1803 Markers guide ( see the marking rubric as well )
2000 words ±10% Using the case scenario provided for your field of practice and with reference to learning outcomes 1, 2 & 5 discuss with rationale a comprehensive assessment of two activities ( one physical and one non-physical activity) from the patient in the scenario demonstrating awareness of mental, physical, cognitive, behavioural, social and spiritual needs using the identified nursing model/assessment framework relevant for your field of practice outlined in the scenario.
- Discuss how knowledge has shaped and currently shapes contemporary nursing practice (Adult/CYP/MHN)
- Compare and contrast how different types of knowledge/evidence can support/underpin contemporary nursing practice to develop knowledge and understanding of the art and science of nursing(Adult/CYP/MHN)
- Outline factors that can impact on physical and mental health and discuss how the nurse can safely assess the physical and mental health needs of an individual through the lifespan drawing on appropriate models/frameworks relevant for field of practice (Adult/CYP/MHN)
The purpose of the essay is to focus on the assessment aspect of nursing for the module addressed at the start so it should be evident that student is applying that content in the work (LO3) and also demonstrating in the essay how knowledge informs practice but also looking at different types of knowledge /evidence influences practice with reference to assessment of the patient (LO1&2)
The introduction should clearly outline student’s intent for the essay and this should follow through. The essay should clearly identify the students choice of two problems to assess from the scenario – 1 physical and 1non-physical.
There needs to be discussion that focusses on assessment – at this level define what nursing assessment is, how this links to the nursing process – for the higher marks students will relate this to their field of practice by incorporating aspects of why they need to assess the patient/child/ to expand on their definition. There should also be evidence that they understand as part of the assessment process – how information is collected as what information will be subjective, objective or social and the relevance – this should link to different types of knowledge.
Students should discuss the assessment framework identified in the brief (activities of living by Roper) and in addition what they have discussed that is specific for field of practice in CYP/MHN this should be discussed in the context of assessing the patient. Key things that students should be able to discuss is how the framework works/structures assessment using supporting evidence identifying the benefits of the framework and the limitations. Depending on what problem they have chosen to assess they should identify other assessment tools that are relevant to assess the specific problem identified for their scenario. Again for the higher achieving students they may incorporate knowledge form the session on MH, culture & diversity to address mental, physical, cognitive, behavioural, social and spiritual needs.
The students will then need to discuss the assessment of each problem individually using the activities of living. They should be able to identify the cause of the problem. The key word here is identify, so it is not a requirement to discuss the condition of the patient in depth to the detriment of discussing assessment. What the student needs to explain in the essay is how that activity of living is affected by their chosen problem. Depending on what they choose to assess this might involve more than one activity ( the higher achieving students will identify this). Students should be able to justify why this activity is effected making clear links to the information in their scenario for field of practice. Explain what the assessment will entail with supporting evidence – the objective/subjective data etc. If they have identified other assessment tools they should explain the relevance now in the context of the assessment. In addition there should be discussion of wider factors that will also influence the assessment i.e. mental, physical, cognitive, behavioural, social and spiritual needs (not all may apply).
- Content should show evidence of safe practice, care and compassion throughout.
