Assessment Task
In this assessment task, you will be required to
• Read and understand the case study
• Critically evaluate the information provided in your case study scenario.
• Demonstrate an in depth understanding of common adolescent pathologies, and the role of the nurse in the assessment, planning and delivery of care.
Context
As adolescents mature and develop their independence, they will at times present on their own to seek health care services. Adolescents will also commonly present with their parents(s), requiring the nurse to practice family centred care. ASSESSMENT 3 BRIEF Subject Code and Title
CCA206 Care of Children and Adolescents Assessment
Critical Appraisal of a Case Study Individual/Group
Individual Length
1500 words (+/- 10%) Learning Outcomes
The Subject Learning Outcomes demonstrated by successful completion of the task below include:
a) Define and apply the key concepts related to the growth and development of children and adolescents to nursing assessment and care planning.
b) Explain the theoretical underpinnings of a range of childhood health issues and apply this knowledge when using skills in simulated practice.
c) Critically analyse the psychosocial and cultural needs of the child or adolescent and their significant other and essential support group in relation to acute illness in child and adolescent primary health care.
d) Explore the complexities of medication management with children and adolescents and interpret and apply to care planning.
e) Recognise child protection responsibilities and collaborative processes with a multidisciplinary team. Submission
To be completed at the end of Module 6.1 (Week 11) Weighting
30% Total Marks
100 marks
When planning, delivering, and evaluating nursing care for adolescents who present without a parent in clinical settings, the nurse needs to build and sustain a therapeutic relationship with the adolescent, and advocate for their rights and needs.
In clinical scenarios where adolescents present on their own, and do not wish to include their family in their care, the nurse and medical team can be faced with moral and ethical dilemmas as to whether the family should be involved, despite the patient’s refusal. Adolescents should be viewed as individuals, and a determination should be made as to whether they are Gillick competent, whilst ensuring local legislation and policy is upheld.
You may consider the Clinical Reasoning Cycle (Levett-Jones et al., 2010) to analyse the case study.
Instructions
To complete this assessment task, you must:
1. Read the case study document found in Assessment 3 resources folder on Blackboard
2. Critically evaluate the information provided in the case scenario
3. Write a 1500-word (+/- 10%) essay using the suggested structure below.
4. Incorporate current evidence-based literature into the critical appraisal.
5. Respond to each of the points listed below pertaining to the selected case study:
• Outline and describe the aetiology and pathophysiology of the clinical diagnosis.
• Identify and briefly describe the signs and symptoms of the clinical presentation and how they relate to and/or support the clinical diagnosis.
• Consider the growth and development milestones for the age of the case study character and how this will influence nursing assessment and the planning of care.
• Discuss whether the adolescent in the scenario can provide informed consent, and make independent medical decisions based on your knowledge of Gillick competence, and legislation in your state and territory.
• Identify the child protection responsibilities of an RN in a clinical setting and discuss the collaborative processes with a multidisciplinary team.
• Discuss any psychosocial, emotional and/or cultural needs which should be factored into nursing care and care planning.
• Outline and discuss the Registered Nurses role in the safe administration and management of medications for the adolescents.
Suggested Structure
1. A cover page must be included which includes; subject name and code, assessment number, student name, student number and word count
2. Page numbers should be included in the footer along with student ID number
3. A brief succinct introduction should be written to introduce the case study and intention of the critical appraisal (100-150 words).
4. A conclusion should be written which sums up any significant findings and concludes the critical appraisal in an engaging way. No new information should be introduced in the conclusion (150-200 words).
CCA206_Assessment_3_Brief Page 3 of 7
5. Use Headings and Subheadings where appropriate to indicate which question is being addressed.
Referencing
• 15+ references are required for this assessment. Use recent, relevant and reliable resources to complete this task. These should be peer-reviewed literature and other credible sources (government documents, reports, publications, authentic webpages etc.), related to the subject matter and not older than seven years.
• It is essential that you use appropriate APA style for citing and referencing research. Please see more information on referencing in the Academic Skills webpage.
