Health Variations 3 – Acute Exacerbations of Chronic Conditions
\nCredit Points: 10
\nUnit Level: 2
\nAssumed Knowledge: Primary health care, foundational knowledge of human biological sciences including human body systems, basic concepts in pharmacology and pathophysiology and the National Health Priorities and the relationship to nursing practice.
\nNote: Students with any problems, concerns or doubts should discuss those with the Unit Coordinator as early as they can.
\nUnit Coordinator
\nName: Mrs Joan Lynch
\nPhone: (02) 46203321
\nLocation: Campbelltown, 7.G.19
\nEmail: joan.lynch@westernsydney.edu.au
\nConsultation Arrangement:
\nYour tutor is the point of first contact for students who have queries relating to the unit. If you are unable to contact your Tutor please contact your Campus Coordinator.
\nIf the staff member is not available leave a telephone message, including your name and contact telephone number, alternatively, you can send an email. Email communication with academic staff must be via Western Sydney University student email accounts only. Emails sent from any non-Western Sydney University address will not receive a response. Student Email Accounts can be activated via the Western Sydney University Home page from Western
\nCentral.
\nTutors will advise of consultation times on the vUWS site or outside their offices or in the School of Nursing and Midwifery reception area. If you are unable to contact your tutor please contact your Campus Coordinator.
\nEdition: Spring 2018
\nCopyright c 2018 University Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School. Copyright for acknowledged materials reproduced herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968.
\nCampus Coordinator
\nName: Mrs Jane Medved-Fisher
\nPhone: (02) 96859070
\nLocation: Parramatta, EB.LG.84
\nEmail: j.medved-fisher@westernsydney.edu.au
\nConsultation Arrangement:
\nPlease consult with your classroom tutor in the first instance. If your tutor is unavailable please contact your Campus Coordinator.
\nName: Mrs Nicole McIntosh
\nPhone: (02) 45701674
\nLocation: Hawkesbury, G10.G.29 Email: n.mcintosh@westernsydney.edu.au
\nConsultation Arrangement:
\nPlease consult with your classroom tutor in the first instance. If your tutor is unavailable please contact your Campus Coordinator.
\nName: Mrs Lauren Metcalfe
\nPhone: (02) 46203305
\nLocation: Campbelltown
\nEmail: l.metcalfe@westernsydney.edu.au
\nConsultation Arrangement:
\nPlease consult with your classroom tutor in the first instance. If your tutor is unavailable please contact your Campus Coordinator.
\nName: Mrs Lauren Metcalfe
\nPhone: (02) 46203305
\nLocation: Liverpool
\nEmail: l.metcalfe@westernsydney.edu.au
\nConsultation Arrangement:
\nPlease consult with your classroom tutor in the first instance. If your tutor is unavailable please contact your Campus Coordinator.<\/p>\n
Contents
\n1 About Health Variations 3 – Acute Exacerbations of Chronic Conditions 2
\n1.1 An Introduction to this Unit 2
\n1.2 What is Expected of You 2
\n1.3 Changes to Unit as a Result of Past Student Feedback 2
\n2 Assessment Information 3
\n2.1 Unit Learning Outcomes 3
\n2.2 Approach to Learning 3
\n2.3 Assessment Summary 4
\n2.4 Assessment Details 5
\n2.4.1 Online quiz 5
\n2.4.2 Concept Map and Guided question response 6
\n2.4.3 Closed book examination 12
\n2.5 General Submission Requirements 13
\n3 Teaching and Learning Activities 15
\n4 Learning Resources 18
\n4.1 Recommended Readings 18
\nNote: The relevant Learning Guide Companion supplements this document
\n1 About Health Variations 3 – Acute Exacerbations of Chronic Conditions
\n1.1 An Introduction to this Unit
\nThis unit uses case studies based on the National Health Priority areas to further develop knowledge of pathophysiology, pharmacology and nursing implications for people across the lifespan who may experience acute exacerbations of chronic conditions. A major focus will be related to the nursing management of chronic conditions involving the cardiovascular and renal systems, and acute exacerbations of chronic conditions affecting the respiratory and musculoskeletal systems.
\n1.2 What is Expected of You
\nStudy Load
\nA student is expected to study an hour per credit point a week. For example a 10 credit point unit would require 10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.
\nAttendance
\nIt is strongly recommended that students attend all scheduled learning activities to support their learning.
\nOnline Learning Requirements
\nUnit materials will be made available on the unit\u2019s vUWS (E-Learning) site (https:\/\/vuws.westernsydney.edu.au\/). You are expected to consult vUWS at least twice a week, as all unit announcements will be made via vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team.
\nSpecial Requirements Essential Equipment:
\nAccess to an internet enabled device is essential in order to be able to: access course materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See https:\/\/monkessays.com\/write-my-essay\/westernsydney.edu.au\/currentstudents\/current students\/services and facilities\/uwsonline student support for further information.
