NPP6104 Assessment 2: Case Study
\nCase Study
\nParvana is a 13-year-old girl admitted to the emergency department via ambulance due to hyperglycaemic shock (Diabetes ketoacidosis-DKA). She was later transferred to your ward for further management.
\nParvana\u2019s parents are Amina, 35 (baker) and Ali, 38 (human resource personnel). She has two other siblings; Moro, 5 and Diana, 3. They were displaced from their home when the Taliban took over Kabul in Afghanistan. Ali used to work for the Australian embassy in Afghanistan. When the Taliban took over, he managed to get Amina and the children to Australia while he remained in Afghanistan to work. They spent one month in a refugee camp in Pakistan before moving to an Australian refugee facility in Perth. Ali has recently joined his family in the facility.
\nParvana has a history of type 1 diabetes and has been on insulin injections since she turned 2 years. Moro and Diana are healthy kids with no medical or social issues. The parents have spent so much money and time on Parvana, and they have mentioned that their extended family was of huge Helpance when they were in Afghanistan. The extended family Helped with caring for the three kids while Amina and Ali worked. The couple says they are now feeling lonely, overwhelmed with the children\u2019s care and are worried about their family and friends in Afghanistan. Amina speaks limited English language, but Ali is proficient in English language. Both Amina and Ali are currently unemployed.
\nParvana\u2019s parents stated that since their arrival in Perth, she has lost interest in her usual activities, she has become more anxious and apprehensive, she is experiencing unexplained withdrawal, loss of appetite, loss of more than 30% of body weight, disordered sleep due to frequent nightmares and was diagnosed with post-traumatic stress disorder some few weeks ago. Prior to this, Parvana was described as a bubbling and lively elder sister who was keen on Helping and playing with her siblings. Amina has not been checking Parvana\u2019s BGLs because the glucometer supplies run out and she is unaware of where to get the supplies and Parvana\u2019s insulin. This morning when you took over Parvana\u2019s care, her vital signs were: BGL= 29mmol\/L; blood ketones 2.2 mmol\/l, temperature 35.9, heart rate 120, respiratory rate 28, urinalysis (pH 5, specific gravity 1.035, glucose 2mmol\/l, protein 30). She was sleepy and weak, and she was excessively thirsty but could not keep anything down.
\nShe was sweaty, clammy, pale and cold to touch.
\nAs a registered nurse looking after Parvana in the paediatric ward and using the above information, demonstrate how will you assess, manage, evaluate and provide health promotion for Parvana and her family? After successful treatment and stabilisation of her blood glucose, Parvana and her family were discharged to the community. As a child health registered nurse in the community, what health assessment and promotion would you put in place for Parvana and her family?
\nDetailed Instructions
\nUsing the ADPIE (Assessment, Diagnosis, Plan, Intervention and Assessment) tool, present your analysis of assessment and management considering the following criteria:
\n\u2022 Introduction: Include a summary of the case study while identifying the demographic profile of Parvana and family compared to young people and families in Australia using evidence.
\n\u2022 Assessment: Use appropriate paediatric or child-health assessment tools (e.g. PAT, PARROT, Top-to-toe) assess Parvana and her family\u2019s needs
\n\u2022 Based on the assessment, prioritise two main problems and provide rationales
\n\u2022 Management: Explicate the management of these problems and the interdisciplinary team approach to the care of Parvana and her family within the acute and community setting.
\n\u2022 Assessment of care: Evaluate care rendered to Parvana and family using evidence to justify improvement or deterioration
\n\u2022 Discuss the implementation of the Child and Family Centred Care principles throughout the case study.
\n\u2022 In the community, use primary health care\/promotion principles to support your assessment and implementation of plan for recovery in the community for child and family
\nFormatting instructions
\n1. This essay is limited to a word count of 2000 (+\/-10%) including in-text reference list but excluding end-text reference list.
\n2. All content should be presented in essay format following the School of Nursing & Midwifery guidelines.
\n3. Ensure that you present well developed formal paragraphs and headings, line spacing (including your references) font size , that align with the School of Nursing & Midwifery guidelines.
\n4. Please use academic English writing style with good grammar\/spellings (this is an English Language Proficiency (ELP) specified unit).
\n5. Format the essay with relevant headings representing the assignment sections. The assignment must flow smoothly, read logically and be as succinct and precise as possible.
\n6. Ensure that each section is explicated within the essay, showing the depth of knowledge and understanding of the topic (sample nursing essay examples by the best nursing assignment writing service), critical thinking, evidence and content coverage.
\n7. Please write in third person\/impersonal.
\n8. Please submit a word document, not a pdf.
\nReferencing
\n\u2022 Your in-text and end-text referencing style should follow ECU\u2019s referencing guidelines \u2013 APA 7th edition style.
\n\u2022 A minimum of 10 current and credible academic references (peer-reviewed journal articles, scholarly books and credible websites) is expected.
\n\u2022 Accepted academic peer-reviewed journal articles for this assessment should not be older than five years and scholarly books up to 10 years old are accepted.
\n\u2022 Credible resources include evidence-based research and best practice guidelines (Australian and international if relevant, e.g. World Health Organisation). Patient information sources, public access medical websites designed for non-health professionals, eg. eMedicine, MayoClinic, BetterHealthChannel, GPNotes, medical dictionary, Wikipedia, dictionary.com etc will not be accepted as academic references.
\n\u2022 All references need to be from reputable sources. Do not use lecture notes as references; cite original sources.
\nAcademic Integrity
\nPlease take note that some students completing assessments in previous semesters were found to have breached academic integrity regulations at ECU. The commonly violated regulations are plagiarism and collusion. Plagiarism occurs when students include in their assessments information from sources that have not been properly referenced. Another scenario is when students have copied their (own) work submitted to this or other units in the previous semesters. Collusion has resulted from instances where students share their work. Both plagiarism and collusion are easily detected through Turnitin and should you participate in any of these, there is a very good chance that you will be caught. Academic integrity breaches have serious repercussions and a track record of such is noted in your academic file<\/p>\n","protected":false},"excerpt":{"rendered":"
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