Assessment task 1: Written Assignment
Students Resource
Prepared by
NRSG 259 Teaching Team
Learning Outcomes
On successful completion of this unit, you should be able to:
1. Discuss the implications of demographic trends in the Australian population in relation to
the ageing population and their health care;
2. Apply pertinent concepts from biologic, sociologic, psychological and spiritual theories of healthy
ageing to nursing care of older adults;
3. Explain the importance of, and ways of promoting health and quality of life for older
people across a continuum of care services;
4. Discuss the implications of epidemiological trends in the Australian population in relation
to the incidence, distribution and causes of life-limiting illnesses, such as cancer, in
people of all ages;
5. Apply palliative care as a core component of all health-care roles to improve the health
and quality of life of older people and people (and their families) of all ages with lifelimiting illnesses; (GA2)
6. Apply knowledge of underlying pathophysiological processes of cancer and other progressive
illnesses in addressing symptoms and complex health needs in patients of all ages; (GA6)
7. Utilise a clinical decision making framework that incorporates ethical and comprehensive
assessment and person-centred nursing care while maintaining choice and dignity for older
people and those with life-limiting illnesses; (GA1,)
8. Explain the importance of, and ways of promoting health and quality of life for people of
all ages/backgrounds who have life-threatening illnesses, such as cancer. (GA1)
NRSG259 Promoting Health in
Extended Care
Assessment Task 1 – Care planning:
individual discussion
Assignment Requirements
(from unit outline)
• Students are required to focus the discussion on the care priorities
identifiable in the provided case scenario. Five priorities of care will be
identified from the scenario. The student is required to choose two of
the identified priorities of care from the provided list. The discussion
of care will be based on the processes identified in the Levett-Jones
Clinical Reasoning Framework. Evidence of how the dignity of the
patient is maintained through the care planning and provision process
is a part of this assessment. In addition, the cultural background of the
client needs to be considered.
• For this assessment task, students must use Miller’s Functional
Consequences Theory of Healthy Ageing as a theoretical
framework and Levett-Jones’ Clinical Reasoning Model to guide
nursing care planning, interventions and evaluation of care.
• The purpose of this assessment is to promote
both problem solving and nursing care
provision, related to a selected clinical scenario.
Essay Purpose
(from unit outline)
• The discussion of care will be based on the processes
identified in the Levett-Jones Clinical Reasoning Framework.
• More specifically, students are required to accurately follow the
steps of the Levett-Jones Clinical Reasoning Framework in
goal setting, taking action (nursing intervention), and
evaluation.
• Ensure you provide rationales for your interventions/strategies,
which shows why you have selected the intervention/strategy
over other alternative actions.
Assignment Requirements –
Levett-Jones Clinical Reasoning Framework
1. Establish goals (so negative consequences become
positive consequences)
2. Take actions (nursing intervention)
3. Evaluate outcomes
• Students should consider relevant concepts of Miller’s
Functional Consequences Theory in their care plan,
such as modifiable risk factors, aged-related changes,
and positive/negative consequences (see next slide).
• For example:
Assignment Requirements –
Miller’s Functional Consequences Framework
• In Assessment Task 1, you are developing goals and
nursing interventions/strategies that will assist in
alleviating the negative consequences and promoting
positive consequences (wellness outcomes). Thus,
improving the client’s quality of life, functioning and
safety, leading to better health overall.
• To achieve the above, you will focus on person-centred
care principles, holistic care (focus on the whole
person, their environment and their mind, body, spirit).
Assignment Requirements –
Miller’s Functional Consequences Framework
Assignment Requirements –
Promoting Person Centred Care
• Evidence of how the dignity of the patient is maintained through the
care planning and provision process is a part of this assessment. In
addition, the cultural background of the client needs to be
considered.
• In your essay, you need to demonstrate how person centred care,
client dignity and choice are integrated throughout your essay.
• Consider how you will do this when developing a nursing care
plan.
Some ideas:
The client should have a voice and should participate actively as a care
provision team member.
Think about client consent
How will you evaluate the strategies you have developed? As well as
objective evaluation, remember to ask the client!!
Plan your essay
Introduction: 175 words approx.
Body: 1400 words approx.
700 words per nursing care priority.
Conclusion: 175 words approx.
References: 12 -15 references approx.
Please note the words per section are only provided as a
guide – the student can set out the essay however they
wish and apportion words depending on how they decide
to structure the essay.
Essay Structure
Plan your essay
Introduction
– Clearly state what you are going to discuss and how you plan to
discuss it e.g.
This essay will discuss…..
Essay Structure (cont.)
Essay Body
• The body of your essay will have several paragraph’s amounting to
1,400 words approx.
• You will split the word allowance up into paragraphs. Each paragraph
may have anywhere between 200-250 words per paragraph
approximately – this depends on what you decide to talk about.
• Each paragraph should progressively describe the care plan you would
implement for the client.
• Make sure your essay flows and you use linking sentences to link each
paragraph.
Essay Structure (cont.)
• As you are focusing on two nursing priorities – use
each of the priorities as a heading.
• Under each heading, you may choose to have a subheading of:
– Goal(s) – showing your goal for the person for that particular
nursing issue.
– Take Action – showing your nursing interventions/strategies
with the relevant rationale(s) for each intervention.
– Evaluate Outcomes – showing the expected outcomes and how
you would evaluate them (objectively and subjectively). These
should relate to your Goal.
Essay Structure (cont.)
The Conclusion
• In two –three sentences summarise what you have
discussed. – THIS IS NOT A REPEAT of what you
have written previously.
• Then provide overarching statements that provide
the reader with the most important take home
messages regarding the care plan for your client.
Essay Structure (cont.)
• Make sure you refer to the marking rubric when
structuring your essay.
• Proof read your assignment.
• Ensure your APA referencing is correct
Marking Guide (Rubric)
Academic Skills
• Students are reminded and encouraged to use the
academic skills facilities provided at ACU
• They provide support with:
o Essay structure
o Referencing
o Understanding the question
o Developing an essay plan
o Proof reading
• Also refer to your ACU Study Guide for guidance with writing and
referencing.
!!
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