You can choose any chronic illness and disability for an instance person with Diabetes, Asthma, COPD, Coronary heart disease and Cancer. You can choose any one.
Please include intext citation as well.
NRSG372: Chronic Illness and Disability NRSG372 Assessment 2: Written Assignment - © Australian Catholic University 2023 Page 1 of 5 ASSESSMENT INFORMATION Assessment Title Assessment Task Two - Written Assignment Purpose : This assessment will provide students with an opportunity to engage with a health consumer, and to gain insight into the impact chronic illness and/or disability has on the consumer’s life. Students are expected to plan person centered care and patient education in partnership with the consumer. Students must apply specific selected framework(s) to demonstrate critical thinking, clinical reasoning and the principles of caring for people with a chronic illness or disability. Written consent from your interviewee to conduct your interview is required. Due Date Wednesday 14TH May 2023 Time Due 14:00 Weighting 50% Length 2000 words (+/- 10%; includes intext citations, excludes reference list) Assessment Rubric Appendix B of the NRSG372 unit outline In this Task You are required to conduct a face to face, phone or video call interview with a real person in your community who has a chronic illness or disability to discover the impact this has on their life. You will need to prepare for your interview. McGrath, Palmgren & Liljedahl (2019) suggest twelve steps for conducting research interviews; this article is linked on the NRSG372 reading list. Based on the information obtained during the interview and in collaboration with the interviewee, identify two (2) relevant care priorities. For each identified care priority, outline and discuss one (1) SMART goal and one (1) health education topic relevant for the person to meet the SMART goal. For each health education topic relevant for the person, identify, link and rationalise where the person sits on the Roper-Logan-Tierney (RLT) model of nursing independence to dependence continuum. This may be different from where they sit with their understanding or managing of their chronic condition and/or disability. For each health education topic provide a clear plan of the education you will need to provide in order to meet the SMART goal developed in collaboration with the person. It is expected that appropriate nursing focused evidence-based literature will be used to support your assignment. NRSG372: Chronic Illness and Disability NRSG372 Assessment 2: Written Assignment - Australian Catholic University 2023 Paragraph Structure The written assignment should follow the below paragraph structure. Introduction: Introduce the interviewee with a pseudonym (and clearly state it is a pseudonym),and identify their health status and condition(s). Introduce the two (2) relevant care priorities you have identified, and the education area relevant to each care priority. (max 10% of word count). Para 1: Provide an overview of the person you have interviewed and their chronic health condition and/or disability including relevant biographical data obtained. Para 2: Provide a brief synopsis/summary of the pathophysiology of the chronic condition and/or disability. Para 2: What is your first priority of care? What information have you used to arrive at and to support the priority area you have identified? Why is this issue it a priority? Be specific and explain the priority in depth here. Use relevant nursing related literature to support your discussion. Para 3: What is your first SMART goal? Why was this chosen? In order for the person to achieve their SMART goal, realistic goals and health education must be provided. For example, having a goal to run a marathon, when the person is dependent on a walking frame for mobility, is not realistic. Thinking about your interviewee, where on the RLT dependence/independence continuum does the person sit with regards to achieving their SMART goal through the education you will provide? Para 4: As the nurse what is the relevant health education you will provide in relation to the first identified care priority in order to meet the SMART goal identified? You will need to provide specific information about what exact education you will provide. The content of the education plan will need to be specific, detailed and relevant to the person you are interviewing. It will need to contain more than generalised statements such as “provide brochures” or “how to access information on the internet” or “provide education about their medications”. Para 5: What is your second priority of care? What information have you used to arrive and support the priority area you have identified? Why is this issue a priority? Be specific and explain the priority in depth here. Use relevant nursing related literature to support your discussion. Para 6: What is your second SMART goal? Why was this chosen? In order for the person to achieve their SMART goal, realistic goals and health education must be provided. For example, having a goal to run a marathon, when the person is dependent on a walking frame for mobility, is not realistic. Thinking about your interviewee, where on the RLT dependence/independence continuum does the person sit in regards to achieving their SMART goal through the education you will provide? Para 7: As the nurse what is the relevant health education you will provide in relation to the second identified care priority in order to meet the SMART goal identified? You will need to provide specific information about what exact education you will provide. The content of the education needs to be specific, detailed and relevant to the person you are interviewing. It will need to contain more than generalised statements such as “provide brochures” or “how to access information on the internet” or “provide education about their medications”. Conclusion: Have you included a summary of what you have discussed in your assessment. What are the key or important ‘take home’ points? What are the next steps? Evaluation of the education provided will demonstrate what? (max 10% of word count). FORMATTING File format .doc or .docx (Do not submit .pdf files or pages files) ACU has made Microsoft Office 365 available for students for either PC or Mac versions. Margins 2.54cm, all sides Font and size 11-point Calibri or Arial Spacing 1.5 spacing including the reference list Paragraph Aligned to left margin, indent first line of each paragraph 1.27cm Title Page Not to be used Headings Not required Structure Introduction, main paragraphs, conclusion, reference list