Concept Map and Guided question response
\nWeight: 40%
\nType of Collaboration: Individual
\nDue: Week 12, Saturday 13th 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)
\nTotal 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 assignmen-
\nt. 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 (Learn-ing 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
\n6
\nJackson Smith, a 18 year-old male, was admitted to the Emergency Department at 9pm with severe breathless-ness. 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
\nA chest x-ray was performed and showed a clear and hyper-inflated lung fields.
\nA blood gas was taken:
\npH : 7.35
\nPaO2: 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 strate-gies.
\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 Asthma. And,
\nb. Describe the nursing implications (monitoring for and responding to adverse e?ects, and evaluating therapeutic e?ect) 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.
\nii. 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:
\n7
\nConcept Map
\nCriteria Mark High Distinction Distinction Credit Pass Fail
\nCriteria 1 – Accurately, clearly Accurately, clearly Most of the key One or two Minimal
\nClearly, accurately and concisely and concisely concepts concepts have information
\nand concisely summarises all summarises all accurately been omitted or a included with
\nsummarises the key concepts with the key concepts summarised but number of key omissions, lack of
\nkey concepts all information with information some relevant concepts lack clarity. Sources of
\n(aetiology, supported by supported by information has clarity and information not
\npathogenesis, appropriate appropriate been omitted or conciseness. always evident.
\nclinical authoritative authoritative lacks clarity. Sources of (6-9.)
\nmanifestations, sources. sources. There Information is information may Most concepts
\ndiagnosis, are minor supported by not always poorly or
\ntreatment, course, omissions from relevant sources. evident. inaccurately
\nprognosis and one or two of the summarised.
\nprevention) of key concepts. Significant
\nAcute Severe omissions of
\nAsthma relevant
\ninformation with
\nsources either not
\nidentified, unclear
\nor predominantly
\nnon-credible
\nsources.
\n(0-5.5)
\n\/15 13-15 11.5-12.5 10-11 7.5-9.5 =7
\nCriteria 2 – The relationships Relationships Relationships Some links are Links between
\nClearly and between all between most between concepts clear and accurate most concepts
\naccurately concepts are concepts are are generally but a number may lack accuracy,
\ndemonstrates the accurately, clearly accurately and identifiable but be incomplete clarity and logic.
\nrelationships\/links and logically clearly some links may and\/or clarity and
\nbetween the demonstrated demonstrated be incomplete or logic is di?cult to
\nconcepts. using arrows\/lines using arrows\/lines lack clarity. identify easily.
\nand linking word- and linking word-
\ns\/statements. s\/statements.
\n\/5 4.5-5 4 3.5 2.5-3 =2
\nCriteria 3 – The layout and The layout and Concept map The layout of the The layout of the
\nPresents the organisation of organisation of generally well map is adequate map is poor with
\nconcept map in a the map is the map is clear organised and but lacks clarity lack of clarity and
\nmanner that the exceptionally clear with appropriate visually and visual organisation and
\nlayout and and professional use of colour and stimulating. stimulation. fails to capture
\norganisation of using graphics graphics. attention.
\ndata stimulate, and colour
\ncapture and e?ectively.
\nmaintain the
\nattention of the
\nreader with the
\nappropriate use of
\ncolour and
\ngraphics.
\n\/5 4.5-5 4 3.5 2.5-3 =2
\nGuided Questions
\n8
\nCriteria Mark High Distinction Distinction Credit Pass Fail
\nGuided Question Analyses Analyses Analyses Using information Using one or two
\n1 – information from information from information from from relevant references gives a
\nDemonstrates a discerning a discerning relevant sources references superficial
\nselection of selection of and generally provides a basic description of the
\ncomprehensive sources and sources and provides an description of the pathogenesis of
\nand detailed provides an accurately accurate pathogenesis of an acute
\nknowledge of the accurate and clear explains the explanation of the an acute exacerbation of
\npathogenesis of explanation of the pathogenesis pathogenesis exacerbation of Asthma with a
\nan acute pathogenesis causing the causing the Asthma with number of
\nexacerbation of causing the clinical clinical some links to the significant
\nAsthma, and clinical manifestations of manifestations of clinical inaccuracies,
\nrelates the clinical manifestation of the patient in the the patient in the manifestations repetition or lack
\nmanifestations to the patient in the case study. case study. presented by the of clarity. Has not
\nthe pathogenesis. case study. Mostly synthesises The explanation is patient in the accurately related
\nThe explanation the information mostly developed case study. the clinical
\nis developed in a e?ectively in own in a logical There may be manifestations to
\nlogical sequence words and in a sequence but minor the pathogenesis.