\nLegislative Pre-Requisites: None
\n1.3 Changes to Unit as a Result of Past Student Feedback
\nThe University values student feedback in order to improve the quality of its educational programs. The feedback provided helps us improve teaching methods and units of study. The survey results inform unit content and design, learning guides, teaching methods, assessment processes and teaching materials.
\nYou are welcome to provide feedback that is related to the teaching of this unit. At the end of the semester you will be given the opportunity to complete a Student Feedback on Unit (SFU) questionnaire to assess the unit. You may also have the opportunity to complete a Student Feedback on Teaching (SFT) questionnaire to provide feedback for individual teaching staff.
\nAs a result of student feedback, the following changes and improvements to this unit have recently been made:
\n\u2013 This unit is part of the revised curriculum and as such no changes will be made until feedback is received at the end of this first semester. Previous years feedback has been positive. The submission times for the concept map and guided question assessment and online quiz have been changed with regards assessment loading for the other second year units.
\n2 Assessment Information
\n2.1 Unit Learning Outcomes
\nThis unit will contribute to completion of course level outcomes, Western Sydney University graduate attributes and the Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice. Course level learning outcomes can be accessed on your Unit vUWS Home Page.
\nThe Health Variations 3- Acute Exacerbations of Chronic Conditions unit is part of Bachelor of Nursing course. The unit provides the foundation for developing comprehensive, coherent and connected knowledge in the nursing discipline and introduces and develops interaction skills which will be required by graduates in their work environments.
\nLearning outcomes for the unit are outlined below.
\nOutcome
\n1 Explain the causes, pathogenesis, clinical manifestations and diagnostic procedures related to National Health Priority areas concerning acute exacerbations of chronic conditions arising in the cardiovascular, renal, respiratory and musculoskeletal body systems.
\n2 Discuss the implications for nursing practice in relation to caring for people with acute exacerbations of chronic conditions affecting the cardiovascular, renal, respiratory and musculoskeletal body systems.
\n3 Describe the nursing role and responsibilities in the use of appropriate pharmacological interventions related to acute exacerbations of chronic conditions arising in the cardiovascular, renal, respiratory and musculoskeletal body systems.
\n4 Develop evidence-based rationales for nursing strategies used to problem-solve the needs of the person who has an acute exacerbation of a chronic condition affecting the cardiovascular, renal, respiratory and musculoskeletal body systems.
\n5 Apply critical thinking and digital literacy skills to access and evaluate data relevant to provision of effective nursing management of people across the lifespan with an acute exacerbation of a chronic condition.
\n2.2 Approach to Learning
\n1. Blended Learning Activity
\nBlended learning activities have been embedded throughout the unit content to enhance the student learning experiences through the use of tutorials, clinical practice units, audio visual material, small group work, and online quiz material. Access to a computer and the internet is essential in order to be able to: access course materials; to participate in discussion groups; and to access additional resources provided by the lecturer during the session. See https:\/\/monkessays.com\/write-my-essay\/westernsydney.edu.au\/currentstudents\/current students\/services and facilities\/uwsonline student support for further information
\n2. Tutorial\/Workshop
\nA tutorial\/workshop\/seminar is a small group activity that enables you to have lecture content explained by the tutor if required. You will then be able to apply, explore and debate the content through interactive learning activities with other students.
\n3. Group Work
\nGroup work enhances student learning. Through planned group activities, and discussion with other students, you will have the opportunity to clarify your own thoughts and understandings of unit concepts. Group work also offers the opportunity to cooperate in a team situation and to learn skills that will Help you to work effectively in a health care team
\n2.3 Assessment Summary
\nThe assessment items in this unit are designed to enable you to demonstrate that you have achieved the unit learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or compulsory is essential to receive a passing grade.
\nTo pass this unit you must:
\n– Achieve at least 50% when all assessment marks are totalled
\nAND
\n– Complete and submit all assessment tasks at the required time and required academic standard
\n– Attendance at all classes is expected throughout the semester
\n– It is advisable to submit special consideration for missed non-compulsory classes
\nItem Weight Due Date ULOs Assessed Threshold
\nOnline quiz 10% Opens Week 5, Monday 27th August
\n2018 at 0900hrs and closes Week 6,
\nMonday 3rd September 2018 at 0900hrs 1-3 No
\nConcept Map and Guided question response 40% Week 12, Monday 15th October 2018 at
\n12 midnight 1-4 No
\nClosed book examination 50% During the formal Western Sydney
\nUniversity Examination period 1,2,3,5 No
\nFeedback on Assessment
\nFeedback is an important part of the learning process that can improve your progress towards achieving the learning outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to seek out and act on feedback that is provided to you as a resource to further your learning.
