
clinical practice
NSB204 ASSESSMENT TASK 3 Assessment name: Case-based analysis with questions relating to clinical practice
Task description:
This assessment requires you to answer a series of questions related to clinical cases provided (below), integrating relevant and contemporary literature to support your responses.
What you need to do:
• Refer to the questions below and prepare responses.
• Use valid contemporary peer reviewed journal articles or professional guidelines, with the addition of textbooks as appropriate to support your key points;
• Sites such as websites for the public, StatPearls or Hospital guidelines are NOT academic sources and are not to be used
• All responses should integrate evidence as support using QUT APA in-text referencing with specific page number. As a guide a minimum of 10 current relevant and credible references should be used.
• Follow the word limit provided for each question response. • Read the Criterion Reference Assessment for this task and how your academic writing will be assessed.
• You do not require an introduction or conclusion.
• Present your assessment as per the requirements listed below.
Length:
Total 1500 words, +/-10% (word length includes in-text referencing and
excludes your reference list). Estimated time to complete task:
40 hours Weighting:
40% How will I be assessed:
Marks awarded for responses as indicated on the question and the CRA used to grade academic writing style and referencing.
Due date:
See Blackboard site for details of due date and submission requirements. Presentation requirements:
• Please clearly number your responses with the corresponding question number e.g., Q. 2a. Do not re-produce the question before your response – numbering is sufficient. All three questions need to be addressed in one document.
• All response sources should be appropriately acknowledged and referenced using an author/ date approach (APA). No reference = no marks
• Referencing
o Use APA7 referencing for citing academic literature (see http://www.citewrite.qut.edu.au/)
o Include the page number in the in-text citation that indicates the actual page in your source where you located the evidence to support your key point. Failure to do this will attract a reduced grade for referencing. Eg. (Smith, 2020, p.15) Note: markers will be checking references to see that you have accurately represented the source. Inaccurate citations or falsifying your references is academic misconduct and will be reported.
• Formatting should be as outlined below:
o Include a cover page with your details, unit code, assessment title, tutor name, and word count.
o Include a ‘footer’ on each page with your name, student number, unit code and page number.
o 3 cm margins on all sides
o Double-spaced text
• Use font, such as Times New Roman, Arial or Calibri; font size 12
What you need to submit:
One Word document via Turnitin that contains the following items:
• Copy of email if you have received an extension
• Cover sheet
• Responses to questions one, two and three clearly identified
• Reference list in APA7 style at the end of your assignment
Assessment Questions
Question 1
Read the following case study and answer the questions below.
Sandy is a 42-year-old female who is being treated in an adult inpatient unit on a Treatment Authority under the Mental Health Act 2016 Qld. She was brought into hospital by Police after she was found in Queen Street Mall – she was shouting the “government is spying on me and reading my mind” and appeared to be distressed and afraid, running aimlessly and often looking behind. She appeared gaunt and disheveled, her hair was matted and dirty, as were her hands and feet. When the Police approached Sandy, she was challenging to engage, not re-directable, spoke of bizarre, illogical content that was difficult to follow, and looking all around herself with a startled expression. She also appeared to be suspicious about hospital staff being “government agents” stating “don’t take me back there, that’s where they want me”. Sandy told Police she did not want to go to hospital as she feared the nurses would poison her and be able to “read my thoughts”. The Police made the decision to place Sandy under an Emergency Examination Authority (EEA) under the Public Health Act 2005 Qld and transferred Sandy to the nearest Authorised Mental Health Service for further assessment.
Background information: Sandy has a diagnosis of Schizophrenia, which was diagnosed when she was 19 years old. Sandy moved out of her parent’s home when she was 20 years old and has since been living in shared accommodation. Sandy is currently homeless as she was evicted from this shared unit as she did not pay rent. Sandy has in the past worked in manufacturing warehouses, however ceased this after becoming unwell. She has been unemployed for the past two years and receives a Disability Support Pension.
Sandy has had multiple admissions for the care of her illness (the last one was 1.5 years ago). She has been prescribed depot (long-acting injection) anti-psychotic medication however, did not present for her last depot and has disengaged with her case manager for over three months. Sandy’s parents try to remain in contact (they also live in Brisbane). However, this is hard as she does not have a phone. Sandy’s grandfather also had schizophrenia and committed suicide aged 50 years.
You meet Sandy for the first time following her admission to the inpatient mental health unit yesterday. You introduce yourself to her and take her to a quiet place to have a conversation. She appears distressed and confused and tells you she does not know why she is in hospital, saying: “there is nothing wrong with me, it is the government spying on me, reading my mind and the nurses trying to poison me”. She is not aggressive towards you however she is not happy to be in hospital. She tells you she has not slept well or eaten for a few days as she is “worried about what the government agents will do next”. She appears underweight and very thin.
Question 1a. Identify and describe what symptoms of paranoia Sandy is demonstrating.
[Approximate- 150 words] 3 marks
Question 1 b. Identify a nursing priority problem for Sandy and briefly justify your choice. Describe a related nursing intervention to address this priority problem, drawing on peer-reviewed evidence.
[Approximate -200 words] 5 marks
Question 1c. Identify and explain your assessment of Sandy’s insight into her illness (refer to the MSE component). Discuss how Sandy’s insight into her illness is relevant to her Treatment Authority under the Mental Health Act 2016 Qld. [Approximate -200 words] 4 marks
Question 2
Read the following case study and answer the questions below.
Aliah is 28-year-old female who was brought into the psychiatric emergency department by her husband yesterday, after he experienced concerns about her safety and wellbeing.
