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- Topic:: NURS 1201 Foundations of professional practice 1 B
- Subject :: Medical & Nursing
- Deadline :*: As Per Require
- Number of Words:: 6000
- Citation/Referencing Style:: APA
Assessment 1 – Clinical Reasoning Cycle
|Purpose||Purpose of this assignment is for students to gain an understanding of the clinical reasoning cycle and its applicability in the clinical practice. To use the critical thinking skills to develop each step in this framework and to develop skills in looking at the prioritisation of care when multiple tasks are required.|
|Description||Clinical reasoning cycle (CRC) is A Tool for Building Excellence in Nursing Practice. Clinical Reasoning is the process by which nurses (and other clinicians) collect cues, process the information, come to an understanding of a patient problem or situation, plan and implement interventions, evaluate outcomes, and reflect on and learn from the process.
CRC consist of seven sections clinical reasoning framework. In this written assessment, students are required to identify the steps in the CRC and apply its concepts to a given scenario.
|Suggested Resources for the written assessment||Ingham-Broomfield, B. (2021). Chapter 11: Critical Thinking and the Nursing Process. In A. Berman, S. Snyder, T. Levett-Jones, T. Dwyer, M. Hales, N. Harvey, …D. Stanley, Kozier and Erb’s fundamentals of nursing (5th Aust. Edition). Melbourne, Vic.: Pearson.
Levett-Jones, T. (2021). Chapter 13: Diagnosing. In A. Berman, S. Snyder, T. Levett-Jones, T. Dwyer, M. Hales, N. Harvey, …D. Stanley, Kozier and Erb’s fundamentals of nursing (5th Aust. Edition ). Melbourne, Vic.: Pearson.
Levett-Jones, T. (2nd Edition). (2018). Clinical reasoning: Learning to think like a nurse.
Frenchs Forrest, NSW: Pearson
Levett-Jones, T., Hoffman, K., Dempsey, J., Jeong, S., Noble, D., Norton, C., Hickey, N. (2010). The ‘five rights’ of clinical reasoning: an educational model to enhance nursing students’ ability to identify and manage clinically ‘at risk’ patients. Nurse Education Today, 30(6), 515- 520. doi:10.1016/j.nedt.2009.10.020
|Submission Method||Turnitin via Blackboard >Assessment Submission in the correct designated folder.|
|E-mail submissions will not be accepted.
Front sheet and marking criteria forms are not required.
Please check that the correct document and version has been submitted.
|Length||1800 words; Note: only the first 2000 words will be marked. Excluding heading/subheadings and reference list.|
|Assessment Criteria||See Appendix 2
And will be available on the blackboard under Assessment one
|Feedback Provided||Online – To view individual feedback, click on the Turnitin Grading Form icon (Bottom RHS when viewing submitted document)|
|Opportunity to Reattempt||Students WILL NOT be given the opportunity to reattempt this assessment.|
Appendix 1: Assessment 1 – Clinical Reasoning Cycle
Scenario – Mrs Williamson
Mrs Williamson is a 76-year-old woman admitted to your Orthopaedic ward from the Emergency Department (ED) after she had a fall at home. The ED doctor has referred Mrs Williamson for investigations regarding a possible left foot metatarsal bone fracture and ordered further investigations. Mrs Williamson has had an initial dose of 1000mg Panadol in ED 3 hours ago; with an ongoing order of 1000mg of Panadol PRN 6 hourly. The physical exam shows that Mrs Williamson has pain and redness of her left foot, which has increased over the last 3 hours despite analgesia, and her pain level now is 8/10. She is unable to bear weight on the affected foot. Mrs Williamson is oriented and alert, but concerned as she was brought to the hospital alone.
Mrs Williamson has a history of high blood pressure (hypertension) and she is on antihypertensive medication, Avapro 150mg/day. Mrs Williamson was an active member at the local bowling club and local church, but since her husband died 12 months ago, she has not attended church or bowling. When you introduce yourself to Mrs Williamson, she tells you that she “does not want to be in hospital” and asks you “when can I go home?”
Mrs Williamson’s vital signs upon admission to the ward are:
- Blood pressure 145/90 mm Hg
- Temperature 8° Celsius
- Pulse rate 110 beats per minute
- Respiration rate 18 breaths per minute
- Oxygen saturation 95%
Note: The purpose of this assessment is to gain knowledge of the theoretical aspect of the Clinical Reasoning Cycle.