\n2.4 Assessment Details
\n2.4.1 Online quiz
\nWeight: 10%
\nType of Collaboration: Individual
\nDue: Opens Week 5, Monday 27th August 2018 at 0900hrs and closes Week 6, Monday 3rd
\nSeptember 2018 at 0900hrs
\nSubmission: vUWS
\nFormat: On-line quiz
\nLength: 30 min
\nCurriculum Mode: Quiz
\nRationale
\nStudents are required to access one (1) quiz on vUWS to consolidate, enhance and evaluate learning in this unit. Questions in the quiz will be drawn from the content covered in modules and on-line readings for week 1, 2 ,3 and
\n4. The quiz has an open time limit of one (1) week.
\nDetails
\nThe quiz will be open for a seven (7) day period as outlined in the Assessment Summary. Students can attempt the quiz one time only at any time during the 7-day availability period. You are strongly encouraged to do so early in the assessment period to avoid or resolve any unforeseen difficulties.
\nThe quiz will consist of 20 MCQ\u2019s that will be randomly selected.
\nThere is only one correct answer for each question. Once you begin the quiz, you must complete it within 30 minutes. You cannot close the quiz or turn off the computer as this will automatically submit the quiz.
\nEach question will be worth 0.5 marks. The quiz will be scored out of 10 marks, worth 10% of your total marks for the unit.
\nStudents will not be able to view the results of the quiz until the Unit Coordinator releases the marks after the closure of the assessment period.
\nIf you experience technical problems whilst attempting the on-line quiz, please e-mail the Unit Coordinator, joan.lynch@westernsydney.edu.au at the time of the difficulty and call IT Helpdesk on 9852 5111, so the problem can be rectified. No technical difficulties will be considered after the quiz has closed. For all other problems, please follow Western Sydney
\nUniversity procedures to apply for Special Consideration.
\nYou are encouraged not to miss the quiz otherwise you will receive a Fail Non-Submit grade
\nResources:
\nOn-line quiz
\n2.4.2 Concept Map and Guided question response
\nWeight: 40%
\nType of Collaboration: Individual
\nDue: Week 12, Monday 15th October 2018 at 12 midnight
\nSubmission: Refer to Section 2.5 of the LG – General Submission Requirements
\nFormat: Concept Map (250 words) and Guided question response (1250 words) Total 1500 words
\nUnit Learning Outcomes: 1,2,3,4
\nLength: 250 words plus 1250 words (1500 words in total)
\nCurriculum Mode:
\nWord Count
\nThere is a word limit of 1500 words. Use your computer to total the number of words used in your assignment. However, do not include the reference list at the end of your assignment in the word count. In-text citations will be included in the additional 10% word count. If you exceed the word limit by more than 10% the marker will stop marking at 1500 words plus 10%.
\nAim of assessment
\nThe purpose of this assessment is to enable students to:
\n1. Explain in visual format (concept map) the causes, pathogenesis, clinical manifestations, diagnostic procedures, management, course, prognosis, and prevention of Acute Severe Asthma (Learning outcomes 1 and 5).
\n2. Explain the underlying pathophysiology of the clinical manifestations of an Acute Severe Asthma (Learning outcomes 1 and 5).
\n3. Discuss nursing strategies and evidence-based rationales to manage a patient with Acute Severe Asthma (Learning outcomes 2, 4 and 5).
\n4. Describe the nursing role and responsibilities in the use of pharmacological interventions related to Acute Severe Asthma (Learning outcomes 3 and 5).
\nAssessment Details
\nYou are to develop a concept map and answer three questions related to Acute Severe Asthma. References are to include three (3) recent, relevant journal articles as well as textbook material and evidence-based resources (to a total of at least 6 references).
\nConcept Map (250 words)
\n\u2013 The concept map must be computer generated.
\n\u2013 When researching the topic (sample nursing essay examples by the best nursing assignment writing service), use the pathophysiology template that is on the unit vUWS site to Help you in organising your information. The template will also Help in identifying key concepts and their relationships.
\n\u2013 Concept boxes should have titles with relevant content summarised within the box.
\n\u2013 The summarised content may be in point format and size 10 font (Arial or Times New Roman) may be used on the concept map.
\n\u2013 Concept boxes must be linked using lines and linking words\/phrases to demonstrate logical relationships between concepts.
\n\u2013 For conciseness, numbers may be used to replace traditional APA referencing within concept boxes. If you use numbers, you must include a reference list in numerical order, corresponding to your references immediately after the concept map.
\n\u2013 Critical thinking and creativity are essential components of the concept map. The map design needs to be visually stimulating.
