Homework answers / question archive / Thursday 26"" May 2022 Week 17/T9 at 1700 hours Submit an electronic copy of your assignment via upload to eLearning

Thursday 26"" May 2022 Week 17/T9 at 1700 hours Submit an electronic copy of your assignment via upload to eLearning

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Thursday 26"" May 2022 Week 17/T9 at 1700 hours
Submit an electronic copy of your assignment via upload to eLearning.
Submission Please refer to detailed information regarding submission of assignments on the subject’s
eLearning site.
Type of Collaboration Individual Assessment
Students will apply their clinical reasoning skills to critically examine and reflect on a case
study where a person experiences a deterioration in clinical condition
There will be three (3) cases to choose from
Students are expected to demonstrate their ability to recognise and manage a case using
person-centred practice and incorporating the Clinical Reasoning Cycle. They will also reflect
on aspects of the case to consider future actions.
Details Essential elements include
- Introduction and conclusion
- Nursing care plan
- In-depth examination of
o Pathophysiology of clinical deterioration
o  Thecase in relation to one person-centred process
- Reflection using Gibbs Cycle of Reflection
Report with headings
Style and format APA 7 referencing system. A summary of the APA 7 can be accessed on the Library website at
https://uow.libguides.com/refcite/apa-7
1. Connect early and late warning signs of the deteriorating person to underlying
pathophysiology and psychiatry;
2. Apply a systematic person-centred approach to assessing sudden deterioration;
Subject Learning Outcomes __[3. Develop an immediate plan of care to address the sudden deterioration in health;
4. Effectively communicate with members of the interdisciplinary team in a simulated scenario
involving a person with sudden health deterioration;
5. Defend the necessity for rapid response and standardised assessment;
Marking Criteria The marking rubric is on pages 9-12

Applying the Gibbs’ Reflective Model K
SKILLS AWARD
‘It is not sufficient simply to have an experience in order to learn. Without reflecting
upon this experience it may quickly be forgotten, or its learning potential lost. It is
from the feelings and thoughts emerging from this reflection that generalisations or
concepts can be generated and it is generalisations that allow new situations to be
tackled effectively.’ (Gibbs 1988)
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Using this 6 step model should help to identify your strengths, areas for development and actions
you can take to enhance your professional skills. Steps 1 - 3 relate to what happened during the
experience and steps 4 - 6 focus on how you could improve on the experience and outcome in the
future.
Step 1 — Description
This should be a brief description of the experience or event to set the scene and give context.
Step 2 — Feelings
Consider what you were thinking and how you felt before the experience.
How did you feel during the experience?
How did you feel after the experience?
This is another short descriptive step, rather than being analytical.
Step 3 — Evaluation
Evaluation looks objectively at both positive and negative aspects of the experience.
Describe key elements that went particularly well.
Was there anything that did not go well or did not work?
If appropriate, you can include what others did or did not do well.

1.1. The nursing care plan
® The purpose of the nursing care plan Is to

demonstrate your ability to think through a full clinical

reasoning cycle
® DO NOT use the language of nursing diagnoses as

this reflects a north american context and is overly

wordy.

° eg - Ineffective Breathing Pattern related to pain as
evidenced by pursed-lip breathing, reports of pain
during inhalation, use of accessory muscles to
breathe.

template A¥
® | have provided an example below
cues rationale .
evaluation
Problem Intervention Outcome
grouped cues | © rationale evaluation
Explain problem and
treatment to person
© enhance their
understanding to
reduce anxiety and
Possible urinary develop a shared
tract infection intervention plan A)
urinary Obtain mid-stream
frequency and| urine specimen
pain on °o Ensure effective um resolves
_ Reduction
voiding aT eatment| .

Problem & Interventions & &
cues rationale .
evaluation
Problem Intervention Outcome
grouped cues | © rationale evaluation
Explain problem and
treatment to person
° enhance their
understanding to
reduce anxiety and
Possible urinary develop a shared
tract infection intervention plan
urinary Obtain mid-stream
frequency and] urine specimen
. UTI resolves
pain on o Ensure effective
oa vege Reduction
voiding antibiotic treatment a urinar
U/A shows by identifing y
frequency
large organism
, and pain
leukocytes Increase oral fluids
and blood, & especially water
positive for °o increase volume of
nitrites urine to reduce pain
and flush bacteria
out
Obtain order for URAL
°o reduce pain by
alkalinising urine Q