The incidence and prevalence of Myocardial infarction in Australia

The incidence and prevalence of Myocardial infarction in Australia 150 150 Affordable Capstone Projects Written from Scratch

The purpose for this case study essay is to enable students to produce a nurse-led case management plan, using evidence-based information relevant to nurses and up-to-date Australian statistics, for improving the health and quality of life for elderly persons who have suffered a myocardial infarction. Content should include discussion on pathophysiological treatment options, based on national guidelines and implications for nursing practice.

Assessment details

Assessment 2: Case study essay

Weighting: 40%

Word count: There is a word limit of 2000 words.

Submission details: via Blackboard> Assessments>Turnitin link.

 Case study

Kath Harris is a 65–year-old women who lives alone. She presented to the emergency department, complaining of chest pain for 2 hours. Kath was doing light cleaning around the house. Prior to the onset of her pain, she had taken three glyceryl trinitrate tablets, which had little effect on reducing her chest pain. Following her admission, she was diagnosed with an acute myocardial infarction.

Mrs. Harris has a history of unstable angina, hypertension and diabetes mellitus type 2. She is a cigarette smoker, smoking two packets of cigarettes a day, for approximately 40 years. A recent history of indigestion suggests an active peptic ulcer. She is also overweight (her body mass index is 32). She has had a history of head trauma due to an incident a few months ago, where she fell down a set of stairs.

On arrival at the emergency department, Mrs. Harris’ skin was pale, and her peripheries were cool. Her observations and pathology results were as follows:

 

Observation Lipid studies                    Reference range Electrolytes         Reference range
Temperate: 37 Total lipid: 9.2 4.0-8.0 Sodium :138 135-145
HR: 92 Triglycerides: 6.5 0.2-4.8 Potassium:4.9 3.5-5.0
RR: 28 Total cholesterol: 7.95 4.45-7.69 Chloride:97 96-109
BP:92 /58 HDL cholesterol: 2.1 0.98-2.38 Bicarbonate:21 22-26
SpO2 : 91% LDL cholesterol: 5.97 2.59-5.80 Glucose:11.2 3.5-6.0
Iron: 5.4 7-29
HbA1c:7.9 3-6%

 

 

 

 

 

  1. Outline the statistics (incidence and prevalence) of myocardial infarction in Australia.

 

  1. Identify the clinical manifestations of an acute myocardial infarction that Mrs. Harris experienced. Explain the physiological rationale for each of these manifestation. How would you manage Mrs. Harris’ care?

 

  1. Identify Mrs. Harris’ four risk factors and develop a multifaceted plan that could modify these risk factors.

 

  1. Identify issues /problems associated with thrombolytic/ fibrinolytic therapy from the case study.

 

Important details about your assessment

  • This essay requires a standard essay introduction and conclusion.
  • There is a word limit of 2000 words (+/- 10% as per SNM Presentation and Assignment Guidelines).
  • You are required to present your essay in order of questions; by referring to the question number in your answer.
  • Marks will be allocated as per SNM Assessment Rubric & the essay specific criteria below.
  • Submission instructions and the link is accessible under the ‘assessments’ tab.
  • Students should refer to the SNM Presentation and Assignment Guide, APA Referencing Guide, and the SNM Marking Assessment Rubric.
  • Graphs, tables and flow charts to support the statistical data will not be accepted.

Marking criteria:

 

Below you will find two tables: The first is the SNM generic marking rubric, the second is an interpretation of that rubric to help you recognise which areas are important (it shows you what elements you need to address in order to get full marks). The points in brackets show you how those elements are weighted, e.g. the introduction can get up to 5 points, whereas the section on question 4 can achieve 16. Naturally elements with more points require more words/paragraphs.

 

 

Table 1: Marking rubric

 

  Well Below Average (<25%) Below Average (26-49%) Pass/Average (50-59%) Credit (60-69%) Distinction (70-79%) High Distinction (>80%)
Content Does not address assessment item. No evidence to support main ideas. Unable to demonstrate an understanding of the main ideas or concepts. No credible sources used to support main ideas. Does not or poorly addresses assessment item. Insufficient evidence to support main ideas. Unable to or poorly demonstrates an understanding of the main ideas or concepts. Ideas are not relevant to the topic. Limited referencing to support ideas. Assessment item addressed at a superficial level. Minimal evidence to support main ideas. Able to demonstrate an understanding of the main concepts at a basic level. Some ideas presented have relevance to the topic. Most parts of the assessment item addressed at a satisfactory level and supported by adequate evidence. Able to demonstrate an understanding of the main concepts. Most ideas presented have relevance to the topic. All parts of the assessment item addressed at a good level and supported by quality evidence. Able to demonstrate a solid understanding of the main concepts. Most ideas presented have relevance to the topic. Content fully addresses all parts of the assessment item. Thorough exploration of concepts and well-formed ideas, supported by high quality evidence. Able to demonstrate an in-depth understanding of the main concepts. All ideas presented have relevance to the topic.
0-10 11-19 20-23 24-27 28-31 32-40
Application of Critical Thinking Does not demonstrate critical thinking appropriate to required level. No application of professional practice and/or evidence based thinking to assessment item. Poorly demonstrates critical thinking appropriate to required level. Poor application of professional practice and/or evidence based thinking to assessment item. Limited demonstration of critical thinking appropriate to level of education. Limited application of professional practice and/or evidence based thinking to assessment item. Demonstration of critical thinking appropriate to level of education. Application of professional practice and/or evidence based thinking to assessment item. Very good demonstration of critical thinking appropriate to level of education. Very good application of professional practice and/or evidence based thinking to assessment item. Excellent demonstration of critical thinking appropriate to level of education. Excellent application of professional practice and/or evidence base to practice in assessment.
0-5 6-9 10-11 12-13 14-15 16-20
Structure and Presentation The assignment does not conform to the structure of the assessment item. No introduction to the assessment. Poor or non-existent paragraphing. No logical/cohesive development of ideas. No summation of key points in conclusion.