Ingham-Broomfield, B. (2021). Chapter 11: Critical Thinking and the Nursing Process. In A. Berman, S. Snyder, T. Levett- Jones, T. Dwyer, M. Hales, N. Harvey, …D. Stanley, Kozier and Erb’s fundamentals of nursing (5th Aust. ed., Vol 1, pp. 192-203). Melbourne, Vic.: Pearson.
Levett-Jones, T. (2021). Chapter 13: Diagnosing. In A. Berman, S. Snyder, T. Levett-Jones, T. Dwyer, M. Hales, N. Harvey,
…D. Stanley, Kozier and Erb’s fundamentals of nursing (5th Aust. ed., Vol 1, pp. 221-229). Melbourne, Vic.: Pearson.
Levett-Jones, T. (Ed). (2018). Clinical reasoning: Learning to think like a nurse. Frenchs Forrest, NSW: Pearson
Levett-Jones, T., Hoffman, K., Dempsey, J., Jeong, S., Noble, D., Norton, C., . Hickey, N. (2010). The ‘five rights’ of clinical reasoning: an educational model to enhance nursing students’ ability to identify and manage clinically ‘at risk’ patients. Nurse Education Today, 30(6), 515-520. doi:10.1016/j.nedt.2009.10.020
The following questions will explore each aspect of the clinical reasoning cycle. You MUST use the required readings, the scenario, and the Clinical Reasoning Cycle (CRC) (Levett-Jones, 2018) to assist you to answer these questions. APA referencing is required for these readings and any additional references, such as relevant assessment tools and nursing literature.
You will also be expected to use your critical thinking skills when providing your answers. Critical thinking can be defined as, “the art of analysing and evaluating thinking with a view to improving it” (Paul & Elder, 2009). Short answer questions
are those written in sentence and paragraph format and can be up to 500 words. Use the word count provided for each question as a guide to how much detail you should provide in your answers.
Using the Levett-Jones et al. (2010) article, discuss the importance of clinical reasoning in relation to preventing patient deterioration and maintaining safe nursing practice. (200 words maximum) [4 marks]
PART B CRC PHASES:
- The first phase of the CRC is: Consider the Patient Situation. Identify the aspects that are considered when evaluating the patient situation; and why it is an important initial step in the CRC? (100 words maximum)
- The second phase of the CRC is: Collecting Cues and Information (250 words maximum) [Total 8 marks]
- Discuss the importance of collecting cues. In your answer consider the possible consequences for not collecting enough cues, and how therapeutic communication could impact the collection of [2 marks]
- Current information: Using the scenario, provide a list of all the cues that you identify based on the current information for Mrs [3marks]
- Gather new information: Based on the current information listed for 3b, list three (3) additional assessments that you would conduct and provide a brief rationale for each, using the literature to support this [3 marks]
Note: You can include any assessment that relates to Mrs Williamson. The assessment does not have to relate to the course content.
- The third phase of the CRC is: Processing Information. As you progress through the degree you will become more confident with processing information, at this point we will focus on the following: (250 words maximum) [Total 8 marks]
- Briefly describe what is involved in the processing information phase. As a nurse, what is the purpose of processing information? [ 2 marks]
- Identifying normal versus abnormal: Using your list of cues in question 3b, list what cues you consider are not in the normal range for Mrs Williamson (using supportive literature) [ 4 marks]
- Discriminate: From the cues identified above, identify the one cue that would be your priority for Mrs Williamson (what are you most concerned about), and why? [ 2 marks]
- The fourth phase of the CRC is: Identifying problems or issues. (The terms “nursing problem”, “nursing issue” and “nursing diagnosis” are interchangeable during your degree).
The purpose of generating a nursing problem and stating what it is related to and evidenced by is to further your understanding of relationships when using clinical reasoning. (250 words maximum) [Total 10 marks]
- Explain the difference between an actual and a potential (at risk) nursing [ 2 marks]
- Explain the role of “related to” and “evidenced by” statements when making a nursing diagnosis. (When answering this question explain what information nurses use to make these statements? Be sure to distinguish which information can be used for “related to” and which information that can be used for “evidenced by” statements in your answer). [3 marks]
- Identify one (1) priority actual nursing diagnosis for Mrs Williamson using “related to” and “evidenced by” [3 marks]
- Identify one (1) potential nursing diagnosis for Mrs Williamson using a “related to” statement. [2 marks]
An example of nursing diagnosis statement is: Altered body temperature higher than Normal – related to – Infection process evidenced by – increase in temperature 38.5oC (febrile) and heart rate 98 (tachycardia).
