{"id":128295,"date":"2021-12-20T00:00:00","date_gmt":"2021-12-20T00:00:00","guid":{"rendered":"https:\/\/nursingstudybay.com\/2021\/12\/20\/assessment-1-clinical-reasoning-cycle\/"},"modified":"2021-12-20T00:00:00","modified_gmt":"2021-12-20T00:00:00","slug":"assessment-1-clinical-reasoning-cycle","status":"publish","type":"post","link":"https:\/\/www.studyproessays.com\/help\/assessment-1-clinical-reasoning-cycle\/","title":{"rendered":"Assessment 1 – Clinical Reasoning Cycle"},"content":{"rendered":"

One attachment is assessment n another is required reading for it.
\nAssessment 1 – Clinical Reasoning Cycle
\nDue Date : Monday 26th August 2300
\nScenario \u2013 Mrs Williamson
\nMrs Williamson is a 76-year-old woman admitted to your Orthopaedic ward from the Emergency Department (ED) after she had a fall at home. The ED doctor has referred Mrs Williamson for investigations regarding a possible left foot metatarsal bone fracture and ordered further investigations. Mrs Williamson has had an initial dose of 1000mg Panadol in ED 3 hours ago; with an ongoing order of 1000mg of Panadol PRN 6 hourly. The physical exam shows that Mrs Williamson has pain and redness of her left foot, which has increased over the last 3 hours despite analgesia, and her pain level now is 8\/10. She is unable to bear weight on the affected foot. Mrs Williamson is oriented and alert, but concerned as she was brought to the hospital alone.
\nMrs Williamson has a history of high blood pressure (hypertension) and she is on antihypertensive medication, Avapro 150mg\/day. Mrs Williamson was an active member at the local bowling club and local church, but since her husband died 12 months ago, she has not attended church or bowling. When you introduce yourself to Mrs Williamson, she tells you that she \u201cdoes not want to be in hospital\u201d and asks you \u201cwhen can I go home?\u201d
\nMrs Williamson\u2019s vital signs upon admission to the ward are:
\n\u2022 Blood pressure 145\/90 mm Hg
\n\u2022 Temperature 36.8\u00b0 Celsius
\n\u2022 Pulse rate 110 beats per minute
\n\u2022 Respiration rate 18 breaths per minute
\n\u2022 Oxygen saturation 95%
\nNote: The purpose of this assessment is to gain knowledge of the theoretical aspect of the Clinical Reasoning Cycle.
\nRequired Reading
\nIngham-Broomfield, B. (2018). Chapter 11: Critical Thinking and the Nursing Process. In A. Berman, S. Snyder, T. Levett-Jones, T. Dwyer, M. Hales, N. Harvey, \u2026D. Stanley, Kozier and Erb\u2019s fundamentals of nursing (4th Aust. ed., Vol 1, pp. 192-203). Melbourne, Vic.: Pearson.
\nLevett-Jones, T. (2018). Chapter 13: Diagnosing. In A. Berman, S. Snyder, T. Levett-Jones, T. Dwyer, M. Hales, N. Harvey, \u2026D. Stanley, Kozier and Erb\u2019s fundamentals of nursing (4th Aust. ed., Vol 1, pp. 221-229). Melbourne, Vic.: Pearson.
\nLevett-Jones, T. (Ed). (2018). Clinical reasoning: Learning to think like a nurse. Frenchs Forrest, NSW: Pearson
\nLevett-Jones, T., Hoffman, K., Dempsey, J., Jeong, S., Noble, D., Norton, C., . . . Hickey, N. (2010).
\nThe five rights of clinical reasoning: an educational model to enhance nursing students ability
\nto identify and manage clinically at risk patients. Nurse Education Today, 30(6), 515-520.
\ndoi:10.1016\/j.nedt.2009.10.020
\nTask Instructions:
\nThe following questions will explore each aspect of the clinical reasoning cycle. You MUST use the required readings, the scenario, and the Clinical Reasoning Cycle (CRC) (Levett-Jones, 2018) to Help you to answer these questions. APA referencing is required for these readings and any additional references, such as relevant assessment tools and nursing literature.