\nCase study
\nJackson Smith, a 18 year-old male, was admitted to the Emergency Department at 9pm with severe breathlessness. His family informed you that the patient has a history of Asthma that had been diagnosed when he was two years old. On admission to the Emergency Department the clinical manifestations were:
\n\u2013 Severe dyspnoea, inability to speak sentences in one breath
\n\u2013 Respiratory rate of 32 breaths\/minute
\n\u2013 SpO2 90%, on room air
\n\u2013 BP 150\/85 mmHg
\n\u2013 Pulse rate of 130 beats\/minute
\n\u2013 Auscultation of lungs identifies diminished breath sounds and widespread wheeze A chest x-ray was performed and showed a clear and hyper-inflated lung fields.
\nA blood gas was taken:
\npH : 7.35 PaO2: 60mmHg
\nPaCO2: 50mmHg
\nHCO3: 25mEq\/L
\nLactate: 1
\nSaO2 90%
\nA diagnosis of Acute Severe Asthma was made.
\nQuestion 1. (650 words) (Learning outcome 1 and 5)
\nExplain the pathogenesis causing the clinical manifestations with which Jackson Smith presented with.
\nQuestion 2. (300 words) (Learning outcomes 2, 4 and 5)
\nDiscuss two high priority nursing strategies to manage Jackson and provide evidence-based rationales for these strategies.
\nQuestion 3. (300 words) (Learning outcome 3 and 5)
\nThree of the drugs that were given to Jackson were continuous nebulised Salbutamol and nebulised Ipratropium bromide (4\/24) and IV Hydrocortisone 100mg (6\/24).
\na. Discuss the mechanism of action of these drugs, and relate to the underlying pathogenesis of an Acute Severe
\nAsthma. And,
\nb. Describe the nursing implications (monitoring for and responding to adverse effects, and evaluating therapeuticeffect) when administering these drugs to a patient with an Acute Severe Asthma.
\nWhen answering questions:
\n\u2013 Responses are to use full sentences, paragraphs, correct spelling and grammar.
\n\u2013 The word limit for the guided questions is 1250 words. Use your computer to total the number of words used. In-text citations will be included in the additional 10% of the word count. If you exceed the word limit by more than 10% the marker will stop marking.
\n\u2013 Provide a reference list in APA 6th Edition style with a minimum of 6 academic references which could include journal articles, textbooks, government websites and reports, and creditable organisational websites (such as the Agency for Clinical Innovation (https:\/\/www.aci.health.nsw.gov.au\/).
\n\u2013 Appropriate resources must be selected and accurately used. The cited references must support your discussion or explanation.
\n\u2013 Ensure that your concept map and guided questions are one document to upload through Turnitin.
\nResources:
\ni. Examples may be available on the vUWS site. ii. There are a number of textbooks and resources available through the Western Sydney University Library that may Help you. Please refer to the unit\u2019s vUWS site for specific unit resources.
\nMarking Criteria:
\nConcept Map
\nCriteria Mark High Distinction Distinction Credit Pass Fail
\nCriteria 1 –
\nClearly, accurately and concisely summarises the key concepts
\n(aetiology, pathogenesis, clinical manifestations, diagnosis, treatment, course, prognosis and prevention) of
\nAcute Severe
\nAsthma Accurately, clearly and concisely summarises all key concepts with all information supported by appropriate authoritative sources. Accurately, clearly and concisely summarises all the key concepts with information supported by appropriate authoritative sources. There are minor omissions from one or two of the key concepts. Most of the key concepts
\naccurately summarised but some relevant information has been omitted or lacks clarity. Information is supported by relevant sources. One or two concepts have been omitted or a number of key concepts lack clarity and conciseness. Sources of information may not always evident. Minimal information included with omissions, lack of clarity. Sources of information not always evident.
\n(6-9.)
\nMost concepts poorly or inaccurately summarised. Significant omissions of relevant information with sources either not identified, unclear or predominantly non-credible sources. (0-5.5)
\n\/15 13-15 11.5-12.5 10-11 7.5-9.5 =7
\nCriteria 2 Clearly and accurately
\ndemonstrates the
\nrelationships\/links between the concepts. The relationships between all concepts are accurately, clearly and logically demonstrated using arrows\/lines and linking words\/statements. Relationships between most concepts are
\naccurately and clearly demonstrated using arrows\/lines and linking words\/statements. Relationships between concepts are generally identifiable but some links may be incomplete or lack clarity. Some links are clear and accurate but a number may be incomplete and\/or clarity and logic is difficult to identify easily. Links between most concepts lack accuracy, clarity and logic.
\n\/5 4.5-5 4 3.5 2.5-3 =2
\nCriteria 3 –
\nPresents the concept map in a manner that the layout and organisation of data stimulate, capture and maintain the attention of the reader with the appropriate use of colour and graphics. The layout and organisation of the map is
\nexceptionally clear and professional using graphics and colour effectively. The layout and organisation of the map is clear with appropriate use of colour and graphics. Concept map generally well
\norganised and
\nvisually stimulating. The layout of the map is adequate but lacks clarity and visual stimulation. The layout of the map is poor with lack of clarity and organisation and fails to capture attention.