Background: Aliah was born in Syria and came to Australia as a refugee six years ago with her husband Khalid. Aliah’s background is traumatic, and she witnessed both her parents’ death in Syria when she was young. She has no siblings. She has been married to her husband Khalid for the past eight years. They have no children. Aliah has been attending University to become a teacher however has deferred this semester as she feels low and unable to concentrate on her studies. Aliah has two close friends but has not seen them for the past three months. She is not linked with any local services in the community.
Aliah has suffered from depression since the loss of her parents ten years ago. She has also been diagnosed with Post-Traumatic Stress Disorder (PTSD), and she experiences distressing flashbacks of her parents’ death. She attempted suicide by overdose some years ago which led to a short medical admission and an admission to an acute psychiatric unit, for stabilisation of her mental state and mitigation of risk. When Aliah feels low, her sleep is often limited to 5-6 hours per night and her appetite is poor. She has been taking anti-depressant medications for the past five years and Khalid states her GP also referred her to a psychologist who specialises in trauma. She has attended several sessions but stopped going about three months ago, after the 10th anniversary of her parent’s death. Khalid tells staff on admission that she “does not talk to him much anymore” (relationship was good until three months ago). He is concerned about her risk for suicide and suspects she may not be taking her anti- depressant medication. Aliah does not drink or smoke and is otherwise in good health. Aliah has a medical history of scoliosis, experiencing chronic pain and as a result has developed a dependence on codeine to manage her pain.
You meet Aliah in her room the morning after her admission the previous day. She presents as withdrawn, her replies are limited, and she looks at the floor as you speak. When you ask whether she feels safe to assess her suicide risk she looks down and says, “what is the point anyway, Khalid will be better off without me, he can meet someone else and be happy”. She is unable to confirm her safety on the ward.
She confirms she has not taken her medication for four months and says she feels low “all the time”.
Question 2a. Identify and describe what PTSD symptoms Aliah is demonstrating. [Approximate – 150 words] 3 marks
Question 2b. Identify and describe the nurse role in providing care and safety to a person such as Aliah, who is an inpatient experiencing suicidal ideation. [Approximate – 200 words] 4 marks
Question 2c. Discuss two multi-disciplinary interventions (non- pharmacological) for Aliah and briefly discuss how they align to the person-centered care model. [Approximate-200 words].4 marks
NSB204 Assessment task 3
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Question 3
Refer to the video in NSB204 Blackboard site, Assessment 3 tab.
Watch the video on ‘Harm minimisation’, in Australia
Question 3a. In your own words define the term ‘harm minimisation approach’. [Approximate 100 words.] 2 marks
Question 3b. Identify one strategy implemented in Australia to address ‘harm minimisation’, within the context of alcohol or drug addiction. [Approximate 100 words.] 2 marks
Question 3c. Discuss the rationale of this strategy and evaluate the effectiveness of its implementation in Australia, drawing on academic current peer reviewed sources. [Approximate 200 words] 4 marks
NSB204 Assessment task 3
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NSB204 ASSESSMENT TASK 3 RUBRIC
This assessment will be marked in written exam format. Each question is weighted with marks for the response and justification. Marks for academic writing and referencing will also be awarded as per the marking rubric. Learning Outcomes Assessed:
4, 5, 6 Weighting:
40%
5 marks Excellent 4 marks Good 3 marks Satisfactory 2 marks Limited 1 mark Unsatisfactory 0 marks
Academic Writing Consistently adheres to a high level of academic writing standards. Correct terminology and professional language
Skilful use of language that conveys meaning with clarity and fluency.
No errors in tense, spelling, punctuation, or grammar
Mostly adheres to academic writing standards. Generally, uses correct terminology and professional language
Uses language that effectively conveys meaning with clarity and fluency.
Minimal errors (2-4) in tense, spelling, punctuation, or grammar Adheres to a the most critical academic writing standards. Uses correct terminology and professional language for some of the assessment
Uses straightforward language that generally conveys meaning.
Occasional errors in tense, spelling, punctuation, or grammar that reduce readability. Limited adherence to academic writing standards. Incorrect terminology and professional language frequently throughout the assessment
Language used means it is frequently difficult to determine meaning
Frequent errors in tense, spelling, punctuation, or grammar that reduce readability Does not adhere to academic writing standards. Uses incorrect terminology and professional language throughout the assessment
Uses language that often does not convey meaning or is difficult to determine meaning.
Frequent errors in tense, spelling, punctuation, or grammar that interfere with effective communication. Serious problems with mechanics of language
No evidence of academic writing. Uses incorrect terminology and professional language throughout the assessment
Uses language that often does not convey meaning or is difficult to determine meaning.
Frequent errors in tense, spelling, punctuation, or grammar that interfere with effective communication. Serious problems with mechanics of language
Referencing
All aspects of APA referencing are technically correct in reference list and in-text referencing.
High level of academic sources used
Minimum of 10 peer reviewed journals accessed in addition to other sources to support work.
Most aspects of APA referencing are technically correct in reference list and in-text referencing.
Generally high level of academic sources used
8-10 peer reviewed journals accessed in addition to other sources to support work.
Infrequent errors in APA referencing in reference list and/or in-text referencing.
Mostly academic sources used with some non-academic sources
Some peer reviewed journals accessed in addition to other sources to support work.
Frequent errors consistent in APA referencing in reference list and/or in-text referencing.
Mostly non-academic academic sources used
Limited number of peer reviewed journals accessed in addition to other sources to support work.
Serious issues with referencing in reference list and/or in-text referencing
Has not used APA referencing
Has used all non-academic sources to support work
AND/OR
Very limited number of peer reviewed journals accessed in addition to other sources to support work.
Absent referencing
No evidence of use of sources to support work
Satisfactorily complied with the Academic Integrity standards outlined in the MOPP C/5.3 Academic Integrity.