\nYou will also be expected to use your critical thinking skills when providing your answers. Critical thinking can be defined as, -the art of analysing and evaluating thinking with a view to improving it- (Paul & Elder, 2009). Short answer questions are those written in sentence and paragraph format, and can be up to 500 words. Use the word count provided for each question as a guide to how much detail you should provide in your answers.
\nTask Format\/ Presentation:
\n\u2022 Short answer questions must use full sentences and paragraphs unless stated otherwise (i.e. when asked to list you may use bullet points), and formal academic English.
\n\u2022 APA style in text referencing and an APA style reference list on a separate page at the end of your assignment
\n\u2022 Direct quotations are NOT to be used for this assignment
\n\u2022 11 pt Arial font, with 1.5 line spacing.
\n\u2022 Include each question number as a subheading when presenting your answers (i.e. Question 1, Question 2, etc.)
\n\u2022 Include your name, student number, the NURS1201 course code, assignment title, and page numbers in the header and\/or footer of your document.
\n\u2022 Word Count 1800 words.
\nTask Questions:
\n1) Using the Levett-Jones et al. (2010) article, discuss the importance of clinical reasoning in relation to preventing patient deterioration and maintaining safe nursing practice. (200 words maximum) [4 marks]
\n2) The first phase of the CRC is: Consider the Patient Situation. Identify the aspects that are considered when evaluating the patient situation; and why it is an important initial step in the CRC? (100 words maximum) [2 marks]
\n3) The second phase of the CRC is: Collecting Cues and Information (250 words maximum) [Total 8 marks]
\na) Discuss the importance of collecting cues. In your answer consider the possible consequences for not collecting enough cues, and how therapeutic communication could impact the collection of cues. [2 marks]
\nb) Current information: Using the scenario, provide a list of all the cues that you identify based on the current information for Mrs Williamson. [ 3marks]
\nc) Gather new information: Based on the current information listed for 3b, list three (3) additional assessments that you would conduct and provide a brief rationale for each, using the literature to support this discussion. [3 marks]
\nNote: You can include any assessment that relates to Mrs Williamson. The assessment does not have to relate to the course content.
\n4) The third phase of the CRC is: Processing Information. As you progress through the degree you will become more confident with processing information, at this point we will focus on the following: (250 words maximum) [Total 8 marks]
\na) Briefly describe what is involved in the processing information phase. As a nurse, what is the purpose of processing information? [ 2 marks]
\nb) Identifying normal versus abnormal: Using your list of cues in question 3b, list what cues you consider are not in the normal range for Mrs Williamson (using supportive literature) [ 4 marks]
\nc) Discriminate: From the cues identified above, identify the one cue that would be your priority for Mrs Williamson (what are you most concerned about), and why? [ 2 marks]
\n5) The fourth phase of the CRC is: Identifying problems or issues. (The terms \u201cnursing problem\u201d, \u201cnursing issue\u201d and \u201cnursing diagnosis\u201d are interchangeable during your degree). The purpose of generating a nursing problem and stating what it is related to and evidenced by is to further your understanding of relationships when using clinical reasoning. (250 words maximum) [Total 10 marks]
\na) Explain the difference between an actual and a potential (at risk) nursing diagnosis. [ 2 marks]
\nb) Explain the role of \u201crelated to\u201d and \u201cevidenced by\u201d statements when making a nursing diagnosis. (When answering this question explain what information nurses use to make these statements? Be sure to distinguish which information can be used for \u201crelated to\u201d and which information that can be used for \u201cevidenced by\u201d statements in your answer). [3 marks]
\nc) Identify one (1) priority actual nursing diagnosis for Mrs Williamson using \u201crelated to\u201d and \u201cevidenced by\u201d statements. [3 marks]
\nd) Identify one (1) potential nursing diagnosis for Mrs Williamson using a \u201crelated to\u201d statement. [2 marks]
\nAn example of nursing diagnosis statement is:
\nAltered body temperature higher than Normal – related to \u2013 Infection process evidenced by – increase in temperature 38.5oC (febrile) and heart rate 98 (tachycardia).
