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.

Length 2000 words (+/- 10%; includes intext citations, excludes reference list)

Assessment Rubric Appendix B of the NRSG372 unit outline

LEO Resource

A National Q&A Session will be held during week seven (7) of the semester. The Q&A session will unpack the assessment task requirements. Students will have the opportunity to ask the National LICs any questions or clarifications they require. All students are recommended to attend this session. A recording of the National Q&A session will be made available for students. The link will be made available on the Assessments page of the LEO unit.

LOs Assessed LO1, LO2, LO3, LO6

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.

Consent Form

You will need to gain written consent from your interviewee PRIOR to conducting your interview and inform your interviewee that they may be called at random by the LIC to confirm consent. There must be evidence that you have interviewed (via face to face, phone or video call) a real person in your community, demonstrated by the consent form and unique circumstances outlined in your essay.

If there is evidence that students have not conducted a genuine interview an NN grade for the assessment will be awarded.

Safety

Confidentiality must be maintained. You must de-identify your interviewee in your paper, by use of a pseudonym, and clearly state this in your paper. Any identifiable location, organisation, or workplace must be deidentified.

This assessment does not encourage you to diagnose conditions or suggest treatments to your interviewee.

Those under 18 years of age, carers, or currently enrolled students at Australian Catholic University, are not to be interviewed.

Students are not to approach strangers for interviews, or to put themselves into situations of risk. Please be aware of the impact of conducting an interview on your interviewee. Should your interviewee become upset, please finish the
interview at that point, and contact the LIC for further advice.

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 youhave 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).