Direct quotes Always require page number. No more than 10% of word count in direct quotes Header Page number top right corner (9-point Calibri or Arial) Footer Name - Student Number – Ax2 - NRG372 - 2023 (in 9 point Calibri or Arial) NRSG372: Chronic Illness and Disability NRSG372 Assessment 2: Written Assignment - © Australian Catholic University 2023 Page 5 of 5 REFRENCING Referencing Style APA 7th Please refer to the APA7 resource tile on the NRSG372 LEO site for detailed information and resources. Referencing and supporting evidence A minimum of 18 high quality and contemporary resources are to be used. Nursing related literature (including textbooks) should be cited in preference to medical focused literature. Age of References Published in the last 5 years as this area of knowledge is rapidly developing List Heading “References” is centered, bold, on a new page (in 14-point Calibri or Arial) Alphabetical Order References are arranged alphabetically by author family name Hanging Indent Second and subsequent lines of a reference have a hanging indent DOI Presented as functional hyperlink Spacing 1.5 or double spacing the entire reference list, both within and between entries Appendix 2: Written Assignment ‘Section A Written assignment construction troduction | There s a clear There 1 a clear There Is a clear There s an introduction | There are introductory There ls no and introduction that outlines | introduction that outines | introduction that outines. | that outlines the topic OR | sentences which do not | Introduction or conclusion. | the topic, and the topic, and profiles the | the topic, and profiles the | the content to be covered. | outine the topic OR conclusion evident. varks) contextualises and scope, content significance | content and sequence of i content to be covered. Ee comprehensively profes | and sequence of the the witten assignment | rch sumoemronsne | There are conctuding the scope, content written assignment. There is a concluding content presented. ‘sentence/s which do not significance and sequence | There is a concluding paragraph which restates | There is a conc restate the topic OR of the writen assignment. | paragraph which restates | the topic, provides a paragraph which restates | Provide a summary of There is a concluding he topic, provides a ‘summary of some of the | fre top and provides a. | Some of the key points paragraph which restates | summary of mostof the | key poinis, and presents | summon of most of the the topic, provides a. key points, and presents | an overall conclusion Key poms. comprehensive summary | an overal conclusion. of al key points, and presents an overall conclusion. Sentence | The wiilng is organised | The wing Is organised | The willing organised | The wrilng is organised | The wing s organised | Theres no and into paragraphs. and the | into paragraphs, and the | into paragraphs, and the | into paragraphs, and the evidence of paragraph | information is well information is structured | information is mostly information is sometimes. paragraphs. Structure. | structured and fluent. and most fluent. Structured and fluent. structured and fluent. (5Marks) | All paragraphs are Most paragraphs relate to | Some paragraphs relate to | A few paragraphs relate to | Paragraphs do not relate to organised witha logical | a discrete idea. Clear a discrete idea; however, | a discrete idea but may not | a discrete idea and content progression of ideas so | linking sentences are. content does not aways | be organised in a logical | does not flow from one content flows from one | present that connect most | flow smoothly between manner. paragraph to the next paragraph o another with | of he paragraphs tothe | paragraph. Content does not flow lear Inking sentences | nex dearln between paragraphs. “Grammar, | There are no erors with | There are minimal (12) | There are some (3.4) There are multple (56) | There are substantal (7) | Grammar, speling spelling and | grammar, speling and errors with grammar, errors with grammar, ertors with grammar, errors with grammar, and punciuaton punctuation. | punctuation, and the speling and punctuation. | spelling and punctuation. | spelling and punciuation. | spelling and punctuation, | are such that the. (5 Marks) meaning is easily However, the meanings | The errors detract The ertors detract, but the | such that the errors detract | reader cannot discernible. easly discemible ‘somewhat, but the meaning is discemible with | significantly from the make sense of the meaning is easily some effort. ‘meaning. content. discernible. ‘Section B - Continued on next page ‘Section B - Knowledge and application of evidence Knowledge | The content is The conten is credible, | Most contents dearly ‘Some confer s relevant | There s insufficient confer | The cortent s not and ‘comprehensively clear, and constructed by | discemible and constructed | and credible, butlimited | presented. no evidence of | relevant. application | articulated, with analysis | using analysis and by using some analysis | with either analysis andlor | analysis or synthesis. Relevant and of ovidonce- | and synthesis of the synthesis of he erature | and synthesis of the Synthesis, and reliance on | The content is not able sources identification | Iferature to support to support understanding. | Iterature o support direct quotes instead of | supporied by relevant ot included. Janalysis/ | understanding: No use of | Limited use of direct understanding. Some use | paraphrasing. radii sounees. ‘synthesis of | direct quotes, except for | quotes. of direct quotes. ‘Some relevant and credible evidence | emphasis. There is evidence of Mostly relevant and Sources are Used. 40Marks | There is evidence of both | breadth of reading. credible sources are used. ‘depth and breadth of A range of relevant and reading. credible sources fs used. A wide range of relevant ‘and crede sources fs used. Knowledge | Comprehensive “Thorough discussion of | Discussion of he impact | Limited Giscussion of fhe | Discussion of the impact | The contents not and discussion of the impact of | the impact of chronic of chronic iness or impact of chronic ness or | of chronic ness or relevant to he application | chronic liness or disabilty | finess or disabiityona | disabilty on a person with | disabilty on a person with | disability on a person does | interview. of evidence- | on a person with person with consistent most discussion Inking to | some links to the interview | not rela to the interview | provided. Care Critical information links to the interview. the interview. Relevant | provided. Relevant care | provided.