\n\/5 4.5-5 4 3.5 2.5-3 =2
\nGuided Questions
\nCriteria Mark High Distinction Distinction Credit Pass Fail
\nGuided Question 1 –
\nDemonstrates comprehensive and detailed knowledge of the pathogenesis of an acute exacerbation of Asthma, and
\nrelates the clinical manifestations to the pathogenesis. Analyses information from a discerning selection of sources and provides an accurate and clear explanation of the pathogenesis
\ncausing the
\nclinical
\nmanifestation of the patient in the case study. The explanation is developed in a logical sequence and incorporates all manifestations presented in the case study. The discussion is clearly and accurately supported by appropriate sources. Analyses information from a discerning selection of sources and accurately explains the pathogenesis
\ncausing the
\nclinical manifestations of the patient in the case study. Mostly synthesises the information effectively in own words and in a
\nlogical sequence including all manifestations presented by the patient.
\nThe discussion is clearly and accurately supported by appropriate sources. Analyses information from relevant sources and generally provides an accurate explanation of the pathogenesis
\ncausing the
\nclinical manifestations of the patient in the case study. The explanation is mostly developed in a logical sequence but there may be one or two omissions of significant information or all
\nmanifestations are accurately explained but there is little logical
\ndevelopment in the discussion. The discussion is clearly and accurately supported by appropriate sources. Using information from relevant references provides a basic description of the pathogenesis of an acute exacerbation of Asthma with some links to the
\nclinical manifestations presented by the patient in the case study.
\nThere may be minor inaccuracies, omissions or repetition of information, lack of clarity or logical flow of the process.
\nThe discussion is mostly supported by appropriate sources. Using one or two
\nreferences gives a
\nsuperficial description of the pathogenesis of an acute
\nexacerbation of Asthma with a number of
\nsignificant inaccuracies, repetition or lack of clarity. Has not accurately related the clinical manifestations to the pathogenesis.
\n(4-9.5) Information predominantly copied or quoted from inappropriate sources such as non-authoritative web sites, Wikipedia, encyclopaedias or dictionaries with little evidence of understanding. The sources of information are not accurate and clearly evident. (0-3.5)
\n\/20 17-20 15-16.5 13-24.5 10-12.5 =9.5
\nGuided Question 2 –
\nDemonstrates ability to prioritise nursing care for a patient with an
\nacute exacerbation of Asthma, using current evidence to explain the rationales and justifies nursing strategies. Accurately identifies two high priority
\nnursing strategies used to manage a patient with an
\nacute
\nexacerbation of Asthma and based on current
\nevidence accurately and clearly explains the rationales. The discussion is clearly and accurately supported by appropriate sources. Accurately identifies two high priority
\nnursing strategies used to manage a patient with an
\nacute
\nexacerbation of Asthma and
\nstates accurate rationales based on current evidence. The discussion is clearly and accurately supported by appropriate sources. Identifies two high priority nursing strategies to manage a patient with an
\nacute
\nexacerbation of Asthma and
\nprovides accurate
\nrationales for the
\nmanagement but not clearly evidence based. The discussion is clearly and accurately supported by appropriate sources. Identifies two nursing strategies to manage a patient with an
\nacute
\nexacerbation of Asthma and
\nprovides basic rationales for the strategies but are not evidence-based. The discussion is mostly supported by appropriate sources. Does not
\naccurately identify two nursing
\nstrategies to manage a patient with an acute exacerbation of Asthma and
\nprovides little or inaccurate explanation of rationales. Information predominantly copied or quoted from inappropriate sources.
\nThe sources of information are not accurate and clearly evident.
\n\/10 8.5-10 7.5-8 6.5-7 5-6 =4.5
\nCriteria Mark High Distinction Distinction Credit Pass Fail
\nGuided Question 3a –
\nDemonstrates knowledge of the mechanism of action of nebulised salbutamol and ipratropium bromide and IV hydrocortisone relating to the underlying pathogenesis of an acute exacerbation of Asthma. Analyses information from a discerning selection of sources and comprehensively and accurately discusses the mechanism of action of nebulised salbutamol and ipratropium bromide and IV
\nhydrocortisone,
\nrelating accurately to the underlying pathogenesis of an acute exacerbation of Asthma.
\nThe discussion is clearly and accurately supported by appropriate sources. Analyses information from a discerning selection of sources and accurately discusses the mechanism of action of nebulised salbutamol and ipratropium bromide and IV hydrocortisone relating to the underlying pathogenesis of an acute exacerbation of Asthma.