\nNote:
\n\u2022 there may be multiple cues that provide the evidence of a nursing problem
\n\u2022 this is only an example; don\u2019t use this example for this assessment
\n6) The fifth phase of the CRC is: Establishing goals. Goals must be S.M.A.R.T (Specific, Measurable, Attainable, Realistic and Timely). Identify one (1) appropriate SMART goal for each diagnosis. (50 words\/ 2 goals maximum) [4 marks]
\nExample: to return body temperature to below 37.5oC within one hour
\n7) The sixth phase of the CRC is: Take action. Taking action identifies nursing actions\/interventions that you will undertake to achieve the goal. The action should be related to the priority nursing diagnosis identified in Phase four (question 5, part C of this assessment). Nursing actions\/interventions may include Assessments, Education, Medication, and Care activities. (Note: Please do not include the nursing action of
\nConsultation\/communication\/referral) (200 words maximum) [Total 10 marks]
\na. Assessment: Identify an Assessment that you will undertake with Mrs Williamson and provide a rationale. [2.5 marks]
\nb. Education: Identify what Education you could provide to Mrs Williamson and provide a rationale. [2.5 marks]
\nc. Medication: Identify a medication related action for Mrs Williamson and provide a rationale. [2.5 marks]
\nd. Intervention\/care: Identify a nursing care you could provide to Mrs Williamson and provide a rationale. [2.5 marks]
\n8) The seventh phase of the CRC is: Assessment. This ensures that you know what you expect to see as a result of your action\/nursing intervention. What is the purpose of evaluating nursing interventions as part of the clinical reasoning cycle? Consider how and when nurses evaluate nursing interventions. (150 words maximum) [ 4 marks]
\n9) The eighth and final phase of the CRC is: Reflection. Reflection is an important part of nursing, the clinical reasoning process, and Helps with your future learning. After undertaking this assessment task, use the Gibbs reflective cycle to reflect on what was your most challenging moments in clinical reasoning and why this so? (100 words maximum) [4 marks]
\nNURS1201 \u2013 Written Assessment \u2013 Marking Rubric \u2013 30 % weighting
\nQuestion Related
\nCourse
\nOutcome An Unsatisfactory Answer\u2026 (Fail Grade) A Satisfactory Answer\u2026 (Pass \u2013 Credit Grade) An Exemplary Answer\u2026
\n(Distinction \u2013 High Distinction Grade)
\n1
\n(300 words) 2, 8 0-1 marks 2-3 marks 4 marks
\n\u2022
\n\u2022
\n\u2022 Uses limited, inappropriate, or no readings in answer Shows a limited or no attempt to address ideas from required reading
\nMakes unclear or no links between CRC, nursing practice, and patient safety \u2022
\n\u2022
\n\u2022 Uses required reading in answer
\nAddresses key ideas from required reading in discussion makes clear links between CRC, nursing practice, and patient safety \u2022
\n\u2022
\n\u2022 Uses required reading and additional source\/s in answer Elaborates and provides details about key ideas from required reading in discussion
\nDemonstrates a deeper level of reasoning and thinking about the importance of CRC in relationship to nursing practice and patient safety
\n2
\n(100 words) 7, 8, 9 0 mark 1 mark 2 marks
\n\u2022
\n\u2022
\n\u2022 Attempts to, incorrectly, or fails to identify
\ninformation required for evaluating a patient situation Attempts to, incorrectly, or fails to explain the role of considering the patient
\nOffers limited, incorrect, or no reasoning about the importance of the first phase of CRC \u2022
\n\u2022
\n\u2022
\nIdentifies essential information required for evaluating a patient situation
\nProvides explanation of the role of considering the patient
\nProvides some reasoning about the importance of the first phase of CRC \u2022
\n\u2022
\n\u2022
\nIdentifies essential information required for evaluating a patient situation
\nProvides a clear explanation of the role of considering the patient
\nDemonstrates a deep understanding of the importance of the first phase, and how this step relates to CRC and nursing practice
\n3 A, B &
\nC
\n(300 words) 2, 7, 8 0 \u2013 2 marks 3-5 marks 6-8 marks