Assessment Rubric Assessment Attributes Fail (Yet to achieve minimum standard) 0-49% Pass (Functional) 50-64% Credit (Proficient) 65-74% Distinction (Advanced) 75-84% High Distinction (Exceptional) 85-100%
Demonstrated understanding of pathophysiology and clinical manifestations of the diagnosis in the case study, and how this relates to the clinical scenario
Percentage for this criterion = 20%
Limited understanding demonstrated by:
• Failing to identify any pathophysiology of the diagnosis, or
• Failing to identify correct or sufficient clinical manifestations as indicated in the case study and in supporting literature
No or very little limited demonstration of evidence to support claims via a range of current and evidence based in text citations
Basic understanding demonstrated by:
• Basic identification of pathophysiology of the diagnosis, or
• Basic identification of correct or sufficient clinical manifestations as indicated in the case study and in little to no supporting literature
Little demonstration of evidence to support claims via minimal current and evidence based in text citations
Above average understanding demonstrated by:
• Sufficient identification of pathophysiology of the diagnosis, or
• Sufficient identification of clinical manifestations as indicated in the case study and in some supporting literature
Some demonstration of evidence to support claims via a few current and evidence based in text citations
Advanced understanding demonstrated by:
• Strong identification of pathophysiology of the diagnosis, or
• Detailed identification of correct clinical manifestations as indicated in the case study with some supporting literature
Advanced demonstration of evidence to support claims via a range of current and evidence based in text citations
Exceptional understanding demonstrated by:
• Very detailed, clear and explanation of pathophysiology of the diagnosis, and
• Correct and detailed identification of clinical manifestations as indicated in the case study and in supporting literature
Exceptional use of evidence to support claims via a range of current and evidence based in text citations
Apply critical reasoning related to psychosocial and/or cultural needs of the adolescent &
Limited clinical reasoning demonstrated by:
• Failing to identify or understand the required process; or
Basic clinical reasoning demonstrated by:
• identifying the factors influencing activities of daily living, and
Above average clinical reasoning demonstrated by:
• Identifying and partially appraising the factors
Advanced clinical reasoning demonstrated by:
• Critical analysis of the factors influencing activities of daily living;
Exceptional clinical reasoning demonstrated by:
• Critical evaluation of the factors influencing activities of daily living;
CCA206_Assessment_3_Brief Page 5 of 7
their essential support group, in relation to the scenario. Consideration of developmental milestones and how they influence care planning.
Percentage for this criterion = 20%
• Identifying some factors influences activities of daily living, but failing to use this information to inform patient goals setting or interventions required
• Failure to consider developmental milestones and how they relate to care planning
• utilising this information to guide goals of care, and includes reference to evidence based guidelines • Basic demonstration of understanding of age-related developmental milestones and how they influence care planning
influencing activities of daily living, and
• utilising this information to guide goals of care, create individualised nursing interventions, and includes reference to evidence based guidelines and one other relevant source
• Good understanding of developmental milestones and how they influence care planning.
and
• utilising this information to inform goals of care, create detailed nursing interventions, and includes reference to evidence based guidelines and two or more relevant sources
• Well-developed understanding of developmental milestones and their influence on care
• planning
and
• utilising this information to inform goals of care, create comprehensive nursing interventions, and includes reference to evidence based guidelines, and three or more relevant sources
• Very thorough and clear understanding of developmental milestones and their integration into care planning.
Apply sound clinical reasoning to identify and explore the medication management
responsibilities and complexities in the scenario, to include, interpretation and application to care planning
Limited clinical reasoning demonstrated by:
• Failing to identify any concerns/complexities related to medication management; or
• Failing to demonstrate an understanding of the role of the RN when safely preparing, administering and evaluating effectiveness of medications
Basic clinical reasoning demonstrated by:
• Recognising the key concern/complexity related to medication management; and
• Basic understanding of the role of the RN
• when safely preparing, administering and evaluating effectiveness of medications, with multiple details missing.
Above average clinical reasoning demonstrated by:
• Identifying and partially appraising the key concerns/complexities
• related to medication management; and
• Developing understanding of the role of the RN when safely preparing, administering and
Advanced clinical reasoning demonstrated by:
• Critical analysis of the complexities related to
• medication management, and
• Well-developed understanding of the role of the RN when safely preparing, administering and evaluating effectiveness
Exceptional clinical reasoning demonstrated by:
• Critical evaluation of the complexities related to medication management; and
• In-depth understanding of the role of the RN when safely preparing, administering and evaluating the
CCA206_Assessment_3_Brief Page 6 of 7
Percentage for this criterion = 20%
evaluating effectiveness of medications, with some detail missing.
of medications, with some detail missing.
effectiveness of medications.
