Promoting Lola’s Independence

Promoting Lola’s Independence
Issue Key Words PHC Nursing Intervention Evidence Based Practice Rationale Effect Of Issue On Lola’s Comorbidities Or Other Issues Referral with Rationale and Links to Other Issues. Issue One Issue Two Issue Three Issue Four NUR341 Written Assignment _ Semester One, 2017_ Your Name _ Your Student Number _ Your mobile number
Promoting Lola’s Independence
NUR341 Assessment Guide pg. 0 Charles Darwin Un iversity , 2017 2017 NUR341 Healthy Ageing Assessment Guide NUR341 Assessment Guide pg. 1 Charles Darwin Un iversity , 2017 Contents NUR341 Assessment Overview ………………………….. ………………………….. ………………………….. …………… 1 Summary of Key Concepts from the NUR341 Unit Outline ………………………….. ………………………….. …. 2 NUR341 Learning Outcomes ………………………….. ………………………….. ………………………….. ………………. 2 Semester 1, 2017 Weekly Plan ………………………….. ………………………….. ………………………….. …………… 3 Collaborate Classes ………………………….. ………………………….. ………………………….. ………………………….. . 4 Discussion Board Part A: Stereotyping the Older Adult in Healthcare ………………………….. ………………. 5 Discussion Board Part A Marking Rubric ………………………….. ………………………….. ………………………….. . 6 Written Assignment: Concept Collation and Amalgama tion ………………………….. ………………………….. .. 7 Written Assignment Marking Rubric ………………………….. ………………………….. ………………………….. …… 8 Written Assignment Template Required for Submission ………………………….. ………………………….. ……. 9 Discussion Board Part B: Quality Care of the Older Adult ………………………….. ………………………….. …. 10 Discussion Board Part B Marking Rubric ………………………….. ………………………….. …………………………. 11 Case Study: Promoting Lola’s Independence ………………………….. ………………………….. ………………….. 12 Case Study Marking Rubric ………………………….. ………………………….. ………………………….. ………………. 13 Health Assessment for 75+: MBS 703 ………………………….. ………………………….. ………………………….. .. 14 Commonly Used Acronyms in Health Assessment ………………………….. ………………………….. …………… 18 Case Study Template Required for Submission ………………………….. ………………………….. ……………….. 19 CDU APA 6 th Referencing Style Fundamentals: ………………………….. ………………………….. ………………… 20 NUR341 Assessment Overview Description Topic Word Count % Week Due Date Discussion Board Post A [DBA] Stereotyping the OA in H ealthcare 500 10% 3 17 th March, 4pm Written Assignment [WA] Concept Collation and Amalgamation 2000 40% 6 7th April, 4pm Discussion Board Post B [DBB] Quality Care of the Older Adult 500 10% 9 5th May, 4pm Case study [CS] Promoting Lola’s Independence 2000 40% 11 19 th May, 4pm NUR341 Assessment Guide pg. 2 Charles Darwin Un iversity , 2017 Summary of Key Concepts from the NUR341 Unit Outline PASSING NUR341: In order to pass NUR341 you must receive an overall grade of 50%, without exception. RESUMBISSIONS: Resubmissions after failing an assessment piece are NOT offered in this unit , without exception . PLAIGIARISM: Any evidence of plagiarism will be subject to the CDU Student Breach of Academic Integrity policy. T he NUR341 Unit Coordinator has a zero -tolerance policy for plagiarism . DISCUSSION BOARD: Extensions or late submissions are NOT offered or accepted for either Discussion Board posts , without exception. Technical issues can occur with last minute submissions – students are advised to organise their time effectively to avoid this possibility . The submission portal will disappear at 4pm CST sharp on due dates – please convert this time for your individual time – zone. EXTENSIONS : Extensions to the written assignment or case study must be: a. Requested prior to the due date and time; b. Requested for reason s that meet the acceptable extension criteria of the CDU Higher Education Assessment Procedures (p6 & 7) , and c. Supported with documented evidence of the reason ( i.e. medical certificate, email f rom employer , statutory declaration ), and d. Accompanie d by a copy of your rough draft, and e. Accompanied by proof of interact ion with the “unpacking” collaborate classes . NUR341 Learning Outcomes On completion of NUR341, a student should be able to: 1. Demonstrate knowledge of the ageing process and associated complexities and relevant nursing care. 2. Demonstrate an awareness of personal, cultural and ethnicity attitudes and beliefs and how they affect nursing care. 3. Identify the range of services available to older people across the continuum of care. 4. Initiate and implement the nursing process to deliver appropriate, quality nursing care to older persons displaying different conditions and in a range of environments. 5. Examine comprehensive assessments of the older person 6. Assess the importance of the role of the nurse in the interdisciplinary approach to care planning and implementation of care. NUR341 Assessment Guide pg. 3 Charles Darwin University, 2017 2017 Semester 1, 2017 Weekly Plan MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY Week 1 27th Feb Lecture: Introduction to Healthy Ageing Tutorial – internal students Week 2 6th March Lecture: Normal Changes of Ageing Tutorial – internal students Week 3 13th March Lecture: Assessment Of The Older Adult Collaborate: Unpacking the NUR341 W ritten Assignment [WA ] (ESSENTIAL) 1pm Collaborate: Researching for the NUR341 WA 1pm NO TUTORIAL Collaborate: Academically Writing the NUR341 WA 1pm Discussion Board Part A 4pm Week 4 20th March Lecture: Healthy Ageing Principles & PHC Tutorial – internal students Week 5 27th March Lecture: Pharmacology and the Older Adult Collaborate: “Question Time: WA ” 7pm CENSUS DATE Week 6 3rd April Lecture: Cognitive & Sensory Changes Tutorial – internal students Written Assignment (WA) 4pm Week 7 10th April Lecture: Mobility, Safety & Elimination Tutorial – internal students PUBLIC HOLIDAY Semester Break 17th April PUBLIC HOLIDAY Week 8 24th April Lecture: Skin Integrity, Nutrition And Hydration PUBLIC HOLIDAY Collaborate: Unpacking the NUR341 CS 1pm (ESSENTIAL) NO TUTORIAL Week 9 1st May PUBLIC HOLIDAY Lecture: Concepts Affecting Quality Of Life Tutorial – internal students Discussion Board Part B 4pm Week 10 8th May Lecture: Support ing Older Adult s In Australia Collaborate: “Question Time: CS” 7pm Tutorial – internal students Week 11 15th May Online Learning Modules: PCC4U Tutorial – internal students Case Study 4pm Week 12 22nd May NO TUTORIAL NUR341 Assessment Guide pg. 4 Charles Darwin Un iversity , 2017 Collaborate Classes Six collaborate classes will be offered this semester , in addition to the weekly content lectures , in order to assist you to be successful in passing the NUR341 major assessment pieces. All collaborate sessions will be recorded and available a few hours after the live class. Please take into account your individual time zone (and daylight savings) and convert as needed . •This class will be hosted by the CDU School of Health Librarian, Ms Lisa Ban, and will aim to show you how to locate relevant academic sources for the WA. If you are rusty on ‘what’ academically appropriate resources are, and how to find them, this is the session for you! •DATE: 15 thMarch, 1pm CST RESEARCHING FOR THE NUR341 WRITTEN ASSIGNMENT [WA] •This interactive session will be hosted by Amanda Janssen, from the CDU Academic Language and Learning and Success Program (ALLSP). The session will demonstrate how to write your WA with appropriate academic structure, including topic sentences and supporting sentences. Take advantage of the hints and tricks that Amanda will share with you to increase your marks! •DATE: 16 thMarch, 1pm CST ACADEMICALLY WRITING THE NUR341 WA •These unstructured sessions are an opportunity for you to ask your unit coordinator questions directly about the major assessment pieces for NUR341, and to learn collaboratively with your peers. Plenty of hints