- there may be multiple cues that provide the evidence of a nursing problem
- this is only an example; don’t use this example for this assessment
- The fifth phase of the CRC is: Establishing goals. Goals must be S.M.A.R.T (Specific, Measurable, Attainable, Realistic and Timely). Identify one (1) appropriate SMART goal for each (50 words/ 2 goals maximum) [4 marks]
Example: to return body temperature to below 37.5oC within one hour
- The sixth phase of the CRC is: Take action. Taking action identifies nursing actions/interventions that you will undertake to achieve the goal. The action should be related to the priority nursing diagnosis identified in Phase four (question 5, part C of this assessment). Nursing actions/interventions may include Assessments, Education, Medication, and Care (Note: Please do not include the nursing action of Consultation/communication/referral) (200 words maximum) [Total 10 marks]
- Assessment: Identify an Assessment that you will undertake with Mrs Williamson and provide a
- Education: Identify what Education you could provide to Mrs Williamson and provide a [2.5 marks]
- Medication: Identify a medication related action for Mrs Williamson and provide a [2.5 marks]
- Intervention/care: Identify a nursing care you could provide to Mrs Williamson and provide a
- The seventh phase of the CRC is: Evaluation. This ensures that you know what you expect to see as a result of your action/nursing intervention. What is the purpose of evaluating nursing interventions as part of the clinical reasoning cycle? Consider how and when nurses evaluate nursing interventions. (150 words maximum) [ 4 marks]
- The eighth and final phase of the CRC is: Reflection. Reflection is an important part of nursing, the clinical reasoning process, and assists with your future learning. After undertaking this assessment task, reflect on what was your most challenging moments in clinical reasoning and why this so? (100 words maximum) [4 marks]
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Assessment 2 Online Quiz
|Assessment Type||Online Quiz|
|Purpose||The purpose of this assessment item is for students to apply critical thinking skills to Mrs Poole’s hospital admission in Scenario 1 and to ensure that students have thorough knowledge and understanding of ethics and legal requirements as it pertains to nursing practice.|
|Description||This Quiz will be in two parts with 20 randomly selected multiple-choice questions.
Part 1 will include 12 questions based on Eileen Poole scenario; questions are drawn from preparation and tutorials 1-3.
Part 2 will include 8 questions to cover the Law and Ethics content; readings for this part will be made available as a self-directed resource.
You will have one attempt only.
You have a maximum of 35 minutes to complete the quiz (Both Part A and Part B). Backtracking will not be allowed. Check that you have submitted your answers when you attempt the quiz. Quizzes that are not attempted or remain ‘in progress’ when the quiz closes will be awarded zero marks.
|Submission Method||Online via Blackboard > Assessment|
|Return Method||Online – Quiz mark revealed on test completion|
|Feedback Provided||At the end of the quiz, you will be provided with your score.|
|Opportunity to Reattempt||Students will not be given the opportunity to reattempt this assessment. It is advisable to attempt the quiz from a location where internet access is secure and ensure all questions are completed
before submitting. Please thoroughly review the source materials prior to commencing the quiz and have them readily available throughout
Appendix 2: NURS1201 – Written Assessment
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Assessment 3 – Closed Book Examination – Accredited Program – Use of Memory Aids Are Not permitted
|Assessment Type||Formal Examination
Note: This is a closed book examination. This examination has been granted exemption from the University’s default examination format. No Memory aid not any other written materials may be brought into the examination.
|Purpose||The purpose of this assessment is to assess students’ knowledge and understanding of the key concepts covered in NURS1201|
|Description||A 2-hour formal examination will be held in the examination period. The examination will comprise of multiple choice and short answer written questions. The examination will assess clinical reasoning ability all areas of course content. Including all lecture and tutorial material from the three clinical scenarios Eileen Poole, Lyn Munro, and Nick Morris|
|Compulsory Requirements||Attempt / Submission Requirement – Students must attempt/submit this assessment item to pass the course.|
|Length||Two hours duration|
|Due Date||The examination will be held during the University examination period.|
|Submission Method||Formal Exam|
|Feedback Provided||Individual feedback will not be provided. Class feedback will be provided through blackboard course announcement by the Course Coordinator|
|Opportunity to Reattempt||Students WILL NOT be given the opportunity to reattempt this assessment|
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