- Clearly focussed on assessment of the patient and purpose of assessment – not about interventions on how to address the problem however, student may explore that assessment will inform the nurse and patient how to better manage the problem – this aspect can form part of the conclusion
- The underlying cause of the problem needs to be identified only – no exploration of physiology or pathophysiology required
- The work should show links to relevant module content related to assessment, different types of knowledge and how this informs practice
|Criteria||20-15 (Excellent)||11-14 (Very good)||9-10 (Good)||8 (Satisfactory)||0-7 (Unsatisfactory)|
|Breadth, depth and focus of content in relation to the question set for the assignment and learning outcomes 1, 2& 5 for the module.||/20||The content has clearly addressed the relevant learning outcomes. Breadth, depth and focus of the discussion is sustained throughout with comprehensive coverage of all the key issues relevant to the question/assignment brief||The content has addressed the relevant learning outcomes. Breadth, depth and focus of the discussion sustained throughout and addresses most of the key issues relevant to the question/assignment brief.||The content meets the relevant learning outcomes. Breadth , depth and focus of the discussion not fully sustained throughout as not all of the key issues relevant to the question/assignment brief addressed. , but requires more in depth exploration of these key issues||The content has partially addressed the relevant learning outcomes. Breadth, depth and focus of the discussion not fully sustained. Not all of the key issues relevant to the question /assignment brief addressed. The content of the discussion is superficial throughout .||The content has not clearly addressed the relevant learning outcomes. Breadth, depth and focus of the discussion is not sustained as the work is very superficial and lacking in focus . The content does not clearly address key issues relevant to the question/assignment brief|
|Knowledge and understanding of module content applied in the commentary/ discussions to address the question set for the assignment||/25||Extremely well informed knowledge base relevant to the module content. Evidence of excellent understanding of the relevant issues to show learning from the module content in a proficient manner for this level of study to show original and creative interpretation of key concepts and arguments Evidence of some higher level thinking beyond the module content||Very good informed knowledge base relevant to the module content. Evidence of clear and detailed understanding of the relevant issues to show learning from the module content. There is evidence of original and interesting interpretation of key concepts and arguments however, not all aspects of the content relevant||Knowledge base relevant to the module content is good. There is evidence of some understanding as work identifies and explores some of the relevant issues to show learning from the module content. Interpretation of key concepts and arguments is relatively basic and not all aspects of the content relevant||Knowledge base relevant to the module content is satisfactory. Superficial level of understanding of the relevant issues to show learning from the module content as some important concepts of the module content missing. Exploration and interpretation of the module content is unclear at times||The work lacks the knowledge base required relevant for the module. Fundamental misunderstanding of the module content as the key concepts of the module not addressed clearly. Meaningful learning is not evident in the work as interpretation of the module content is unclear|
|Commentary /discussion shows use of relevant and up to date literature, application of theory to practice with evidence of safe clinical practice and beginning of analysis||/25||There is excellent application of theory to practice with clear discussion of current issues and their influence on practice. Evidence of extensive and relevant reading beyond coursework Evidence of consistently safe and high standards of practice in the discussions for this level of study. Evidence of analysis in the work||Theory consistently applied to practice with discussion that shows awareness of current issues and their influence on practice. Evidence of relevant reading beyond coursework. Incorporates evidence of safe and consistently well applied practice in the discussions for this level of study. Some evidence of analysis in the work||Consistent application of appropriate theory to practice with discussion that shows some awareness of current issues and their influence on practice. Evidence of good use relevant books and up to date literature Evidence of safe practice has been shown in the discussions Work is mostly descriptive||Some appropriate and relevant theory with application to practice described with superficial discussion that shows awareness of some current issues and their influence on practice. Sufficient use of relevant sources of material but little or no evidence of reading beyond coursework. Work is wholly descriptive||Limited range of relevant theory. Inappropriate description and application of theory to practice. There is poor understanding of practice issues and evidence of unsafe practice. Limited use of relevant literature or inadequate and irrelevant sources used. Work is wholly descriptive.|
|Presentation and organisation of work. Referencing||/10||Structure of the work shows convincing logical development of discussion with excellent linking of all elements of the essay which has followed through in the content with a firm conclusion . No errors evident with grammar, spelling and syntax. Excellent use of correct terminology Referencing in the essay and reference list has been done perfectly||Structure of the work is logical with development of discussion that links elements of the essay which has followed through in the content with a conclusion. Minor attention needed to grammar, spelling and syntax. Very good use of correct terminology Referencing in the essay and reference list has some minor errors evident||Structure of the work on the whole is good. There is evidence of discussion and an attempt made to link elements of the essay however, there are aspects of the discussion that lack flow and progression of ideas and the conclusion is limited. Attention needs to be given to grammar, spelling and syntax as errors evident. There is evidence of use of terminology. Referencing in the essay and reference list needs attention as errors evident.||A reasonable attempt made to structure the work however, the discussion lacks logical flow as it starts of well but deteriorates towards the end. There are poor links between the paragraphs to bring elements of the essay content together and the conclusion is weak. Spelling, grammar and syntax needs attention as some persistent extensive issues in the work. Correct use of terminology is lacking. Referencing in the essay and reference list needs attention as extensive flaws and omissions evident||Structure of the work is disorganised and lacks clear logical flow of discussion as the content lacks direction and purpose and the conclusion is inadequate. The work is very difficult to understand as many points unclear due to poor spelling, grammar and syntax throughout the work. The work lacks use of correct terminology and where evident this has been misused. Referencing in the essay and reference list is poor and incomplete|
|Name: Student Number: Attempt: 1st/ 2nd|
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|1st Marker Signature: Date:|
|2nd Marker/ Moderator comments Signature: Date:|
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