are given in these sessions. All participants are expected to have watched the relevant “unpacking session” prior to participating in these classes. These classes are held after hours to allow more students to participate and interact. External students are very much encouraged to attend. •WA Date: 29 thMarch, 7pm CST •CS Date: 10 thMay, 7pm CST QUESTION TIMES •These sessions explain how to approach the major assessment peices and further explanations and examples of expectations. Essential viewing for both internal and external students. In order to apply for an extension for the WRITTEN ASSIGNMENT and/or CASE STUDY you will need to provide proof of your engagement with the unpacking lectures –further information is provided within the unpacking collaborate classes. •WA Date: 14 thMarch, 1pm CST •CS Date: 26 thApril, 1pm CST UNPACKING THE MAJOR ASSESSMENT PIECES •Your computer will need to have Java and the Blackboard Collaborate Launcher downloaded and installed. It’s a good idea to download these programs and confirm tech stuff 24 hours prior to the scheduled session. •For instructions on getting started go to: learnline.cdu.edu.au/learnline/onlineclassroom. •Should you have any problems with any tech aspects, phone the lovely people at the 24 hour LearnLine Support Hotline on 1800 559 347 TECHY STUFF NEEDED TO JOIN A COLLABORATE CLASS NUR341 Assessment Guide pg. 5 Charles Darwin University, 2017 2017 Discussion Board Part A: Ste reotyping the Older Adult i n Healthcare Word Limit 500 words : a. Includes in -text refe rences, excludes reference list or headings b. 400 words are to be in your initial post c. 1 x 100 word co mmentary on other students’ post Value 10% Due Date Week 3: Friday, 17 th March 201 7 4pm CST (sharp) NB: No extensions or late submissions are accepted for this assessment (except in circumstances of late enrolment (Monday, Week 2 and later) to the unit at the UC discretion) . The discussion board will disappear at 4pm sharp on the due date. DB Rationale Despite the commonality of active, independent older adults , negative stereotyp es and preconceptions of older adults are common in our society. This assessment will increase your awareness of how stereotypes of ageing shape our perceptions of older adults. Clinically, this awareness will allow you to provide accurate and safe care that is unbiased by stereotypes . Learning Out comes 1, 2, 4 Relevant Lectures Week 1 and Week 2 DB Task Two nurses are receiving handover of an 87 -year -old gentleman from a theatre RN after major surgery. The senior nurse says to the other ward nurse ‘I don’t know why surgeons keep insisting on doing these big surgeries on such old people!’ PART A – 400 w ords Use research to answer the following questions: a. What do you think this opinion is based on? b. Discuss how this scenario could affect the patient. Include both short term effects, during the acute admission and the longer -term effects after discharge . c. What are the ramifications of a senio r nurse expressing this opinion? d. How would you respond to this statement? PART B – 100 words x 1 Reply to another student post on how they would choose to respond to the statement. Use research to further support their response. Presentation Use clear, coherent English that demonstrates progression towards the standard for written communication for professional nursing practice in Australia; remember that your ability to write clearly, correctly and unambiguously relates to your ability to write clear and safe patient notes. Type your post directly into the space provided – Do not attach a word document. Students are expected to follow reference list presentation conventions, however the unit coor dinator understands that the discussion board can occasionally alter the presentation and formatting of submitted posts – don’t panic! References Referencing Style: APA 6th as per the CDU Guidelines Minimum 3 academic quality references, dated between 2010 – 2017 only Peer reviewed research articles or NUR341 prescribed /recommended text only – no consumer websites NB: The unit coordinator of NUR341 has a zero -tolerance policy for plagiarism. NUR341 Assessment Guide pg. 6 Charles Darwin Un iversity , 2017 Discussion Board Part A Marking Rubric Criteria Below Standard At Standard Exceeds Standard Quality of overall post : 4 Marks Demonstrat es limited understanding of clinical stereotypes and/or insufficient/no rationale provided to justify an understanding of the effect of stereotypes in healthcare . And/or inability to answer all parts of the question . (0) Developing understanding of the clin ical impact of stereotypes and the impact on society. S atisfactory rationale provided to justify understanding. All parts of the question addressed to a satisfactory level , with the demonstration of broad understanding of concepts in context. (1-2) Insig htful understanding of clinical impacts and societal impacts of stereotyping. Accomplished understanding of the ageing process and/or exceptional rationale provided. All elements of the question addressed with well -considered and relevant responses. Cre ative and original response. (3-4) Academic Literacy : 2 Marks Poor written expression. Word count insufficient or excessive. Ambiguous or unclear syntax. Frequent spelling, grammar or punctuation errors. (0) Written expression and clarity of ideas is satisfactory and within word count. Minimal spelling, grammar, punctuation and syntax errors. (1) Writing is eloquent and within word count. Excellent attention to correct spelling, gra mmar, punctuation and synt ax. (2) Reply Quality : 2 Marks Reply postings had questionable relationship to topic under discussion and/or superficial feedback with little or no evidence of thoughtful evolution of concepts with research . (0) Concepts and insights were adequately incorporated into responses. Effort and research support is evident in the evolution of the concepts . (1) Concepts and broader insights were eloquently incorporated into responses. Significant and substantial effort is evident in the reply post , reflect ing a deeper understanding of the issues. ( 2) Academic Referencing: 2 Marks Consistent minimal attempts at APA referencing with consistent non -adherence to guidelines. (0) Satisfactory use of CDU APA 6 th guidelines. (1) Exceptional CDU APA 6 th referencing of publication quality. (2) How to Post to the Discussion Board A: 1. Click the relevant assessment link on the left -hand side in NUR341 (i.e. “ 1. Discussion Board A ”) 2. Click “Discussion Board Part A – Submission” 3. Click the gr ey Create Thread button 4. Enter the Subject and Message you would like to post in the appropriate text boxes 5. Click the Submit button to post your message (Note: If you click on Save Draft the message will be saved, but will not be posted for other participants to see. ). How to Reply to a Post: 1. Click Discussion Board A on the left -hand side in NUR341 2. Click Discussion Board Part A – Submission 3. Review other students’ posts 4. Select the green Reply button to reply to another students’ post. NB: You will not be able to see your posts until they have been marked as ‘read.’ Do not panic! If you wish to confirm that you have submitted your three posts successfully, please repeat step one of “how to post.” Once you have 2 postings (one is your i nitial post, and the other is a reply to another student) on the discussion board submitted successfully, you will see a “receipt of submission message” NUR341 Assessment Guide pg. 7 Charles Darwin Un iversity , 2017 Written Assignment : Concept Collation and Amalgamation Word Limit 2000 words (+/ – 10%) including in-text referencing, excluding reference list Value 40% Due Date Week 6: Friday, 7 th April 2017 , 4pm CST WA Rationale Nursing is set to undergo fundamental changes in response to Australia’s ageing population. These changes are largely driven by an ageing cohort whose characteristics differ substantially from those of previous generations (Gemici, 2016). This WA (written assignment) will give you the opportunity to gain a deeper understanding of the first 5 weeks of concepts discussed in NUR341. Completing this WA will further develop your critical thinking skills, strengthen your ability to document clearly and concisely , and will a llow you to reflect on the specific skills and knowledge that you will need in order to meet the needs of an ageing demographic. Learning Outcomes 1, 3, 4, 5, 6 Relevant Lectures Weeks 1, 2, 3, 4, and 5 Documents Required 1. Written Assignment Template 2. Separate Submission NUR341 WA Reference List WA Task 1. View the pre -recorded lecture for Weeks 1 – 5 for NUR341. The links for these lectures will be sent to your student email account each Monday, or you can move ahead by accessing all links via the “Lectures and Materials” link on the NUR341 Learnline site. Please note that the Lecture for Week 1 will include both housekeeping and concept content. This housekeeping section is not to be included in the WA. 2. Identify 5 concise key messages, or most important points, of each lecture (5 messages per lecture) . 3. From each key message, identify the relevant key words (1 -3 words per key message). 4. Analyse and apply each key message to the clinical area. Support each concise statement with academic research. Steps 2, 3 & 4 should total 1000 words. 5. Analyse a nd evaluate the concepts of the previous week’s lecture /s and link them to the concepts outlined in the next lecture. W rite an academically structured paragraph (250 words each) outlining how the concepts are related, supported by academic research. Step five needs to be completed for weeks 2, 3, 4 and 5 only. IMPORTANT: There will be a collaborate session to unpack this assessment further and it is essential that all students , internal and external, view this. Presentation Font: Size 1 0 Calibri. Spacing: single Footer: Name, s tudent number and phone number e.g. Peta Harbour_s1410204_0404 123 123. This assessment must be presented on a pre -formatted template, available via “Assessment Overview.” Do not use bullet points Word (or equivalent) document. PDF documents will not be accepted. Use clear, coherent English that demonstrates progression towards the standard for written communication for professional nursing practice in Australia; remember that your ability to write clearly, correctly and unambiguously relates to your ability to write clear and safe patient notes. References Referencing Style: APA 6th as per the CDU Guidelines Minimum 1 4 academi c quality references dated between 2011 – 2017. Peer reviewed research articles or NUR341 prescribed/recommended text only – no consumer websites. Reference list is to be submitted in a separate document under the “Reference List – WA” portal. A draft submiss ion portal is available to check your work for accidental plagiarism prior to submission. NUR341 Assessment Guide pg. 8 Charles Darwin University, 2017 2017 Written Assignment Marking Rubric Criteria Well Below Standard Below Standard At Standard Above Standard Exceeds Standard Key Message Identification : 5 Marks Key concepts and messages presented are regularly irrelevant or poorly connected to weekly topics. (0 – 1) Key messages concepts presented are mostly relevant to weekly topics. (2) Key messages and concepts presented are a satisfactory capture of weekly topics. (3) Key messages and concepts presented are mostly an accurate collection of weekly topics. (4) Key messages and concepts are consistently and accurately captured each week. (5) Analysis and Application: 10 Marks Work shows a superficial understanding of key messages as application of the messages to the clinical area is extremely poor. (0 – 2) Work shows a limited understanding of key messages on application to the clinical area. ( 3-4) Work shows a developing understanding of key messages in relation to the clinical application. (5 – 6) Work demonstrates a good understanding of key messages by thoughtful interpretation and application to a clinical area. ( 7 – 8) Work demonstrates a confident understanding and interpretation of key messages by creative and insightful application to the clinical area. ( 9 – 10) Synthesizing and Evaluating: 15 Marks Consistent unexplained, unsupported, or superficial inferences regarding connections between topics , reflects little to no comprehension of unit resources. (0 – 2) Uses superficial interpretation to force connections between topics; reflecting a limited comprehension of unit resources. (3 – 5) Interprets in formation from a few sources to a satisfactory standard to develop connections between topics; comprehends basic meaning of unit resources. (6 – 9) Accurately interprets information from multiple credible academic sources to support consistent & appropriat e connections between topics; demonstrates comprehension of deeper meaning of unit resources. (10 – 12) Insightfully interprets information from credible academic sources to support original, insightful and creative connections between topics; outstanding comprehension of unit resources. (13 – 15) Academic Literacy: 10 Marks Poor written expression that lacks clarity of ideas. Frequent errors in spelling, grammar, punctuation, syntax or paragraph structure. Template not used. Syntax is consistently flowery or ambiguous. Excessive or insufficient word count. (0 – 1) Awkward written expression with limited ability to express ideas clearly. Insuf ficient attention to proofreading spelling, grammar, punctuation and syntax. Below standard academic paragraph structure. Syntax is flowery in parts or direct quotes detract from word count. (2) Written expression and clarity of ideas is generally satis factory. Spelling, grammar, punctuation and syntax need more consistency. Attempt at academic paragraph structure, some errors. Word count within academic standard with consistent attempts at concise writing with some errors. (3) Written expression is clea r, able to express ideas readily. Consistent attention to correct spelling, grammar, punctuation, syntax and academic paragraph structure. Inconsistent minimal errors. Syntax is mostly concise and cohesive. (4) Excellence demonstrated in expression of ide as. Writing is eloquent and sophisticated; a joy to read. Excellent attention to correct spelling, grammar, punctuation and syntax. Outstanding academic paragraph structure. Syntax is consistently concise, clear and cohesive. (5) Academic Referencing: 5 marks Consistent minimal attempts at APA referencing with consistent non -adherence to guidelines. (0 – 1) Substantial amount of missing in-text citations o unsatisfactory use of CDU APA 6 th guidelines. (2) Satisfactory use of CDU APA 6 th guidelines. (3) Excellent and consistent referencing using CDU APA 6 th guidelines. (4) Exceptional CDU APA 6 th referencing of publication quality. (5) NUR341 Assessment Guide pg. 9 Charles Darwin University, 2017 2017 Written Assignment Template Required for Submission Key Word /s Key Messages Relevance To The Clinical Area Link To Previous Lecture /s Week One: Introduction to Healthy Ageing DELETE THIS MESSAGE PRIOR TO SUBMISSION. A LINK TO PREVIOUS LECTURE/S IS NOT REQUIRED FOR WEEK ONE. REMEMBER TO SUBMIT YOUR REFERENCE LIST IN A SEPE RATE DOCUMENT. WATCH THE