https://youtu.be/NHSkyIulhqg – this is the video I’m critiquing
Task
In this issue we are looking to promote understanding of the comprehensive aged care assessment including (1) physiological age-related changes and communicating with an older person; (2) the process of assessment and; (3) strengths-based assessment. Most importantly, we are looking for you to apply these concepts to the needs of an older man called Max. You will critique his Aged Services Emergency Team (ASET) Registered Nurse as she communicates with, assesses and offers support strategies to Max in an Emergency Department of a rural hospital.
The clinical situation you will need to analyse for this assessment task is found in the Interact2 site. Watch the video recording of the ASET Nurse (Robyn) interacting with Max and respond to the following discussion points and questions using current evidence and references to support your critique and suggestions.
Question 1: Person-centred communication with an older person
In the video, Max identifies some challenges he has with communication. How have physiological age related changes impacted on Max and his ability to communicate effectively? Discuss the extent the ASET Nurse uses person-centred communication strategies to overcome these challenges.
Functional abilities
Asks for permission to do things before she starts, she asks about support at home, She gives her hope eg about the years he has been drinking, he advices him eg using a comfortable chair,
Lives with his wife
He forgets, but she keeps the pace eg name of the cat
He uses t he back
He has 3 children
He rarely forgets to take medication
Hearing, sight,
Uses glasses for driving
Visits dentist every 6 months
Not social, but he meets friends, does not do puzzles
No problem with swallowing and chewing
Who is in charge of cooking, cleaning, shopping,
She did not ask about diet, physical exercise, She does not ask about excretion,
Question 2: The process of assessment of the older man in the video
In the video, the ASET Nurse conducts a short assessment of the older man. Based on current evidence of the assessment of older people and what you have learnt about Max through the video, identify four (4) areas of assessment that were not included or inadequately assessed in the video. Discuss the assessments and assessment tools relevant to each of the four areas you have identified and explain why they are relevant to Max’s case.
Question 3: Strengths based assessment
In the video, Max reveals some of his health concerns. Critically analyse the ASET Nurse’s use of the principles of strengths-based nursing to address Max’s concerns and to what extent is it effective in supporting Max to take a problem solving approach to his own care process?
Additional Information
- Use these headings and provide responses in third person, not dot points.
- Include an introduction and conclusion in your critique and material must be referenced according to CSU policy.
- The word count does include in-text references for this assessment.
- Support your critique with a wide range of peer-reviewed and scholarly sources of information. This includes peer-reviewed journals and textbooks, policy/guideline documents, government or educational websites. Inappropriate sources of information include blogs, Wikipedia, general information websites.
- The use of 7 current (less than 7 years old) peer-reviewed and scholarly sources of information is the minimum requirement.
Rationale
This assessment task will assess the following learning outcome/s:
- be able to evaluate current policies and the effectiveness of local service provision for care of the older person (NMBA 2.4, 3.1, 3.2, 3.3, 3.4, 10.1,10.4).
- be able to undertake a comprehensive assessment of an older person’s needs to identify and achieve health outcomes (NMBA 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4, 9.4, 9.5).
- be able to plan evidence-based interventions and critically assess their relevance to the care of the older person (NMBA 3.1, 3.2, 4.1, 4.2, 4.3, 4.4).
Assessment is the basis for care of all clients in the health system. This assessment task challenges the student to use their critical thinking skills, knowledge of normal ageing changes, patterns of health, social interaction and illness in the older person. It requires the student to take a holistic view of the older client and the effective ways to work with an older person to optimise health.
Marking criteria and standards
| Student Name and Number: | ||||||
| Criterion | HD | DI | CR | PS | FL | Weighting |
| Explains the impact aging can have on communication processes and defines and discusses the concept of person-centred communication and the strategies used to overcome barriers.
|
21.5-25
Comprehensively examines a range of age-related changes which can impact communication and clearly links all of these to the patient in the video. Explains and critically analyses the ASET RN’s application of person-centred communication and evaluates how the strategies used address the patient’s communication challenges, and clearly supports the discussion with relevant communication theories. |
19-21
Clearly examines a range of age-related changes which can impact communication processes and clearly links all of these to the patient in the video. Explains and analyses the ASET RN’s application of person centred communication and explains how the strategies used address the patient’s communication challenges and clearly supports the discussion with relevant communication theories. |
16.5-18.5
Identifies and clearly explains several age-related changes which can impact communication process and links most of these to the patient in the video. Identifies and explains the ASET RN’s application of person-centred communication and explains how the strategies used address the patient’s communication challenges with some reference to relevant communication theories. |
12.5-16
Identifies and superficially explains several age-related changes which can impact communication, however these are not well linked to the patient in the video.