\nand incorporates logical sequence there may be one inaccuracies, (4-9.5)
\nall manifestations including all or two omissions omissions or Information
\npresented in the manifestations of significant repetition of predominantly
\ncase study. presented by the information information, lack copied or quoted
\nThe discussion is patient. or all of clarity or from
\nclearly and The discussion is manifestations are logical flow of the inappropriate
\naccurately clearly and accurately process. sources such as
\nsupported by accurately explained but The discussion is non-authoritative
\nappropriate supported by there is little mostly supported web sites,
\nsources. appropriate logical by appropriate Wikipedia,
\nsources. development in sources. encyclopaedias or
\nthe discussion. dictionaries with
\nThe discussion is little evidence of
\nclearly and understanding.
\naccurately The sources of
\nsupported by information are
\nappropriate not accurate and
\nsources. clearly evident.
\n(0-3.5)
\n\/20 17-20 15-16.5 13-24.5 10-12.5 =9.5
\nGuided Question Accurately Accurately Identifies two Identifies two Does not
\n2 – identifies two identifies two high priority nursing strategies accurately identify
\nDemonstrates high priority high priority nursing strategies to manage a two nursing
\nnursing strategies nursing strategies to manage a patient with an strategies to
\nability to prioritise used to manage a used to manage a patient with an acute manage a patient
\nnursing care for a patient with an patient with an acute exacerbation of with an acute
\npatient with an acute acute exacerbation of Asthma and exacerbation of
\nacute exacerbation of exacerbation of Asthma and provides basic Asthma and
\nexacerbation of Asthma and Asthma and provides accurate rationales for the provides little or
\nAsthma, using based on current states accurate rationales for the strategies but are inaccurate
\ncurrent evidence evidence rationales based management but not explanation of
\nto explain the accurately and on current not clearly evidence-based. rationales.
\nrationales and clearly explains evidence. evidence based. The discussion is Information
\njustifies nursing the rationales. The discussion is The discussion is mostly supported predominantly
\nstrategies. The discussion is clearly and clearly and by appropriate copied or quoted
\nclearly and accurately accurately sources. from
\naccurately supported by supported by inappropriate
\nsupported by appropriate appropriate sources.
\nappropriate sources. sources. The sources of
\nsources. information are
\nnot accurate and
\nclearly evident.
\n\/10 8.5-10 7.5-8 6.5-7 5-6 =4.5
\n9
\nCriteria Mark High Distinction Distinction Credit Pass Fail
\nGuided Question Analyses Analyses Accurately Provides a basic The mechanism
\n3a – information from information from explains the explanation of the of action of
\nDemonstrates a discerning a discerning mechanism of mechanism of nebulised
\nselection of selection of action of action of salbutamol and
\nknowledge of the sources and sources and nebulised nebulised ipratropium
\nmechanism of comprehensively accurately salbutamol and salbutamol and bromide and IV
\naction of and accurately discusses the ipratropium ipratropium hydrocortisone is
\nnebulised discusses the mechanism of bromide and IV bromide and IV incomplete or
\nsalbutamol and mechanism of action of hydrocortisone hydrocortisone. inaccurate with
\nipratropium action of nebulised generally relating The answer may little or no
\nbromide and IV nebulised salbutamol and to the underlying not be clearly relationship to the
\nhydrocortisone salbutamol and ipratropium pathogenesis of related to the underlying
\nrelating to the ipratropium bromide and IV an acute pathogenesis of pathogenesis of
\nunderlying bromide and IV hydrocortisone exacerbation of an acute an acute
\npathogenesis of hydrocortisone, relating to the Asthma. exacerbation of exacerbation of
\nan acute relating underlying However, the Asthma, contain Asthma.
\nexacerbation of accurately to the pathogenesis of response may lack some inaccuracies Information
\nAsthma. underlying an acute some relevant or lack clarity. predominantly
\npathogenesis of exacerbation of information or The discussion is taken from
\nan acute Asthma. clarity. mostly supported inappropriate
\nexacerbation of The discussion is The discussion is by appropriate sources.
\nAsthma. clearly and clearly and sources. The sources of
\nThe discussion is accurately accurately information are
\nclearly and supported by supported by not accurate and
\naccurately appropriate appropriate clearly evident.
\nsupported by sources. sources.
\nappropriate
\nsources.
\n\/10 8.5-10 7.5-8 6.5-7 5-6 =4.5
\nGuided Question Identifies major Identifies major Identifies adverse Identifies adverse Identifies some
\n3b – adverse e?ects of adverse e?ects of e?ects of e?ects of adverse e?ects.
\nDemonstrates nebulised nebulised nebulised nebulised May include some
\nsalbutamol and salbutamol and salbutamol and salbutamol and discussion of
\nknowledge of ipratropium ipratropium ipratropium ipratropium nursing
\nnursing bromide and IV bromide and IV bromide and IV bromide and IV implications but
\nimplications hydrocortisone, hydrocortisone, hydrocortisone, hydrocortisone, answer contains
\n(monitoring for and and accurately and discusses how and includes some inaccuracies,
\nand responding to comprehensively discusses how to to monitor for generalised omissions and
\nadverse e?ects and accurately monitor for and and respond to discussion on lacks clarity.