COLLABORATE SESSIONS! DON’T INCLUDE THE HOUSEKEEPING/INTRO MESSAGES FROM THE LECTURE IN WEEK 1 IN THE WA. Week Two: Normal Changes of Ageing Week Three: Assessment of the Older Adult Week Four: Healthy Ageing Principles and PHC Week Five: Pharmacology and the Older Adult Use the separate document, avaliable in the zipped file to complete your assessment. NUR341 Assessment Guide pg. 10 Charles Darwin University, 2017 2017 Discussion Board Part B : Quality Care of the Older Adult Word Limit 500 words : a. Includes in -text refe rences, excludes reference list b. 400 words in your initial post c. 100 word commentary on another students post Value 10% Due Date Week 9: Friday, 5 th May 201 7, 4pm CST (sharp) NB: No extensions or late submissions are accepted for this assessment DB Rationale Registered nurses play a significant role in ensuring that the outcomes of care enhance the quality of life for older adults. Attitudes and approaches towards patients are often informed by societal, cultural and personal beliefs, which at times can affect the qual ity of care provided. Having a sound awareness of these issues will promote the provision of consistent quality nursing care to the older adult (Bernoth & Winkler, 2017). Learning Outcomes 1, 2, 4 Relevant Lectures Week 2, 3, 4, 5, 6 & 7 DB Task Choose ONE of the following issues, relevant to the OLDER ADULT: Poor pain management of patients with Dementia Nursing home patients in acute care wards Late administration of Parkinson’s medications Care rationing: mouth cares Tick & flick approaches to falls assessment documentation Bedpan or pads instead of regular toileting Poor communication between hospital and GP’s on discharge Delirium assumed to be Dementia Identify the impact on patients from your chosen issue. Why are older adult patients more susceptible to this issue? How do we, as new registered nurses, prevent these issues from ‘becoming the norm’ in an acute hospital setting? Your arguments must be s upported by research. (400 words) Respond to one other topic, different to the one you posted , as presented by another student. Include in your response further strategy to avoid/manage these situations , informed by research . (100 words) Presentation Type your post directly into the space provided – Do not attach a word document. The same formatting considerations apply from Discussion Board Post A References Referencing Style: APA 6th as per the CDU Guidelines Minimum 3 academic quality references, dated between 2011 – 2017 only NB: The unit coordinator of NUR341 has a zero -tolerance policy for plagiarism. How to Post to the Discussion Board B (NB – this is slightly different from posting for Part A!!) 1. Click the relevant assessment link on the left -hand side in NUR341 (i.e. 1. Discussion Board B) 2. Click Discussion Board Part B – Submission 3. Click on the issue you have chosen to write about 4. Click the GREEN Reply button on the topic on the original post from Peta Harbour 5. Enter the Subject and Message you would like to post in the appropriate text box 6. Click the Submit button to post your message (Note: If you click on Save Draft the message will be saved for you to work on , but will not be post ed for marking ). How to Reply to a Post: 1. Click Discussion Board B on the left -hand side in NUR341 2. Click Discussion Board Part B – Submission 3. Choose a thread on a topic different to the one you originally posted in and review posts. 4. Select the green Reply button to reply to another students’ post. NB: You will not be able to see your posts until they have been marked as ‘read’ by the unit coordinator. Do not panic! If you wish to confirm that you have submitted your three posts successfully, please repea t step one of “how to post.” Once you have 3 postings on the discussion board submitted successfully, you will see a “receipt of submission message” NUR341 Assessment Guide pg. 11 Charles Darwin University, 2017 2017 Discussion Board Part B Marking Rubric Criteria Below Standard At Standard Exceeds Standard Quality of overall post: 4 Marks Understanding of the of overall issue or assignment criteria i s limited , superficial or of a poor quality. Insufficient/no rationale provided to demonstrate understanding, lack of connections between rese arch and patient ramifications . Inability to answer all parts of the question. (0) Developing ability to interpret and address overall issue and assignment criteria. Satisfactory rationale provided to justify developing understanding. Developing ability to apply research to specific issue . All parts of the question addressed to a satisfactory level. (1 – 3) Demonstrated accomplished ability to interpret and address risk s, ramifications and assignment criteria. All elements of the question addressed with well -considered and well j ustified responses linked to patient outcomes . (3 – 4) Academic Literacy: 2 Marks Poor written expression. Word count insufficient or excessive. Ambiguous or unclear syntax. Frequent spelling, grammar and/or punctuation errors. (0) Written expression and clarity of ideas is satisfactory and within word count. Minimal spelling, grammar, punctuation and syntax errors. (1) Writing is eloquent and within word count. Excellent attention to correct spelling, grammar, punctu ation and syntax. (2) Reply Quality: 2 Marks Reply postings had questionable relationship to topic under discussion and/or superficial feedback with little or no evidence of thoughtful evolution of concepts (0) Concepts and insights were adequately incorporated into responses. Effort is evident in the evolution of concepts (1) Broader insights were eloquently incorporated into responses. Significant and substantial effort is evident in the evolution of concepts that reflects a deeper understanding of the issues. (2) Academic Referencing: 2 Marks Consistent minimal attempts at APA referencing with consistent non -adherence to guidelines. (0) Satisfactory use of CDU APA 6 th guidelines. (1) Exceptional CDU APA 6 th referencing of publication quality. (2) NUR341 Assessment Guide pg. 12 Charles Darwin University, 2017 2017 Case Study : Promoting Lola’s Independence Word Limit 2000 words +/ – 10%; including in-text referencing, excluding reference list. Value 40% Due Date Week 11: Friday, 19 th May 2017, 4pm CST Case Study Rationale An RN’s role in healthy ageing is to identify and utilise the functional strengths of the older person, assist them to maximise their independence and to minimise the impacts of disability and disease (Moyle, Parker and Bramble, 2014) . This case study will develop your ability to identify factors that inhibit independence and diminish quality of life in the older adult, and advocate for community based strategies or supports that will increase your patients’ holistic wellbeing . Learning Outcomes 1, 2, 3, 4, 5 and 6 Relevant Lectures All lectures. Documents Required 1. Lola’s completed over 75 Health Assessment (page 14 of this document) 2. Case Study Template 3. Separate Submission NUR341 CS Reference List Case Study Question Mr s Lola Anderson presents to her GP clinic and has completed h er over 75 annual health assessment with her regular GP (see page 1 4 of this document) . As the practice RN, you are asked to review this assessment and identify f our (4) main issues that are affect ing your patients’ independence or wellbeing . An appropriate issue to be chosen is one that : a. is currently affecti ng Lola’s independence or wellbeing , and/or b. will affect her future independence or wellbeing and/or c. there is solid research evidence regarding the risk and the impact on older adults. Your ability