\n\u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022 3A \u2013 demonstrates limited to no understanding of the role\/purpose of collecting cues
\n3A \u2013 makes incorrect, unclear or no links between collecting cues, patient safety, and therapeutic communication
\n3A – Uses limited or no readings in answer
\n3B \u2013 lists incorrect, some, or no current information for Mrs Williamson (bullet points accepted)
\n3C \u2013 unclear or fails to identify relevant assessment to conduct, with no explanation of their relevance for
\nMrs Williamson
\n3C \u2013 uses inappropriate or no literature \u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022 3A \u2013 demonstrates an understanding of the role\/purpose of collecting cues
\n3A – makes clear links between collecting cues, patient safety, and therapeutic communication
\n3A – Uses required readings in answer
\n3B \u2013 lists all current information for Mrs Williamson
\n(bullet points accepted)
\n3C \u2013 identifies relevant assessments to conduct, and offers some explanation of why these assessments are relevant for Mrs Williamson (bullet points accepted) 3C \u2013 uses appropriate literature to support answers \u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022 3A – demonstrates a thorough evidenced-based understanding of role\/purpose of collecting cues
\n3A – explains the relationship between collecting cues, patient safety, and therapeutic communication to justify its importance; links back to role\/purpose
\n3A – Uses required and additional reading\/s in answer
\n3B \u2013 lists all current information for Mrs Williamson (bullet points accepted)
\n3C \u2013 identifies relevant assessments to conduct, and clearly explains why these assessments are relevant for Mrs Williamson (bullet points accepted)
\n3C – uses quality and relevant literature to support answers
\n4 A, B &
\nC
\n(250 words) 6, 8 0 \u2013 2 marks 3 \u2013 5 marks 6-8 marks
\n\u2022
\n\u2022
\n\u2022 4A \u2013 lists some, none or incorrect aspects of processing information phase
\n4A \u2013 provides limited, incorrect, or no explanation of the purpose of processing information in nursing practice
\n4A – Uses limited or no readings in answer \u2022
\n\u2022
\n\u2022
\n\u2022 4A \u2013 outlines aspects of the processing information phase
\n4A \u2013 explains the purpose of processing information in relation to nursing practice
\n4A \u2013 uses required readings to support answer 4B \u2013 lists abnormal cues for Mrs Williamson (bullet points accepted) \u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022 4A \u2013 outlines aspects of the processing information phase
\n4A \u2013 explains the purpose of processing information in relation to nursing practice
\n4A \u2013 uses required and additional reading\/s to support answer 4B \u2013 lists abnormal cues for Mrs Williamson (bullet points accepted)
\n4C \u2013 identifies a priority from the listed cues
\n\u2022
\n\u2022
\n\u2022 4B \u2013 lists some, none, or incorrect abnormal cures
\n(bullet points accepted)
\n4C \u2013 identifies no or an incorrect priority
\n4C \u2013 provides limited, incorrect, or no rationale, and uses inappropriate or no readings to support answer \u2022
\n\u2022 4C \u2013 identifies a priority from the listed cues
\n4C \u2013 provides a brief rationale for priority, and uses evidence to support answer \u2022 4C \u2013 provides a clear rationale for priority that is based on evidence from the scenario and literature, demonstrating superior clinical reasoning
\n5 A, B, C
\n& D
\n(300 words) 6, 7, 8 0 \u2013 3 marks 4 \u2013 6 marks 7 \u2013 10 marks
\n\u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022 5A \u2013 attempts to, incorrectly, or fails to define actual and potential nursing diagnoses or explain how these are used in nursing practice
\n5A & B – Uses limited, inappropriate, or no readings in answer
\n5B \u2013 attempts to, incorrectly, or fails to define
\n\u2018related to\u2019 and \u2018evidenced by\u2019 statements
\n5B – fails to identify or identifies incorrect information to be used in these statements 5C \u2013 fails to or provides incorrect actual nursing diagnosis