Does not comply with ECU SNM Assignment Writing Guidelines.

Limited aspects conform to the structure of the assessment item. Poor introduction to the assessment. Limited paragraphing.  Omits or poor summation of key points in conclusion.

Poorly complies with ECU SNM Assignment Writing Guidelines. Does not follow specific assignment instructions as per Unit Semester Plan

 

Some aspects conform to the structure of the assessment item.  Limited introduction of topic and summation of key points in conclusion. Minimal paragraphing, and logical/cohesive development of ideas. Most aspects conform to the structure of the assessment item. Introduction adequately introduces topic and summarises key points in conclusion. Paragraphing is evident, and there is a logical/cohesive development of ideas in some of the assessment item.

Complies with ECU SNM Assignment Writing Guidelines. Follows specific assignment instructions as per Unit Semester Plan

Most aspects conform to the structure of the assessment item. Very good introduction of topic and summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue. Very good paragraphing, and logical/cohesive development of ideas.  Complies with ECU SNM Assignment Writing Guidelines to a very high standard. Follows specific assignment instructions as per Unit Semester Plan completely. All aspects conform to the structure of the assessment item. Excellent introduction of topic and strong summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue. Excellent paragraphing and logical/cohesive development of ideas throughout
Complies with ECU SNM Assignment Writing Guidelines to an excellent standard. Follows all specific assignment instructions as per Unit Semester Plan
0-5 6-9 10-11 12-13 14-15 16-20
Referencing Referencing does not follow instructions in the ECU Referencing Guide.  In text and/or end-text referencing has multiple errors. Includes references in conclusion. Referencing poorly follows instruction in the ECU Referencing Guide. In text and/or end-text referencing has many errors. Includes references in conclusion. Mainly adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has some errors. . Adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has few errors. Adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has very few errors.  Completely adheres to all instruction in the ECU Referencing Guide. In text and/or end-text referencing has no errors.
0-2 3-4 5 6-7 8-9 10
Low Proficiency Developing Proficiency Moderate Proficiency High Proficiency
English Language Proficiency Multiple grammatical, spelling and punctuation errors were present throughout. Sentence structure poor making it difficult to determine meaning. Many grammatical spelling and punctuation errors were present and needs improvement. Sentence structure needs improvement. Mostly correct grammar, spelling and punctuation evident throughout.
Sentence structure acceptable but needs improvement. 
 Mainly correct grammar, spelling and punctuation. Very few errors. Sentence structure was of a good standard. Grammar, spelling and punctuation were error free. Sentence structure of a high standard. Effective use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of arguments throughout paper.

 

Grammar, spelling and punctuation were error free. Sophisticated use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of arguments throughout paper.
0-2 3-4 5

 

6 7-8 9-10

 

Case study specific criteria to be considered in conjunction with the SNM Assessment rubric

 

Points Available Rubric Points Available
Introduction

·         Definition; objectives; scope & structure

·         Getting the reader’s interest

 

(5) Structure/Presentation

20

Paper Formatting and Presentation

 

·         Submitted via TurnItIn

·         Coversheet completed

·          Title page

·          Page numbers

·         Use double-spacing throughout the entire paper

·         Spacing MUST be consistent between the headings/subheadings and the text

·         Times New Roman 12-point font, in black colour and same size font throughout

 

 

(5)  
Paragraphing & Logic

·         Logical arguments and logical connection between ideas.

·          Well-developed paragraphs.

·         Use of third person

·         Appropriate professional language

(5)  
Conclusion

·         Summary of key points

·          Do not introduce new topics

·         No references in the conclusion

(5)  
QUESTION 1

The incidence and prevalence of Myocardial infarction in Australia are critically discussed with the integration of details from contemporary high-quality literature.

 

(8) Content

40

QUESTION 2

Identifying signs and symptom with the physiological rationale for each of their occurrences and their management which are linked directly to the case study.

 

(8)  
QUESTION 3

Identifying four risk factors and develop a multifaceted plan (both pharmacological and non-pharmacological management and health promotion), with the rationale that is supported by contemporary literature and best practice. The discussion should further be linked to the case study.

 

(16)  
Question 4

Critically discusses the issues from the case study associated with thrombolytic therapy. Provide rational that is supported by contemporary literature and best practice.

(8)  
Discussion

·         Relevance for nursing practice

·         Important nursing considerations

·         Providing rationales based on evidence-based research and best practice guidelines (Australia)

(20) Application of Critical Thinking

20

Referencing & APA

·         Strict APA 6th ed. is required in-text and in the reference section (double-space or single-space the reference list)

·         If multiple sentences (a short paragraph for example), are supported by the same reference, cite immediately after the first sentence, and at the end of the section that uses that particular reference

·         Marks will not be awarded if in-text citations are not clear

·         You should use a minimum of 10 references of which at least 5 are journal articles. You can also use Government and organisational reports but make sure the sources are credible and that you understand the statistical data that is presented. All resources are up to 7 years old.

·         Wikipedia and Dictionary.com will not be accepted as a reference source!

 

(10) Referencing

10

English Language

Grammar, spelling and punctuation were error free. Sophisticated use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of arguments throughout paper.

(10) ELP

10

Table 2: Elements required in case study essay to meet marking rubric criteria

 


 

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