\nThe discussion is clearly and accurately supported by appropriate sources. Accurately explains the mechanism of action of nebulised salbutamol and ipratropium bromide and IV hydrocortisone generally relating to the underlying pathogenesis of an acute exacerbation of Asthma. However, the response may lack some relevant information or clarity.
\nThe discussion is clearly and accurately supported by appropriate sources. Provides a basic explanation of the mechanism of action of nebulised salbutamol and ipratropium bromide and IV hydrocortisone.
\nThe answer may not be clearly related to the pathogenesis of an acute exacerbation of Asthma, contain some inaccuracies or lack clarity. The discussion is mostly supported by appropriate sources. The mechanism of action of nebulised salbutamol and ipratropium bromide and IV
\nhydrocortisone is incomplete or inaccurate with little or no relationship to the underlying pathogenesis of an acute exacerbation of Asthma.
\nInformation predominantly taken from inappropriate sources.
\nThe sources of information are not accurate and clearly evident.
\n\/10 8.5-10 7.5-8 6.5-7 5-6 =4.5
\nGuided Question 3b –
\nDemonstrates knowledge of nursing implications (monitoring for and responding to adverse effects and evaluating therapeutic effect) when administering nebulised salbutamol and ipratropium bromide and IV hydrocortisone to a patient with an
\nacute exacerbation of Acute Severe Asthma. Identifies major adverse effects of
\nnebulised salbutamol and ipratropium bromide and IV
\nhydrocortisone,
\nand
\ncomprehensively and accurately discusses how to monitor for and respond to each adverse effect. Link between each adverse effect and nursing response is evident. Accurately explains how to evaluate the
\ntherapeutic effect of each drug with links between the action of the drug and therapeutic effect evident The discussion is clearly and accurately supported by appropriate sources. Identifies major adverse effects of
\nnebulised salbutamol and ipratropium bromide and IV
\nhydrocortisone, and accurately discusses how to monitor for and respond to most adverse effects.
\nLinks between the adverse effect and response are mostly evident. Accurately explains how to evaluate the
\ntherapeutic effect of each drug with links between the action of the drug and therapeutic effect evident. The discussion is clearly and accurately supported by appropriate sources. Identifies adverse effects of nebulised salbutamol and ipratropium bromide and IV
\nhydrocortisone, and discusses how to monitor for and respond to adverse effects. Responses to
\nadverse effects
\nmay be
\ngeneralised rather than related to each specific adverse effect. Explains how to evaluate the
\ntherapeutic effect of each drug with links between the action of the drug and therapeutic effect evident. Response may
\nlack some relevant information or clarity in explanation. The discussion is clearly and accurately supported by appropriate sources. Identifies adverse effects of nebulised salbutamol and ipratropium bromide and IV
\nhydrocortisone, and includes some generalised discussion on monitoring for and responding to adverse effects. Links between adverse effect and nursing response not generally evident.
\nBasic explanation of evaluating therapeutic effect. Answer does not clearly indicate how to evaluate if drug is effective.
\nAnswer may contain minor inaccuracies, omissions and lack of clarity. The discussion is mostly supported by appropriate sources. Identifies some adverse effects.
\nMay include some discussion of nursing implications but answer contains inaccuracies, omissions and lacks clarity. The sources of information are not accurate and clearly evident.
\n\/5 4.5-5 4 3.5 2.5-3 =2
\nAcademic Writing
\nCriteria Mark High Distinction Distinction Credit Pass Fail
\nLanguage use Writes in a clear and succinct academic style using correct grammar, spelling, and punctuation Writes in an advanced style exhibiting highly coherent and logical flow of ideas.
\nOrganisation of material exhibits an advanced level of clarity. No errors in spelling, grammar, punctuation or sentence construction. Writes clearly and succinctly with a coherent, logical flow of ideas exhibiting advanced clarity. No errors in
\nspelling, punctuation, grammar or sentence construction. Writes clearly and satisfactory use of language enables effective flow of ideas. Minor, infrequent errors in spelling, punctuation,
\ngrammar and sentence construction that do not impede flow of ideas. Writing is reasonably clear, but at times the effective flow of ideas and meaning is hindered. Minor, frequent errors in
\nspelling, punctuation,
\ngrammar and sentence construction sometimes impedes the flow of ideas. Writes in an elementary style with very basic use of language and poor
\narticulation of ideas. It may be verbose, convoluted or difficult to read. Organisation of material and main points is unclear. The errors in
\nspelling, punctuation,
\ngrammar and sentence construction impede meaning.
\n\/5 4.5-5 4 3.5 2.5-3 =2
\nReferencing and in-text citations
\nA minimum of six
\nrecent references
\nincluding journal articles, textbooks, government reports, or creditable organisational websites. All sources of information clearly evident and accurately acknowledged applying conventions of in-text referencing for APA style. A complete reference list is correctly formatted according to APA style. Referencing technique is flawless and follows APA convention both in-text and in the reference list.