\nand evaluating discusses how to respond to most adverse e?ects. monitoring for The sources of
\ntherapeutic monitor for and adverse e?ects. Responses to and responding to information are
\ne?ect) when respond to each Links between the adverse e?ects adverse e?ects. not accurate and
\nadministering adverse e?ect. adverse e?ect and may be Links between clearly evident.
\nnebulised Link between response are generalised rather adverse e?ect and
\nsalbutamol and each adverse mostly evident. than related to nursing response
\nipratropium e?ect and nursing Accurately each specific not generally
\nbromide and IV response is explains how to adverse e?ect. evident.
\nhydrocortisone to evident. evaluate the Explains how to Basic explanation
\na patient with an Accurately therapeutic e?ect evaluate the of evaluating
\nacute explains how to of each drug with therapeutic e?ect therapeutic e?ect.
\nexacerbation of evaluate the links between the of each drug with Answer does not
\nAcute Severe therapeutic e?ect action of the drug links between the clearly indicate
\nAsthma. of each drug with and therapeutic action of the drug how to evaluate if
\nlinks between the e?ect evident. and therapeutic drug is e?ective.
\naction of the drug The discussion is e?ect evident. Answer may
\nand therapeutic clearly and Response may contain minor
\ne?ect evident accurately lack some inaccuracies,
\nThe discussion is supported by relevant omissions and
\nclearly and appropriate information or lack of clarity.
\naccurately sources. clarity in The discussion is
\nsupported by explanation. mostly supported
\nappropriate The discussion is by appropriate
\nsources. clearly and sources.
\naccurately
\nsupported by
\nappropriate
\nsources.
\n\/5 4.5-5 4 3.5 2.5-3 =2
\n10
\nAcademic Writing
\nCriteria Mark High Distinction Distinction Credit Pass Fail
\nLanguage use Writes in an Writes clearly and Writes clearly and Writing is Writes in an
\nWrites in a clear advanced style succinctly with a satisfactory use of reasonably clear, elementary style
\nand succinct exhibiting highly coherent, logical language enables but at times the with very basic
\nacademic style coherent and flow of ideas e?ective flow of e?ective flow of use of language
\nusing correct logical flow of exhibiting ideas. Minor, ideas and and poor
\ngrammar, ideas. advanced clarity. infrequent errors meaning is articulation of
\nspelling, and Organisation of No errors in in spelling, hindered. Minor, ideas. It may be
\npunctuation material exhibits spelling, punctuation, frequent errors in verbose,
\nan advanced level punctuation, grammar and spelling, convoluted or
\nof clarity. No grammar or sentence punctuation, di?cult to read.
\nerrors in spelling, sentence construction that grammar and Organisation of
\ngrammar, construction. do not impede sentence material and main
\npunctuation or flow of ideas. construction points is unclear.
\nsentence sometimes The errors in
\nconstruction. impedes the flow spelling,
\nof ideas. punctuation,
\ngrammar and
\nsentence
\nconstruction
\nimpede meaning.
\n\/5 4.5-5 4 3.5 2.5-3 =2
\nReferencing and Referencing Referencing Referencing There may be There may be
\nin-text citations technique is technique follows technique follows frequent minor absent or
\nA minimum of six flawless and APA convention APA convention errors in APA incorrect use of
\nrecent references follows APA but contains but contains referencing APA referencing
\nincluding journal convention both infrequent minor infrequent errors. convention in technique. Does
\narticles, in-text and in the errors. Uses at least the in-text referencing not use the
\ntextbooks, reference list. Uses a selection minimum number and\/or the minimum number
\ngovernment Uses a selection of appropriate of required reference list. of required
\nreports, or of appropriate references. references Uses at least the references, or uses
\ncreditable references. Evidence of cited Evidence of cited required number predominantly
\norganisational Evidence of cited sources is always sources clear and of required inappropriate or
\nwebsites. All sources is always clear and accurate. references. Use of non-authoritative
\nsources of clear and accurate. cited sources not sources. Sources
\ninformation accurate. always clearly of information not
\nclearly evident evident. correctly
\nand accurately acknowledged.
\nacknowledged
\napplying
\nconventions of
\nin-text referencing
\nfor APA style. A
\ncomplete
\nreference list is
\ncorrectly
\nformatted
\naccording to APA
\nstyle.
\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 assess-ment will be calculated to an equivalent mark out of 40.
\n11<\/p>\n","protected":false},"excerpt":{"rendered":"
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