\n5D \u2013 fails to or provides incorrect potential nursing diagnosis \u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022 5A \u2013 defines actual and potential nursing diagnoses, and offers a brief explanation of how these are used in nursing practice
\n5A & B \u2013 uses required readings in answer
\n5B \u2013 defines \u2018related to\u2019 and \u2018evidenced by\u2019 statements
\n5B – identifies types of information that can be used in
\n\u2018related to\u2019 and \u2018evidenced by\u2019 statements
\n5C \u2013 provides an accurate actual nursing diagnosis using
\n\u2018related to\u2019 and \u2018evidenced by\u2019 statement
\n5D \u2013 provides an accurate and relevant potential nursing diagnosis for Mrs Williamson \u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022 5A \u2013 defines actual and potential nursing diagnoses, and provides a clear and detailed explanation of how these are used in nursing practice and care
\n5A & B \u2013 uses required and additional reading\/s in answer
\n5B – defines \u2018related to\u2019 and \u2018evidenced by\u2019 statements
\n5B \u2013 identifies types of information that can be used in \u2018related to\u2019 and \u2018evidenced by\u2019 statements, explains the role of this information, and makes links between CRC phases
\n5C \u2013 provides an accurate actual nursing diagnosis using
\n\u2018related to\u2019 and \u2018evidenced by\u2019 statement
\n5D \u2013 provides an accurate and relevant potential nursing diagnosis for Mrs Williamson
\n6
\n(50 words) 2, 8, 9 0 \u2013 1 marks 2 \u2013 3 marks 4 marks
\n\u2022
\n\u2022
\n\u2022 Fails to or identifies inappropriate SMART goal for actual diagnosis
\nFails to or identifies inappropriate SMART goal for potential diagnosis
\nGoals are unclear or do not use SMART format \u2022
\n\u2022 \u2022
\n\u2022 Identifies 1 SMART goal for actual diagnosis
\nIdentifies 1 SMART goal for potential diagnosis Goals are appropriate for Mrs Williamson and the diagnoses
\nGoals are written clearly \u2022
\n\u2022 \u2022
\n\u2022 Identifies 1 SMART goal for actual diagnosis
\nIdentifies 1 SMART goal for potential diagnosis
\nGoals are appropriate for Mrs Williamson and the diagnoses
\nGoals are written clearly and concisely, and are evidenced-based
\n7 A, B, C
\n& D
\n(200 words) 2, 7, 8, 9,
\n12 0 \u2013 3 marks 4-6 marks 7 \u2013 10 marks
\n\u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022 7A \u2013 fails to or identifies an inappropriate assessment action and rationale
\n7B \u2013 fails to or identifies an inappropriate education action and rationale
\n7C \u2013 fails to or identifies an inappropriate medication related action and rationale
\n7D \u2013 fails to or identifies an inappropriate care action and rationale
\nUses unclear writing for actions and rationales, and uses limited, inappropriate or no evidence \u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022 7A \u2013 identifies an appropriate assessment action for Mrs
\nWilliamson and provides brief rationale for this action
\n7B \u2013 identifies an appropriate education action for Mrs
\nWilliamson and provides brief rationale for this action
\n7C \u2013 identifies an appropriate medication related action for Mrs Williamson and provides brief rationale for this action
\n7D \u2013 identifies an appropriate care action for Mrs
\nWilliamson and provides brief rationale for this action Actions and rationales are written clearly and are evidenced-based
\n\u2022
\n\u2022
\n\u2022
\n\u2022
\n\u2022 7A \u2013 identifies an appropriate assessment action for Mrs
\nWilliamson and provides brief rationale for this action
\n7B \u2013 identifies an appropriate education action for Mrs
\nWilliamson and provides brief rationale for this action
\n7C \u2013 identifies an appropriate medication related action for Mrs
\nWilliamson and provides brief rationale for this action
\n7D \u2013 identifies an appropriate care action for Mrs Williamson and provides brief rationale for this action
\nActions and rationales are written clearly and concisely, and are evidenced-based. Rationales are supported by literature.