Recognise, where appropriate, child protection responsibilities and referral processes with a multidisciplinary team in relation to the scenario. Including the adolescent’s ability to provide informed demonstrate autonomous decision making
Percentage for this criterion = 25%
• Confuses logic and emotion in regard to child protection responsibilities and/ or does not adequately or correctly identify risks.
• Does not demonstrate understanding of consent capacity of the adolescent in the case study, or fails to mention it.
• Does not demonstrate an understanding of referral processes for the adolescent in the case study.
• Limited evidence of intellectual independence, rigor and
• judgement when evaluating child protection risks and obligational responsibilities.
• Limited understanding of consent capacity of the adolescent in the case study. • Limited understanding of referral processes for the adolescent in the case study.
• Evidence of intellectual independence, rigor and
• judgement when evaluating child protection risks and obligational responsibilities.
• Demonstrates an adequate understanding of consent capacity of the adolescent in the case study.
• Demonstrates an adequate understanding of the referral processes for the adolescent in the case study.
• Shows growing intellectual independence, rigor and judgement when evaluating child protection risks and obligational responsibilities, that is not based no emotion.
• Demonstrated understanding and justification of appropriate referral process for the adolescent in the case study.
• Exhibits intellectual independence, rigor, and good judgement when evaluating child protection risks and obligational responsibilities.
• Demonstrates a thorough and accurate understanding of the consent capacity for the adolescent in the case study.
• Exhibits intellectual independence, high level justification and rationale for referral processes for the adolescent in the case study.
Demonstration of correct citation and referencing
• Required APA referencing style not followed for most references provided.
• Required APA referencing style not followed for some references provided. Fewer than six
• Required APA referencing style followed for most references provided.
• Required APA referencing style followed for almost all references provided.
• Required APA referencing style followed for all references provided.
CCA206_Assessment_3_Brief Page 7 of 7
Demonstration of appropriate grammar, language and structure
Demonstrated use of evidence-based literature from a variety of sources
Percentage for this criterion = 15%
• Inconsistent use of good quality, credible and relevant resources to support and develop understanding
• Inconsistent use of correct grammar, spelling, language and structure; writing difficult to follow with frequent mistakes.
appropriate resources used to support and develop understanding that are of good quality, from multiple source types, all credible and/or relevant.
• Basic use of correct grammar, spelling, language and structure; writing difficult to follow with some mistakes.
• Seven to nine appropriate resources used to support and develop understanding that are of good quality, from limited source types, credible and relevant. • Consistent use of correct grammar, spelling, language and structure; writing easy to follow with some mistakes.
• Ten to fourteen appropriate resources used to support and develop understanding that are of good quality, from a variety of source types, credible and relevant.
• Advanced use of correct grammar, spelling, language and structure; writing easy to follow with minimal mistakes.
• Fifteen or more appropriate resources used to support and develop understanding that are of good quality, from a variety of source types, credible and relevant.
• Exceptional use of correct grammar, spelling, language and structure; writing easy to follow with very few mistakes. The following Subject Learning Outcomes are addressed in this assessment
SLO a)
Define and apply the key concepts related to the growth and development of children and adolescents to nursing assessment and care planning.
SLO b)
Explain the theoretical underpinnings of a range of childhood health issues and apply this knowledge when using skills in simulated practice.
SLO c)
Critically analyse the psychosocial and cultural needs of the child or adolescent and their significant other and essential support group in relation to acute illness in child and adolescent primary health care
SLO d)
Explore the complexities of medication management with children and adolescents and interpret and apply to care planning
SLO e)
Recognise child protection responsibilities and collaborative processes with a multidisciplinary team
Case Study Scenario
Care of Children and Adolescents (CCA206) T2 2022
Torrens University Australia (TUA) CCA206_Assessment_3_ Critical Appraisal of a Case Study
© Torrens University Australia 2022
Page 1 of 2
Assessment 3 – Case study/ scenario
Visualise yourself in the role of the newly graduated Registered Nurse (RN), working in a busy Paediatric Emergency Department (PED) providing care for the following patient. Patient information
Name: Joanne Wills Age / Sex: 15 years 2 months / female
Accompanied by: Tamara Graham (friend, 15 years) Present Medical History
Joanne presented to the Paediatric emergency department following an injury during a soccer practice session. She was trying to defend the ball but slipped and fell over on her right arm/ outstretched hand, resulting in the injury.