to link concepts will be essential when completing this template , as Lola will present with secondary signs and symptoms, in addition to an established past medical history, both o f which will need to be considered and integrated into your template . Evidence based practice and basic nursing principles must inform both your primary health care interventions and rationale. Your mapping should consider Lola’s holistic wellbeing, and have a primary health care focus. For each issue identified, one referral must be included to a service that is available in your community (total 4 referrals) , that will assist Lola’s independence or wellbeing. You are required to outline the referral process for each service . One of your referrals must be to CHSP, choosing one service that is available. You may use poetic license (that still reflects the information within the health assessment) to expand on details of your patients’ life, in order to complete a holistic plan to promote Lola’s independence . IMPORTANT: There will be a lecture to unpack this question further and it is essential that all students , both internal and external , view this. Presentation Font: Size 1 0 Calibri. Spacing: single Footer: Name, s tudent number and phone number e.g. : Pet a Harbour_s1410204_0404 123 123 . This assessment must be present ed on a pre -formatted template, available via “Assessment Overview.” Do not use bullet points Word (or equivalent) document. PDF documents will not be accepted. Use clear, coherent English that demonstrates progression towards the standard for written communication for professional nursing practice in Australia; remember that your ability to write cle arly, correctly and unambiguously relates to your ability to write clear and safe patient notes. Acronyms and abbreviations accepted within the template if required. References Referencing Style: APA 6th as per the CDU Guidelines. Minimum 1 4 academic quality references dated between 2011 – 2017. Peer -reviewed research articles or prescribed texts must be used, with the only exception being consumer websites relevant to the “referrals” section. Reference list is to be submitted in a separate document via the “Reference List – CS” portal A draft s ubmissi on portal is available to check your work for accidental plagiarism prior to submission. NUR341 Assessment Guide pg. 13 Charles Darwin University, 2017 2017 Case Study Marking Rubric Criteria Well Below Standard Below Standard At Standard Above Standard Exceeds Standard Key Issue Identification: 5 Marks Inability to identify appropriate key issues. Or multiple issues identified that are well managed and do not affect the patients’ independence, to the exclusion of key issues. Demonstrated limited ability to identify issues. Some issues identified are we ll managed do not affect the patients’ independence. Key issues only briefly identified as a concern. Basic identification of mostly key issues affecting the patients’ independence. Proficient identification of most key issues/problems, with all areas af fecting the patients’ independence. Demonstrates excellence in identification all key issues affecting the patients’ independence. PHC Nursing Intervention s: 5 Marks Inappropriate acute care focus, not reflective of PHC understanding. And/or interventions are inappropriate, superficial or unrealistic for the key issues, and/or do not reflect person -centred care. Interventions do not promote independence, or holistic wellbeing. Mostly descriptive interventions with limited explanation include d. And/or focus of interventions leans frequently towards acute care. And/or interventions are at times inappropriate for key issues, limited inclusion of person -centred care. Basic interventions developed, suggesting a growing understanding of key heal th care focus. Interventions demonstrate a growing understanding of principles of person -centred care. Interventions demonstrate an attempt holistic wellbeing management. Interventions demonstrate ability to critically analyse and identify appropriate and achievable PHC focussed interventions with a person -centred focus. Basic nursing principles reflected. Interventions demonstrate a good understanding of promoting holistic wellbeing. Key health care focus is consistently evident, with appropriate and realistic interventions that reflect person -centred care. Basic nursing principles are proficiently reflected in order to achieve best outcomes for patient. Interventions are fully inclusive of promoting independence and holistic wellbeing. Rationale and Critical Reasoning: 10 Marks Missing research to justify interventions, and/or demographically inappropriate focus of research. And/or no integration with secondary effects of key presentation. And/or poorly integrated research to patients’ specifi c circumstances. Mostly descriptive research with limited integration of evidence -based practice. And/or secondary effect or past history integration is below acceptable standard. Research has a superficial focus and does not assimilate to patient speci fic presentation. Demonstrates satisfactory ability to analyse the case scenario and provide relevant evidence based rationales. Attempts to relate evidence based research to patient specific circumstances. Demonstrates ability to critically analyse the case scenario and provide relevant evidence based rationales. Evidence based research is mostly related to patient, displaying an understanding of the patients’ presentation. Clinical reasoning is sophisticatedly reflected with evidence based application o f research integrated to the patients primarily identified issues. Evidence based research is consistently related to the patient, reflecting person -centred care. Application and Analysis: 5 Marks Consistent unexplained, unsupported, or superficial inferences regarding connections between other presentation elements , reflects little to no comprehension of unit resources and or clinical knowledge. Uses superficial interpretation to force connections between other presentation elements; reflecting a limited comprehension of unit resources and or clinical knowledge. Interprets information from a few sources to a satisfactory standard to develop connections between other presentation elements; comprehends basic meaning of unit resources and clinical knowl edge. Accurately interprets information from multiple credible academic sources to support consistent & appropriate connections between other presentation elements; demonstrates comprehension of deeper meaning of unit resources and clinical knowledge. Insightfully interprets information from credible academic sources to support original, insightful and creative connections between other presentation elements; outstanding comprehension of unit resources and clinical knowledge. Referrals: 5 Marks Inappropriate, superficial and/or unrealistic referral/s suggested that are not person – centred, nor demographic community specific. And/or CHSP referral not included. And/or referral/s promote dependence and acceptance rather than independence. And/or ni l or poor research to support chosen referral/s. Inappropriate or unrealistic referral/s suggested with minimal or inappropriate research justification. And/or not that are not person – centred, nor demographic community specific. And/or CHSP included however inappropriate choice of service with minimal or insufficient research based justification provided. And/or referral/s promote partial dependence rather than independence. Referrals are generally appropriate to patient. CHSP referral included with satisfactorily outlined and relevant choice of