\nUses a selection of appropriate references.
\nEvidence of cited sources is always clear and accurate. Referencing technique follows APA convention but contains infrequent minor errors.
\nUses a selection of appropriate references.
\nEvidence of cited sources is always clear and accurate. Referencing technique follows APA convention but contains infrequent errors. Uses at least the minimum number
\nof required references
\nEvidence of cited sources clear and accurate. There may be
\nfrequent minor errors in APA referencing convention in in-text referencing and\/or the reference list.
\nUses at least the required number of required references. Use of cited sources not always clearly evident. There may be absent or incorrect use of APA referencing technique. Does not use the
\nminimum number
\nof required references, or uses predominantly inappropriate or non-authoritative sources. Sources
\nof information not
\ncorrectly acknowledged.
\n\/5 4.5-5 4 3.5 2.5-3 =2
\nPlease Note: Although these marking criteria give a mark out of 80, the student\u2019s mark for this assessment will be calculated to an equivalent mark out of 40.
\n2.4.3 Closed book examination
\nWeight: 50%
\nType of Collaboration: Individual
\nDue: During the formal Western Sydney University Examination period
\nSubmission:
\nFormat:
\nLength: 2 hours
\nCurriculum Mode:<\/p>\n
2.5 General Submission Requirements
\nSubmission
\n\u2013 All assignments must be submitted by the specified due date and time.
\n\u2013 Complete your assignment and follow the individual assessment item instructions on how to submit. You must keep a copy of all assignments submitted for marking.
\nTurnitin
\n\u2013 The Turnitin plagiarism prevention system may be used within this unit. Turnitin is accessed via logging into vUWS for the unit. If Turnitin is being used with this unit, this means that your assignments have to be submitted through the Turnitin system. Turnitin from iParadigms is a web-based text-matching software that identifies and reports on similarities between documents. It is also widely utilised as a tool to improve academic writing skills. Turnitin compares electronically submitted papers against the following:
\n\u2013 Current and archived web: Turnitin currently contains over 24 billion web pages including archived pages \u2013 Student papers: including Western Sydney University student submissions since 2007
\n\u2013 Scholarly literature: Turnitin has partnered with leading content publishers, including library databases, text-book publishers, digital reference collections and subscription-based publications (e.g. Gale, Proquest, Emerald and Sage)
\n\u2013 Turnitin is used by over 30 universities in Australia and is increasingly seen as an industry standard. It is an important tool to Help students with their academic writing by promoting awareness of plagiarism.By submitting your assignment to Turnitin you will be certifying that:
\n\u2013 I hold a copy of this assignment if the original is lost or damaged
\n\u2013 No part of this assignment has been copied from any other student\u2018A\u2018Zs work or from any other source except where due acknowledgement is made in the assignment
\n\u2013 No part of the assignment has been written for me by any other person\/s
\n\u2013 I have complied with the specified word length for this assignment
\n\u2013 I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking).
\nSelf-Plagiarising
\n\u2013 You are to ensure that no part of any submitted assignment for this unit or product has been submitted by yourself in another (previous or current) assessment from any unit, except where appropriately referenced, and with prior permission form the Lecturer\/Tutor\/Unit Co-ordinator of this unit.
\nLate Submission
\n\u2013 If you submit a late assessment, without receiving approval for an extension of time, (see next item), you will be penalised by 10% per day for up to 10 days. In other words, marks equal to 10% of the assignment\u2019s weight will be deducted from the mark awarded.
\n\u2013 For example, if the highest mark possible is 50, 5 marks will be deducted from your awarded mark for each late day.
\n\u2013 Saturday and Sunday are counted as one calendar day each.
\n\u2013 Assessments will not be accepted after the marked assessment task has been returned to students.
\n\u2013 This is consistent with Clause 51 of the Western Sydney University\u2019s Assessment Policy – Criteria and StandardsBased Assessment.
\nExtension of Due Date for Submission
\nExtensions are only granted in exceptional circumstances. To apply for an extension of time, locate an application form via the Western Sydney University homepage or copy the following link: https:\/\/www.westernsydney.edu.au\/currentstudents\/current students\/forms
\nApplication forms must be submitted to the Unit Coordinator. Requests for extension should be made as early as possible and submitted within policy deadlines. Appropriate, supporting documentation must be submitted with the application. An application for an extension does not automatically mean that an extension will be granted. Assessments will not be accepted after the marked assessment task has been returned to students.
\nResubmission Resubmission of assessment items will not normally be granted if requested.
