Scenario OneJaxson is a 5
year old boy who lives with both parents and his older sister in the suburbs of
a large city. Jaxson was diagnosed with Type I diabetes 2 years ago which has
been well managed by his parents. He is
developing normally and is about to start pre-school. As he will need to become more independent in
the management of his diabetes he requires further education on how
...[Show More]
Scenario One
Jaxson is a 5
year old boy who lives with both parents and his older sister in the suburbs of
a large city. Jaxson was diagnosed with Type I diabetes 2 years ago which has
been well managed by his parents. He is
developing normally and is about to start pre-school. As he will need to become more independent in
the management of his diabetes he requires further education on how to test his
blood glucose level (BGL). It is your role
as the practice nurse of his local medical centre to teach him how to do this.
Scenario Two
Charlotte is a 13
year old girl who lives with her father and her younger brother in a small
house in the suburbs. Her mother passed away four years ago and Charlotte often
stays with her grandmother during the week to be closer to school. Charlotte
has made an appointment with the school nurse because she is concerned about
when menstruation will commence. You are the school nurse working with
Charlotte today.
Scenario Three
You are the
registered nurse working in a Women’s health centre. Jessica is a healthy 36 year
old mother of 2 young children aged 4 and 7.
Jessica has become more aware of the risk of breast cancer due to her
maternal aunt’s recent diagnosis and subsequent treatment and she is seeking
education regarding how she can be proactive in her health care.
For this
assessment students are required to choose one (1) of the scenarios outlined
below and present a client teaching activity (CTA) that is culturally and
developmentally appropriate. The nursing and teaching process must be adhered
to and the following points must be included:
The assignment
will be marked out of 100 and then calculated to a mark out of 40, which is
what you will see in grade centre and Turnitin
Refer to the Rubric
for individual criterion mark allocation.
Structure and presentation 0 – 20 marks
·
Adhere to the SNM assignment
guidelines for semester 1- 2017 (link is in the assessment 2 folder) e.g. NO
headers and footers, page numbers Top RH, margin sizes, spacing, font, word count
etc.
·
Use the electronic Turnitin
covers sheet with ELP (link is in the assessment 2 folder).
·
Please identify which scenario
you have addressed in the Turnitin title when you submit, eg CTA scenario 1 .
·
If you have been granted an
extension please attach the completed form as the last page of the assignment.
·
Ensure that you have good
paragraph structure e.g. one topic per paragraph, refer to Grellier and Goerke
textbook and NCS1102 notes for a refresher on this.
·
This is an academic paper so
should be written in the 3rd
person.
·
Succinct introduction and
conclusion. The introduction should include a brief overview of the chosen
client but do not copy verbatim as this is an unnecessary use of your word
count. You may include the scenario as
an appendix if you wish.
·
No new material to be included
in the conclusion
Content 0 – 40 marks
·
Assessment: assess the client thoroughly,
this means their physical, cognitive, psychomotor skills, psychosocial status and
developmental stage. Link the developmental
discussion to at least one theorist,
for instance you may choose Piaget for Jaxson or Erikson for Jessica. You may use different developmental theorists
for other categories to demonstrate your depth of knowledge. Emphasis on each component of the assessment
may differ depending on the client. Consider social, cultural and family
issues. Identify the client’s learning needs, language skills, motivation,
ability to learn, teaching environment and resources for learning. You
need a comprehensive assessment in order to identify the problem / nursing
diagnosis.
·
Nursing Diagnosis: Provide a problem
statement that reflects the client’s specific learning needs. This only needs to be a couple of lines and
remember this is a CTA so it will be related to a knowledge deficit either
cognitive, psychomotor or affective or a combination of these.
·
Plan: Develop one short-term and one
long-term client learning objective. Ensure that these goals follow the SMART format (e.g. specific,
measurable, achievable, realistic and timely). Once this is done think about
how you will deliver the education, plan your activity. Select appropriate
teaching methods based on the client’s developmental stage (cognitive, physical
and psychosocial ability), this could be role play, a game, demonstration of
the task. This plan needs to be matched to the clients learning needs and your
assessment of the client. Consider timing as well as teaching materials to
maintain the client’s attention
·
Implementation: Describe your teaching
approaches, what instructional methods that will be used and give details about
how you will implement the education of the client. It could be that you use telling, selling
reinforcing etc. Will you need to use any props or equipment such as posters,
blood glucose machines?
·
Evaluation: Explain how you will
determine if the client’s learning outcomes have been met. When will you evaluate the client? Maybe it will be to get the client to explain
the information back to you or demonstrate what task you have shown them.
Application of critical thinking 0 – 20 marks
·
You need to integrate / relate
the theories (developmental and learning) to the case study to demonstrate that
you can apply your knowledge to the development of the CTA and its delivery to
the client. Think about Blooms taxonomy
and other learning theories (affective, cognitive and psychomotor) when you are
writing your assignment. The ability to
make appropriate reference to these helps demonstrate your critical thinking.
Referencing 0 – 10 marks
·
5 – 10 references, 3 MUST be from peer reviewed journals.
·
Must follow APA style. The ECU
referencing guide is your best friend!
·
Must be error free both in and
end text to achieve the higher marks.
·
References must be “quality” to
achieve the higher marks.
English language proficiency 0 – 10
·
Good sentence and paragraph
structure
·
Easy to understand sentences
·
Error free spelling and
punctuation.
·
Logical application of ideas
and arguments
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