service. Attempts at using research to justify this Referrals mostly promote independence and suggest a growing understanding of person – centred care. Justification of referral/s is attempted with research ; attempts made to justify referral in light of other issues. Referrals are appropriate, relevant and realistic to patient and demonstrate some research within the community. CHSP referral included. Referral/s generally promote independence, and holistic wellbeing; and generally reflective of person -centred care principles. Evidence -based research included to support chosen referral, with links made between other issues. Referrals are creative, relevant, appropriate and realistic. Each referral indicates thorough research within the community. CHSP referral included and thoroughly outlined. Consistently promotes independence and holistic wellbeing; and reflective of person -centred care principles. Exceptional evidence -based research to support chosen referral, with exceptional links made to other issues. Academic Literacy: 5 Marks Poor written expression that lacks clarity of ideas. Frequent errors in spelling, grammar, punctuation or syntax. Template not used. Syntax is consistently flowery or ambiguous. Excessive or insufficient word count. Awkward written expression with limited ability to express ideas clearly. Insufficient attention to proofreading spelling, grammar, punctuation and syntax. Syntax is flowery in parts or direct quotes detract significantly from word count. Written expression and clarity of ideas is generally satisfactory. Spelling, grammar, punctuation and syntax need more consistency. Word count within academic standard with consistent attempts at concise writing with some errors. Written expression is clear, able to express ideas readily. Consistent attention to correct spelling, grammar, punctuation, and syntax. Inconsistent minimal errors. Syntax is mostly concise and cohesive. Excellence demonstrated in expression of ideas. Writing is eloquent and sophisticated; a joy to read. Excellent attention to correct spelling, grammar, punctuation and syntax. Syntax is consistently concise, clear and cohesive. Academic Referencing: 5 Marks Consistent minimal attempts at APA referencing with consistent non -adherence to guidelines. Substantial amount of missing in-text citations o unsatisfactory use of CDU APA 6 th guidelines. Satisfactory use of CDU APA 6 th guidelines. Excellent and consistent referencing using CDU APA 6 th guidelines. Exceptional CDU APA 6 th referencing of publication quality. NUR341 Assessment Guide pg. 14 Charles Darwin University, 2017 2017 Health Assessment for 75+: MBS 703 Name ( First, M.I, Last.): Delores J.M. Anderson Male Female Trans DOB: 22 Jan 1939 Preferred Name: Lola Allergies: Coconut Milk (nausea), Band -Aids (localized redness), Clexane (hives) Usual GP: Dr Essop Ebriham Last 75+ HA: January 2016 About this patient: Active ‘young’ lady, Positive mindset. Enjoy ed yoga and art classes regularly. Public transport dependent now . Excellent sense of humor. Retired @ age 69 from primary school teaching. Downsized home in October 2016 after returning from a 3 year around Australia trip with Husband, Max and beloved Australian cattle dog “Duffy.” New smartphone user. Language/s: English Religion: Anglican Current Health History In general, the patient rates his/her health as: ☒Excellent ☐Very Good ☐Good ☐ Fair ☐Poor Immunizations: Tetanus – booster in 2015 after laceration from caravan door. Pneumonia – last dose 2006 Influenza – last dose 2013 Relevant Family History Parents: Mother – dec’d 81 y.o °2 pneumonia, Father – dec’d 34 y.o °2 MVA Sibling/s: Youngest of 6 children (5 brothers + Lola). 1 x brother dec’d °2 prostate Ca 1992 , 1 x sister dec’d °2 childbirth Children: G4P2Ao. Daughter – Sarah 47, lives close by. Son – Michael 49, interstate. Son – Hamish 50, interstate (adopted) Grandchildren: 6 in total, ranging from 9 to 25 years old. Surgical History Year Description Hospital/Surgeon 1966 Caesarean section Mater Hospital, Bundaberg QLD: Dr Banks 1999 Hysterectomy (radical) King Edward Memorial Hospital, Subiaco, WA: Dr Milliton 2011 R/O BCC (shoulder) Royal Newcastle Hospital, Newcastle, NSW: Dr McKay Current Health Problems GORD Well controlled with PPI HTN BP WNL past two years °2 AHTN Shingles Last active event 2010 “worse than childbirth” Presbycussis R =L Bilat HA OP Last scan 2014 Community/Allied Health services / Specialists used within the last 6 months McKenzie Simons, Audiologist, Australian Hearing – last checkup Jan 2017 Albert Wang, Pharmacist, Amcal on Smith St. NUR341 Assessment Guide pg. 15 Charles Darwin Un iversity , 2017 Current Med s Dose & Frequency Esomeprazole 40mg OD Perindopril Arginine 10mg OD Paracetamol 1g PRN Docusate Sodium 240mg Nocte PRN Glycerol Suppositories 1 Nocte PRN Paraffin, liquid 40ml PO Nocte PRN Psyllium fiber supplements 2 packets Mane PRN Notes: Well organized medi cations, within date & original packaging. Lola ca n identify meds by both brand and generic names. Health Habits And Personal Safety Exercise Do you exercise at least 30 minutes a day, most days? Yoga classes when I can , helps with constipation ; sometimes maintaining garden at home which is not hard at all now that it’s so small ; walking to and from bus stop every day, carrying groceries hom e from shops every day . Carries d og food home from shops weekly ( doesn’t look forward to this, but doesn’t want Duffy to miss out and doesn’t want to give him away) ☒Yes ☐No Nutrition Do you have an illness or condition that made you change the kind and or amount of food you eat? Not an illness, there’s just no -one to cook for anymore …Max used to love my cooking… so now I just have small easy dinners, like toast, and crumpets for breakfast, so there isn’t too many groceries to carry home . Max used to call me the Australian Julia Child! ” YES 2 NO 0 Do you eat at least 3 meals per day? Somedays I’m too tired, so I might not have dinner, but normally have it. 0 3 Do you eat fruit or vegetables most days? 0 2 Do you eat dairy products most days? 0 2 Do you have 6 – 8 cups of fluid most days (nocturnal urination avoidance) 0 1 Do you have any mouth, teeth or swallowing problems that make it hard to eat? 4 0 Do you always have enough money to buy food? 0 3 Do you eat alone most of the time? Dinner and Breakfast yes, takes sandwich to eat with Max OD 2 0 Do you take 3 or more prescribed or over the counter medicines every day? Only when my bowels are being stubbon, otherwise just the two in the morning. 3 0 Without wanting to, have you lost or gained 5kg in the last 6 months? 2 0 TOTAL 0 -5 good, 6-10 moderate, 11-24 high risk 7 ETOH ETOH OD intake? 1 small sherry at night before bed. “West Coast Coolers” on special occasions (Xmas, Easter, Australia day – no more than 3, otherwise “I fall asleep and the grandkids put the photos on the Facebooks of me!”) Tobacco Current smoker? Never smoked. ☐Yes ☒No Sexual Health Sexually active? Monogamous relationship for 54 years with “the love of my life .” Not currently sexually active . ‘We slept in the same bed every night for 54 years’ ☐Yes ☒No STI Prevention method used: Nil currently , not used since ‘the seventies’ (monog. R’ship) . Risk factors for sexual health: IVDU , UPSI etc. ☐Yes ☒No Personal Safety Current Living Arrangement: Lives alone in 1 -bedroom townhouse. Downsized and decluttered (kept bare basics only) from family home in October 2016 as Max and Lola were planning a 24-month European Holiday for 2017 (now cancelled). Fall Hx last 3/12? Nil falls. One near -miss (Duffy was chasing a cat and ran into Lola – managed to steady herself) Do you have an Advanced Care Directive? ☒Yes ☐No Exposure to abusive behaviors: (verbal threats, physical or sexual abuse) No, lives in safe area with nice neighbors, Diane and grandkids are supportive and nurturing. Exposure to ‘foul language’ when catching the bus es to see Max which is ‘disappointing.’ ☐Yes ☒No NUR341 Assessment Guide pg. 16 Charles Darwin Un iversity , 2017 Examination Weight 52kg Height 1.47cm (4”10) AC <80cm BMI 24.1 GCS 15/15 Skin D & I. °Bruising °wounds BSL 5.6mmol Vision R = L 6/6 Feet D & I. Well maintained feet & nails. BP sitting standing Hearing Bilat hearing aids. Passed whisper test. Hearing aids are “fancy ones that Grandkids hooked up to my phone for me ” Well fitted, nil PA Mood /affect Appropriate affect. Pos itive outlook. Discussions of Max result in moments of sadness, however Lola’s positive outlook assist with this. 133/ 71 134/ 73 Sa02/RR 98% RA / RR 16 Driver’s License? No (has never driven , Max was the driver ). Public transport reliant now , buses . Urinalysis NAD Pulse 86, Reg Oral Health ↑↓ Full plates, well fitting, well maintained. MM pink and intact. General Physical Appearance We ll-presented and well -groomed lady , looks a little tired . Clothes well laundered and ironed. Wonderful and very colorful hat collection. Mobilizes safety and confidently without assistance or aid. Footwear sturdy and in good condition , square heels . Geriatric Depression Scale & Mental Health YES NO Are you basically satisfied with your life? 0 1 Have you dropped many of your activities or interests? “I haven’t dropped them, but don’t go as frequently as I used to now because of changes” 1 0 Do you feel that your life is empty? “Repetitive, now, but not empty” 1 0 Do you often get bored? “Sometimes it’s a bit monotonous. Sometimes I think about the plans we had and now we can’t do” 1 0 Are you in good spirits most of the time? “I get sad, but that is to be expected, I guess, but I still get up in the morning …. Although the mornings are a bit harder now !” 0 1 Are you afraid that something bad is going to happen to you? “I’m tough” 1 0 Do you feel happy most of the time? “That’s a hard one. I guess I do…. But I also miss what we used to have, I miss what we were going to do…. I miss my Max. I try to stay happy as much as I can but life is challenging me a bit at the moment , I guess I’m just a bit tired .” 0 1 Do you feel helpless? 1 0 Do you prefer to stay at home, rather than go out and do things? Sometimes I’d like to, because it takes 2 buses to see Max, then the groceries…. But Max needs me” 1 0 Do you feel that you have more problems with memory than most? “I’m still as s harp as the bristles on a hedgehog” 1 0 Do you think it is wonderful to be alive? 0 1 Do you feel pretty worthless the way you are? 1 0 Do you feel that your situation is hopeless? “hopeless maybe the wrong word to describe it…. Stuck, perhaps?” 1 0 Do you think that most people are better off then you are? 1 0 Do you feel full of energy? “most days … and yoga used to helps a lot, when I can get there …. Some days are a struggle, especially when I’m waiting for a bus or when I’m tired , but I get there! ” 0 1 Total score 3 Folstein Mini -Mental State Examination total (January 2016 MMSE = 30/30 ) 29/30 Sleeping Pattern: 4 – 5 hours per night, broken. Takes ‘a long time ’ to fall asleep. Wakes up feeling unrefreshed. NUR341 Assessment Guide pg. 17 Charles Darwin Un iversity , 2017 Independence / Social S upport During the last four weeks was someone available to help you if you needed and wanted help? ☐ Yes, as much as I wanted ☒ Yes, quite a bit ☐ Yes, some ☐ Yes, a little ☐ No, not at all “Dianne, but I don’t like to bother her too much – she works all week” Marital status: ☐Single ☐Partnered ☒Married ☐Separated ☐ Divorced ☐Widowed Married to Max for 54 years, 3 children. Met while both teaching primary school , “he was the most handsome man I’d ever met, and he had his own car too!” . Nov 2016 – Max had CVA, now Aphasic & Ataxic – lives at Bethesda House for full time care. Lola visits every day , rain or shine , “sometimes it’s hard to see him, he has goo d days and bad days, he can get really cranky now which is not like my Max …… but Bethesda house is nice and the staff are lovely ” Do you have a carer? ☐Yes ☒No Are you responsible for the care of someone else? Max moved from Hospital directly to Bethesda after CVA ☐Yes ☒No Do you participate in any regular social activities? Previous regular Yoga, Art classes, Dinner with friends every month, Dog Park with Duffy. Lola now occasionally attends but states “ it’s a bit tricky with the bus” and “ it’s different without Max” Mentions sporadic and declining attendance from all activities since November. ☒Yes ☐No Do you receive any community services? ☐Yes ☒No Can you mobilize indoors without a mobility aid ? ☒Yes ☐No Can you shower easily? ☒Yes ☐No Can you walk 100 meters? Completed a 10k fun run with Max August 2016 , now walks 2km to and from bus OD. ☒Yes ☐No Can you go up and down steps easily and safety? ☒Yes ☐No Can you bend, kneel and stoop easily and safety? ☒Yes ☐No Can you get down to and up from your lounge chair easily? ☒Yes ☐No Can you get on and off the toilet easily and safety? ☒Yes ☐No Elimination Nocturnal Urination? 1-2 per night. ☐Nil Incontinence: ☐Stress ☐Urge ☐Incomplete Emptying ☐Overflow ☒Nil Dysuria? ☒Nil Hematuria? ☒Nil BO Pattern: 2/week, hard lumpy stools, some straining , “time consuming” . °N °V °WL ° Abdo Cramp. Abdo S&°NT, DRE = NAD. BO Management/Treatments: Regular & consistent use of aperients on med list . Patient Agreement I have agreed to this health assessment, I understand that it is designed f or patients 75 and over to provide a comprehensive picture of your health, to help prevent future problems and enjoy better health for longer. Signature of Patient: Date: 2/28/2017 Signature of Health Professional completing assessment: Date: 28/02/2017 Please note: this completed health assessment has been created solely for the use of Charles Darwin University students completing the 2017 NUR341 Case Study assessment pi ece and does not depict any actual person or series of events. Any resemblance to actual persons, living or dead, is purely coincidental. Thi s is the work of fiction and the creative genius of the unit coordinator. Please note: the use of the word genius is ironic a nd in no way refers to the actual cognitive or creative ability of the unit coordinator. NUR341 Assessment Guide pg. 18 Charles Darwin Un iversity , 2017 Commonly Used Acronyms in Health Assessment This is a guide to assist in interpreting the NUR341 case study health assessment form. Per -policy documentation and acronym standards will differ with each health care institution, and some acronyms contained in this list may be unacceptable within certain facilities . This list is not exhaustive. *Also ‘withheld .’ Wife* Brother Mother Husband Left Right # Fracture DT’s Delirium Tremens R/V Review  Decreased; lower DVT Deep Vein Thrombosis R’ship Relationship  Increased; upper Dx Diagnosed RDS Respiratory Distress Syndrome (CP) E.g.: Pt does/did not have CP Dzy Dizziness ROM Range of Movement/Motion /c with ES Early stage RPAO Routine Post -anaesthetic obs 2 Due to / because of F/U Follow up RTW Returned to ward (A) MI (Acute) Myocardial Infarction FOF Fear of falling S.O.H Sense of humour @ at G Glaucoma SB Sinus Bradycardia AC Abdominal Circumference HLD Hyperlipidaemia SCC Squamous Cell Carcinoma AIDS Acquired Immune Deficiency Syndrome HTN Hypertension SCI Spinal Cord Injury AK Above Knee Hx History S&°T Soft & non -tender ALD Alcoholic Liver Disease IHD Ischaemic Heart Disease Sml Small APO acute pulmonary oedema LOC Loss of Consciousness SOB Short of Breath Appt Appointment Lrg Large SOOB Sit Out of Bed ARF Acute Renal Failure mane Morning SS Single walking stick Ax Assessment MD Macular Degeneration Stat Immediately BCC Basal cell carcinoma MM Mucous membranes STD Sexually Transmitted Disease BD Twice a Day MRSA Multi -Resistant Staphylococcus Aureus Std Standard BO Bowels open MS Multiple Sclerosis T1DM Diabetes Mellitus Type One Brm Bedroom MVA Motor vehicle accident T2DM Diabetes Mellitus Type Two Ca Carcinoma NOAD No other abnormalities detected TB Tuberculosis CCF Congestive Cardiac Failure nocte Night TDS Three Times Per Day COAD Chronic Obstructive Airways Disease OM Osteomyelitis THR Total Hip Replacement CRF Chronic Renal Failure OO Owner occupied TIA Transient Ischaemic Attack CVA Cerebrovascular aneurysm PE Pulmonary Embolism TKR Total Knee Replacement CWMS Colour, Warmth, Movement, Sensation POP Plaster of Paris TKVO To Keep Vein Open d/c Discharge PR Per Rectum TPN Total Parental Nutrition d/w Discussed with prn As necessary/when needed VA Visual acuity D & V Diarrhoea and Vomiting PUO Pyrexia of Unknown Origin w/c Wheelchair D+I Dry & intact PVD Peripheral Vascular Disease WI Wound Irrigation Dec’d Deceased Q Quit WNL Within normal limits DKA Diabetic Ketoacidosis QID Four Times Per Day Wt Weight DRE Digital rectal exam R/O Removal of W B L R M H NUR341 Assessment Guide pg. 19 Charles Darwin University, 2017 2017 Case Study Template Required for Submission Issue Key Words PHC Nursing I ntervention Evidence Based Practice Rationale Effect Of Issue On Lola ’s Comorbidities Or Other I ssues Referral with Rationale and Links to Other Issues. Issue One Issue Two Issue Three Issue Four Use the separate file, available in the zipped folder to complete your assignment. NUR341 Assessment Guide pg. 20 Charles Darwin University, 2017 2017 CDU APA 6 th Referencing Style Fundamentals: CDU APA 6th Guide, January 2016 (pp. 3 -4, 8-10) The Reference list identifies the items cited in a document in enough detail so they can be located by another person. The elements required for a Reference list are outlined below:  The reference list is headed by the centred and bold title Referenc es, and all entries are in alphabetical order .  Each reference should be separated from the next reference by one empty line (no matter what spacing is being used).  All References should have a hanging inden t (of 5 -7 spaces) for the second and subsequent lines of each entry. See http://libguides.cdu.edu.au/cdureferencing/apa for instructions.  Use only the initial of the author’s given name , not the full name in the reference list at the end . E.g. Robert Mark Smith will appear as Smith, R. M. For the in -text citation, use the author/s surname only; do not use first initials. E.g. (Smith, 2011).  If the Reference list includes 2 or more entries by the same author(s), list them in chronological order with the earliest first. If these references were published in the same year add a letter after the date in-text and in the Reference list. E.g. 2014a, 2014b  Arrange reference entries in one alphabet ical sequence by the surname of the first author or by title or first word if there is no author. Ignore the words A, An, and T he when alphabetising by title  Capitalisation in APA style is very specific. In titles and subtitles of articles, chapters, and books, capitalise only the first letter of the first word; the first letter of a subtitle and any proper nouns. For journal titles you must capitalise t he first letter of every word.  Italicise book titles, journal titles, and volume numbers. Do NOT itali cise issue numbers.  If a Digital Object Identifier (DOI) is listed on either a print or an electronic source it is included in the reference. A DOI (Digital Object Identifier) is a unique alphanumeric string that is used to identify a certain source (typ ically journal articles). It is often found on the first page of an article. Example: doi:10.1080/14622200410001676305  If the article doesn’t have a DOI then provide the URL. Example: Retrieved from http://pit.sagepub.com/lookup/pmid?view=long&pmid=272 07405 . However, DOI is preferred.  It is possible to use an abbreviated version of an organisational author in-text , but you must use it in full the first time. In -text example: (World Health Organization [WHO], 2014). Use square brackets if it is within parentheses. In your Reference list use the full name of the author. NUR341 Assessment Guide pg. 21 Charles Darwin University, 2017 2017 CDU APA 6th Referencing Style Examples: Book: author date book title edition place of publication publisher Gimenez, J. (2007). Writing for nursing and midwifery students (2nd ed.). Basingstoke, UK: Palgrave Macmillan. Journal article with DOI (preferred ): authors date article title journal title in italics volume in italics(issue) Fowler, M. D., & Davis, A. J. (2013). Ethical issues occurring within nursing education. Nursing Ethics , 20 (2), 126 -141. doi: 10.1177/0969733012474290 doi page numbers Hanging indent Journal article without DOI: author date article title journal title in italics volume in italics(issue) Barry, B. (1990). How to defend library institutions? British Journal of Political Science, 20 (1), 1 -14. Retrieved from http://journals.cambridge.org/action/displayJournal?kod=JPS url page numbers Hanging indent NUR341 Assessment Guide pg. 22 Charles Darwin Un iversity , 2017 In-text and Reference List Examples: Reference Type In-text Reference list Single author The theory was first considered in 2000 (Pash, 2008) . Pash, C. (2008). The last whale . North Fremantle, WA: Fremantle Press. 2 authors … to achieve consistency (Roitman & La Fontaine, 2012) . Roitman, J., & La Fontaine, T. (2012). The exercise professional’s guide to optimizing health: Strategies for preventing and reducing chronic disease . Philadelphia, PA: Wolters Kluwer Health. Cite both names every time the Reference occurs (Roitman & La Fontaine, 2012 ) 3-5 authors First citation: (Ranzijn, McConnochie & Nolan, 2009) Subsequent citations: (Ranzijn et al., 2009) Ranzijn, R., McConnochie, K., & Nolan, W. (2009). Psychology and Indigenous Australians: Foundations of cultural competence . South Yarra, Vic: Palgrave MacMillan. Cite all the names the first time the reference occurs; in subsequent citations, use the surname of the first author followed by et al. 6 or 7 authors (Bulliet et al., 2011) Cite only the surname of the first author followed by et al. Bulliet , R., Crossley, P., Headrick, D., Hirsch, S., Johnson, L., & Northrup, D. (2011). The earth and its peoples: A global history (5th ed.). Boston, MA: Ad worth. Use the surname of the first author followed by et al. every time the reference occurs in the text but include al l authors in the reference list. Journal article online: with doi (preferred) (Bechara, Damasio & Damasio, 2000) Bechara, A., Damasio, H., & Damasio, A. (2000). Emotion, decision making and the orbitofrontal cortex. Cerebral Cortex, 10 (3), 295 –307. doi:10.1093/cercor/10.3.295 Each first letter of Journal Title should be capitalised. Journal article – print (Crowden, 2008) Crowden, A. (2008). Professional boundaries and the ethics of dual and multiple overlapping relationships in psychotherapy. Monash Bioethics Review, 27 (4), 10 –27. Journal article online: no doi (Trankle & Haw, 2009) Trankle, S. A., & Haw, J. (2009). P redicting Australian health behaviour from health beliefs. Electronic Journal of Applied Psychology, 5 (2), 9 –17. Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap/