points inconclusion.
Poorly complies with ECU SNM Assignment Writing Guidelines. Does not follow specific assignment instructions as per Unit Semester Plan
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Some aspects conform to the ECU SNM Assignment Writing Guidelines and specific assignment instructions as per Unit Semester Plan. Limited introduction of topic and summation of key points in conclusion. Minimal paragraphing, and logical/ cohesive development of ideas.
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Complies with ECU SNM Assignment Writing Guidelines. Follows specific assignment instructions as per Unit Semester Plan. Introduction adequately introduces topic and summarises key points in conclusion. Paragraphing is evident, and there is a logical/ cohesive development of ideas in some of the assessment item.
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Complies with ECU SNM Assignment Writing Guidelines to a very high standard. Follows specific assignment instructions as per Unit Semester Plan completely. Very good introduction of 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 assessment item.
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Complies with ECU SNM Assignment Writing Guidelines to an excellent
standard. Follows all specific assignment instructions as per Unit Semester Plan. 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
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0-3
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4-6
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7-8
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9
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10-11
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12-14
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Referencing
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Referencing does not follow instructions in the ECU Referencing Guide. In text and/or end-text referencing has multiple errors and/ or includes references in conclusion.
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Referencing poorly follows instruction in the ECU Referencing Guide. In text and/or end-text referencing has many errors and/ or includes references in conclusion.
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Mainly adheres to instruction in the ECU Referencing Guide. In text and/or end- text referencing has some errors.
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Adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has few errors.
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Adheres to instruction in the ECU Referencing Guide. In text and/or end- text referencing has very fewerrors.
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Completely adheres to all instruction in the ECU Referencing Guide. In text and/or end- text referencing has no errors.
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0-2
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3-4
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5
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6-7
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8-9
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10
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Low Proficiency
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Developing Proficiency
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Moderate Proficiency
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High Proficiency
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English Language Proficiency
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Incorrect or inappropriate aspects of writing obscure meaning in many places. Significant editing needed to clarif the meaning, along withextensive proofreading to correct technical errors.
Multiple grammatical, spelling and punctuation errors were present throughout. Sentence structure poor making it difficult to determine meaning.
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Incorrect or inappropriate aspects of writing obscure meaning in some places.
Some editing needed to clarify the meaning, along with extensive proofreading to correct technical errors.
Many grammatical spelling and punctuation errors were present and needs improvement.
Sentence structure needs improvement.
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Aspects of writing are mostly accurate. Mistakes rarely affect clarity of meaning.
Minor editing needed to clarify the meaning, along with careful proofreading to correct technical errors.
Mostly correct grammar, spelling and punctuation evident throughout.
Sentence structure acceptable but needs improvement.
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Aspects of writing are mostly accurate. Mistakes rarely affect clarity of meaning.
Minor editing needed to clarify the meaning, along with careful proofreading to correct technical errors.
Mainly correct grammar, spelling and punctuation. Very few errors. Sentence structure was of a good standard.
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Aspects of writing are appropriate and optimally constructed, allowing clarity of meaning.
Meaning is clear and needs only a light proofread to correct technical errors.
Grammar, spelling and punctuation were error free. Sentence structure of a high standard. Effective use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of arguments throughout paper.
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Aspects of writing are appropriate and optimally constructed, allowing clarity of meaning.
Meaning is clear and there are no technical errors.
Grammar, spelling and punctuation were error free. Sophisticated use of all sentence and paragraph writing
conventions were clearly demonstrated.
Logical application of arguments throughout paper.
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0-5
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6-10
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11-13
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14-15
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16-18
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19-20
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Case study specific criteria to be considered in conjunction with the SNM Assessment rubric
:
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Points Available
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Rubric Points Available
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Introduction – 150 Words
· Introduction of older adult, comorbidities
· objectives and care needs.
· scope & structure
· Getting the reader’s interest
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(5)
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Structure/Presentation
20
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Paper Formatting and Presentation
· Submitted via Turnitin
· Coversheet completed
· Title page
· Page numbers
· Use
double-spacing throughout the entire paper
· Spacing MUST be consistent between the headings/subheadings and the text
· Correct font, in black colour and same size font throughout
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(5)
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Paragraphing & Logic
· Logical arguments and logical connection between ideas.
· Well-developed paragraphs.
· Use of third person
· Appropriate professional language
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(5)
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Conclusion – 150 words
· Summary of key points
· Do not introduce new topics
· No references in the conclusion
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(5)
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Question
1
Outline the statistics (incidence and prevalence) of contemporary ageing in Australia and the impact of the ageing population to the health care system. In your discussion explain why nurses need to be culturally competent to care for older adults in Australia (approx. 200words)
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(5)
|
Content
40
|
Question
2
Upon discharge, Mrs Russo and her daughters were given vital information and health education regarding her health issues and wellness. Explain why health promotion is important in the care of older adults (approx. 200words)
|
(5)
|
|
Question
3
Identify the conditions that lead to hearing impairment of Mrs. Russo and discuss the associated challenges for her as an older adult (approx. 200words)
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(5)
|
|
Question 4
Consider Mrs Russo’s chronic pain. What assessments will you undertake and what actions will be implemented to reduce/eliminate the pain (approx. 200words)
|
(5)
|
|
Question 5
The occurrence of dementia, delirium and depression are common in older adults as seen in the case study of Mrs. Russo. Explain in detail why the nurse needs to be able to distinguish between the three conditions. (approx. 200words)
|
(5)
|
|
Question 6
Mrs. Russo’s progress notes highlighted some possibility of neglect and poor care at home. From your weekly readings and possible experiences, discuss the risk factors of the older adults that makes them more susceptible to elder abuse. (approx. 200words)
|
(5)
|
|
Question 7
Considering the transfer of Mrs. Russo to aged care facility, describe what attributes the Registered Nurse will need to have in order for Mrs. Russo to adapt to her new and final home. (approx. 200words)
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(5)
|
|
Question 8
Considering frailty of Mrs. Russo, it is possible that she might enter her palliative/end of life care phase in the near future. Discuss the nurse’s role in end-of-life care (approx. 200words)
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(5)
|
|
This section will be assessed all throughout the paper – Critical thinking skills
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(20)
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Application of Critical Thinking
20
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Referencing & APA
· Strict APA 7th ed. is required in-text and in the reference section (double-space or single-space the reference list)
· If multiple sentences (a short paragraph for example), are supported by the same reference, cite immediately after the first sentence, and at the end of the section that uses that particular reference
· Marks will not be awarded if in-text citations are not clear
·
You should use a minimum of 10 references of which at least 8 are journal articles. You can also use Government and organisational reports but make sure the sources are credible and that you understand the statistical data that is presented. All resources are up to 5 years old.
· Wikipedia and Dictionary.com will not be accepted as a reference source!
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(10)
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Referencing
10
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English Language
Grammar, spelling and punctuation were error free. Sophisticated use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of arguments throughout paper.
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(10)
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ELP
10
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