Identifies and briefly discusses the ASET RN’s application of person-centred communication and describes how the strategies used address the patient’s communication challenges with limited reference to relevant communication theories. |
0-12
Does not identify age-related changes which can impact communication. AND/OR No description of person-centred communication strategies. AND/OR Defines person-centred communication but does not explain how the nurse has applied their communication skills to the situation. |
/25
|
| Identifies and justifies relevant nursing assessments and tools which relate to the holistic care of the patient. | 21.5-25
Relevant nursing assessments and tools are comprehensively examined in relation to the patient in the video. How all the assessment tools comprehensively address the needs of the patient are justified by a robust argument.
|
19-21
Relevant nursing assessments and tools are clearly and concisely explained in relation to the patient in the video. How all the assessments and tools comprehensively address the needs of the patient are justified by a solid argument.
|
16.5-18.5
Relevant nursing assessments and tools are identified and discussed in relation to the patient in the video. How most of the assessments and tools address the comprehensive needs of the patient are justified by a solid explanation. |
12.5-16
Relevant nursing assessments and tools are identified and superficially discussed in relation to the patient in the video. How most of the assessments and tools address the comprehensive needs of the patient are justified by a weak explanation. |
0-12
Nursing assessments and tools that are irrelevant of not significant to the patient are discussed. AND/OR Less than 4 assessments and tools are identified and discussed. |
/25
|
| Critically analyses the ASET nurse’s use of principles of strengths based assessment and the extent these are effective in supporting the patient to achieve positive health outcomes.
|
21.5-25
A comprehensive critical evaluation of the ASET RN’s application of principles of strengths based assessment is provided. The discussion includes as analysis of the effectiveness of the identified principles in supporting the older person to take a problem-solving approach to their own care process. |
19-21
Critical evaluation of the ASET RN’s application of principles of strengths based assessment is provided. The discussion includes an analysis of the effectiveness of the identified principles in supporting the older person to take a problem-solving approach to their own care process. |
16.5-18.5
Some critical evaluation of the ASET RN’s application of principles of strengths based assessment is provided. Provides a summary of their effectiveness in supporting the older person to take a problem solving approach to their own care process. |
12.5-16
Limited critical evaluation of the ASET RN’s application of principles of strengths based assessment is provided. Superficially explains their effectiveness to support the older person to take a problem solving approach to their own care process. |
0-12
No description of strengths based assessment principles. OR Description of strengths based assessment but no discussion of its impact on the older person. |
/25
|
| Communicates effectively using academic writing and professional language.
|
8.5-10
Formal academic language and correct professional terminology has been used to create a cohesive, concise and analytical piece of work. The critique is logically and systematically structured with consistent adherence to grammatical conventions. All presentation guidelines have been applied.
|
7.5-8
Formal academic language and correct professional terminology has been used to create a cohesive and coherent piece of work. The critique is logically structured and mostly adheres to grammatical conventions. All presentation guidelines have been applied.
|
6.5-7
Formal academic language has been used to create a logically structured and coherent piece of work, with adherence to grammatical conventions, although some errors remain. All presentation guidelines have been applied.
|
5-6
Formal academic language has been used to create a partially structured piece of work. Paragraphs are rudimentary and an attempt has been made to adhere to grammatical conventions, although errors are evident. Most presentation guidelines have been applied.
|
0-4.5
Formal and informal language has been used to create a partially structured and descriptive piece of work, which includes multiple grammatical errors impacting on the clarity of the discussion. Most presentation guidelines have not been applied.
|
/10 |
| Applies evidence/information from credible sources and with academic integrity. | 13-15
The critique is supported by an extensive range of appropriate sources, which have been evaluated and synthesised to support all assertions. APA 6th Edition referencing conventions in both in-text citations and the reference list have been accurately and consistently applied.
|
11.5-12.5
The critique is supported by a range of appropriate sources, which have been synthesised to support most assertions made. APA 6th Edition referencing conventions in both in-text citations and the reference list have been almost always accurately and consistently applied. |
10-11
The critique is supported by a range of appropriate sources, which have been incorporated to support key points. APA 6th Edition referencing conventions in both in- text citations and the reference list are applied with minor errors evident. |
7.5-9.5
The critique is supported by the minimum number of appropriate sources, which have been summarised to support key points. APA 6th Edition referencing conventions in both in- text citations and the reference list, but with several errors and inconsistencies. |
0-7
The critique is supported with inappropriate or irrelevant sources. Less than 7 sources of information have been used to support the discussion and/ or multiple unsupported generalisations have been made. Adherence to APA 6th Edition referencing conventions in both in-text citations and the reference list is minimal or non- existent. |
/15 |
| Assessment will be submitted to Turnitin by the Subject Coordinator
Students are able to submit their own assignments to Turnitin prior to uploading to EASTS |
Turnitin report indicates proper attention to editing; paraphrasing and referencing of other people’s work. Similarity index is 15% or below excluding Reference List
|
Turnitin report indicates high similarity index, exceeds 16% excluding the Reference List.
The student will be reported for Academic Misconduct |
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| Total | /100 | |||||
Presentation
When constructing your paper please note the following requirements:
- Submit as a Word document containing text only;
- be double spaced;
- be written in 12 point font;
- include a title page with student name, student number, Subject Coordinators name, subject name and code, due date, and assessment title provided;
- structure to include a title, introduction, critique, conclusion and, reference list;
- the format can include sub-headings. It is strongly recommended that they align with the marking criteria; and
- write only in third person.
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