Post fall, she was in severe pain with obvious deformity to the R) forearm. R) arm was immobilised and transferred to PED via ambulance. She received pain relief (Penthrane) via an inhaler device on the way to the hospital.
She also had abrasions on R) knee and R) elbow. Past Medical History
Juvenile diabetes Mellitus diagnosed at 8 years, fairly good control
Anxiety and Depression (irregular medication)
Vitamin D Deficiency
Current medications: Insulin, Fluoxetine, Vitamin D supplement
Allergies: Penicillin, nuts Perinatal history
Antenatal and postnatal period was uneventful. Born by Caesarean section Immunisation history
Incomplete. Received vaccinations until one year only Family and Social history
Eldest child in the family
Lives with parents and two younger siblings
Mum has mental health issues, cannot work
Dad works in a construction company on a casual basis – currently does not get offered much work
Joanne left school after year 7, works at a local restaurant
She loves playing soccer and hanging out with friends
She also helps with family chores and care of siblings who are 5 and 3 years old Physical Examination
Joanne is alert, orientated, GCS 15/15, pain 8/10, teary, nervous, anxious and distressed
Anthropometry
Height: 155 cm Weight: 38 kg
Vital signs
Respiratory rate: 24 breaths per minute Oxygen saturation: 96 % on room air
Heart rate: 104 beats per minute Blood Pressure: 108/68 mm of Hg
Temperature: 37.2°C Blood Glucose: 11.2 mmol/L
Care of Children and Adolescents (CCA206) T2 2022
Torrens University Australia (TUA) CCA206_Assessment_3_ Critical Appraisal of a Case Study
© Torrens University Australia 2022
Page 2 of 2
Respiratory
No increased work of breathing, B/L air entry equal on auscultation
Cardiac
Nil issues noted
Abdomen/ GIT
Nil issues noted, last oral intake – food (6 hours ago), fluid (sips of water 2 hours ago)
Musculoskeletal
Obvious deformity to the R) forearm
Tenderness+, Swelling+, ecchymosis + on the site
Unable to turn the fore arm, decrease range of movement
Skin and mucous membranes
Abrasions on R) knee 3 x 4 cm and R) elbow 2×3 cm
Neurovascular assessment [R) arm/ hand]
Colour- pink, Warmth – tepid, Movement- active with pain, Sensation- full, Swelling- small, Pulse – strong radial, capillary refill – brisk, Pain – 8/10 Investigations
X-ray forearm – AP and lateral views [including wrist and elbow]
Complete fracture of distal Radius and Ulna
Complete displacement of radius with significant dorsal angulation Medical diagnosis
Complete fracture (#) of distal Radius and Ulna Treatment plan
Admission
Prepare for Surgery – Open Reduction and Internal Fixation (ORIF) of # Radius and Ulna under GA
Fasting/ NBM for surgical procedure
Vital signs monitoring every 30 minutes, continuous SPO2 monitoring on R) hand
Neurovascular observations R) arm every 15 minutes
Immobilise R) arm
Bloods – FBE, Urea and Electrolytes, blood gas including glucose and bedside ketones test
IV fluids – 0.9% sodium chloride (normal saline) and 5% Glucose with 20mmol/L KCl (Potassium Chloride) with Continuous IV insulin infusion
IV paracetamol STAT
IV Morphine PRN
Aim to keep BGLs between 5.0 and 10.0 mmol/L
Endocrinology team / consultant to review Additional Information
Joanne’s dad had been informed. He is on the way to hospital and is expected in an hour
Orthopaedic team has reviewed Joanne
Theatre will be available for surgery in 2-3 hours
Tamara is very supportive and informs that Joanne is really scared of needles and operations
GET ANSWERS FOR TORRENS ASSIGNMENTS