\nApplication for Special Consideration
\nIt is strongly recommended that you attend all scheduled learning activities to support your learning. If you have suffered misadventure, illness, or you have experienced exceptional circumstances that have prevented your attendance at class or your completion and submission of assessment tasks, you may need to apply for Special Consideration via the Western Sydney University website. https:\/\/monkessays.com\/write-my-essay\/westernsydney.edu.au\/currentstudents\/current students\/services and facilities\/special consideration2 or the Student Centre. Special Consideration is not automatically granted. It is your responsibility to ensure that any missed content has been covered. Your lecturer will give you more information on how this must be done.<\/p>\n
3 Teaching and Learning Activities
\nWeeks Activities Tutorial Assessments Due
\nWeek 1
\n30-07-2018 All campuses:
\nTopic: Hypertension
\nLecture and learning activities: vUWS online On campus class activities (see tutorial guide vUWS)
\nweek 2 [Essay writing service – your education, our expertise: Get any assignment done with our professional essay writers before your deadlines – Zero AI, Human experts and Fast delivery.]
\n06-08-2018 All campuses:
\nTopic: Acute Myocardial Infarction
\nLecture and learning activities: vUWS online On campus class activities (see tutorial guide vUWS)
\nWeek 3
\n13-08-2018 All campuses:
\nTopic: Heart Failure
\nLecture and learning activities: vUWS online On campus class activities (see tutorial guide vUWS)
\nWeek 4 (your nursing study bay)
\n20-08-2018 All campuses:
\nTopic: Pulmonary Embolism
\nLecture and learning activities: vUWS online On campus class activities (see tutorial guide vUWS)
\nWeek 5
\n27-08-2018 Campbelltown and Liverpool: Campbelltown and Liverpool: – Online quiz
\nClinical placement Clinical placement
\nHawkesbury and Parramatta: Hawkesbury and Parramatta:
\nTopic: Stroke
\nLecture and learning activities: vUWS online No tutorial on campus (e-learning via vUWS online)
\nWeek 6
\n03-09-2018 Campbelltown and Liverpool: Campbelltown and Liverpool: – Online quiz
\nClinical placement Clinical placement
\nHawkesbury and Parramatta: Hawkesbury and Parramatta:
\nTopic: Asthma On campus class activities (see tutorial guide vUWS)
\nWeeks Activities Tutorial Assessments Due
\nLecture and learning activities: vUWS online
\nWeek 7
\n10-09-2018 Campbelltown and Liverpool: Campbelltown and Liverpool:
\nClinical placement Clinical placement
\nHawkesbury and Parramatta campus Hawkesbury and Parramatta:
\nTopic: Acute Kidney Injury
\nLecture and learning activities: vUWS online On campus class activities (see tutorial guide vUWS)
\nWeek 8
\n17-09-2018 All campuses: All campuses:
\nClinical placement Clinical placement
\nWeek 9
\n24-09-2018 INTRA SESSION BREAK INTRA SESSION BREAK
\nWeek 10
\n01-10-2018 Campbelltown and Liverpool: Campbelltown and Liverpool:
\nTopic: Stroke No tutorial on campus (e-learning via vUWS online)
\nLecture and learning activities: vUWS online Hawkesbury and Parramatta:
\nHawkesbury and Parramatta:
\nClinical placement Clinical placement
\nWeek 11
\n08-10-2018 Campbelltown and Liverpool: Campbelltown and Liverpool:
\nTopic: Asthma On campus class activities (see tutorial guide vUWS)
\nHawkesbury and Parramatta campus: Hawkesbury and Parramatta:
\nClinical placement Clinical placement
\nWeek 12
\n15-10-2018 Campbelltown and Liverpool: Campbelltown and Liverpool: – Concept Map and Guided question response
\nTopic: Acute Kidney Injury On campus class activities (see tutorial guide vUWS)
\nHawkesbury and Parramatta: Hawkesbury and Parramatta:
\nClinical placement Clinical placement<\/p>\n
Weeks Activities Tutorial Assessments Due
\nWeek 13 (professional nursing paper writing service, nursingscribe top experts)
\n22-10-2018 All campuses:
\nTopic: Chronic Kidney Injury
\nLecture and learning activities: vUWS online On campus class activities (see tutorial guide vUWS)
\nWeek 14
\n29-10-2018 All campuses:
\nTopic: Leukaemia
\nLecture and learning activities: vUWS online On campus class activities (see tutorial guide vUWS)
\nWeek 15
\n05-11-2018 STUVAC STUVAC
\nWeek 16
\n12-11-2018 FORMAL EXAMINATION PERIOD FORMAL EXAMINATION PERIOD – Closed book examination
\nWeek 17
\n19-11-2018 FORMAL EXAMINATION PERIOD FORMAL EXAMINATION PERIOD
\nThe above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the unit\u2019s vUWS site.<\/p>\n
4 Learning Resources
\n4.1 Recommended Readings
\nEssential Reading
\n\u2013 For a list of readings, please refer to the unit vUWS site under Readings and Resources
\n18<\/p>\n","protected":false},"excerpt":{"rendered":"
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