\n8
\n(150 words) 7, 8, 9 0 \u2013 1 marks 2 \u2013 3 marks 4 marks
\n\u2022
\n\u2022 attempts to, incorrectly, or fails to describe why (the purpose) nurses evaluate nursing interventions attempts to, incorrectly, or fails to identify how and when nurses evaluate nursing interventions uses limited, inappropriate or no evidence \u2022
\n\u2022 describes or attempts to explain why (the purpose) nurses evaluate nursing interventions
\nidentifies how and when nurses evaluate nursing interventions; identifies various Assessment tools and \u2022
\n\u2022 Explains why (the purpose) of evaluating nursing interventions, with the answer demonstrating an understanding of the role of Assessment within CRC.
\nIdentifies how and when nurses evaluate nursing interventions; identifies various evidenced-based Assessment tools and
\n\u2022 measures; attempts to link explanation of Assessment to the scenario
\nuses required readings in answer measures; clearly articulates Assessment in relationship to the SMART goals for Mrs Williamson.
\n\u2022 uses required and additional reading\/s in answer
\n9
\n(100 words) 8 0 \u2013 1 marks 2 \u2013 3 marks 4 marks
\n\u2022
\n\u2022 \u2022
\n\u2022
\n\u2022 Limited or no use of the Gibbs cycle is demonstration the reflection
\nattempts to or does not reflect on individual learning Shows limited or no comprehension of CRC and its phases
\nAttempts to make or makes unclear links between CRC and nursing practice uses limited, inappropriate or no evidence \u2022
\n\u2022
\n\u2022
\n\u2022 Use of the Gibbs Cycle is demonstrated in the reflection Demonstrates reflection on individual learning and some comprehension of the CRC and its phases makes some links between CRC and nursing practice uses required readings in answer \u2022 Clear use of the Gibbs Cycle is demonstrated in the reflection
\n\u2022 Demonstrates reflection on individual learning and a sound comprehension of the CRC and its phases
\n\u2022 Articulates links between CRC and nursing practice, and considers application of CRC to demonstrate a superior understanding of clinical reasoning
\n\u2022 uses required and additional reading\/s in answer
\nAcademic literacies 0-1 marks 2-4 marks 4-6 marks
\n\u2022
\n\u2022
\n\u2022
\n\u2022 fails to use required readings \/ uses inappropriate sources multiple errors in APA in text citations and reference list
\nuses direct quotes \/ attempts to paraphrase uses unclear writing with multiple errors \u2022
\n\u2022
\n\u2022
\n\u2022 Uses the 4 required readings
\nUses APA referencing for in text citations and reference list with minimal errors
\nUses paraphrasing \/ doesn\u2019t use direct quotes Uses clear and concise writing, with minimal grammatical, spelling, or written errors \u2022 Uses the 4 required readings and 2 additional high quality academic readings
\n\u2022 Uses APA referencing<\/a> for in text citations and reference list with no errors
\n\u2022 Uses paraphrasing \/ doesn\u2019t use direct quotes
\n\u2022 Uses clear and concise writing, with no grammatical, spelling, or written errors<\/p>\n

Feedback: Total Mark:
\n\/60 marks<\/p>\n

Mather, C., McKay, A. and Allen, P., 2021. Providing nurse supervisors with a theoretical framework to support student learning during placement-based work integrated learning: a survey study. Australian Journal of Clinical Education, 8(1), pp.1-22.<\/p>\n","protected":false},"excerpt":{"rendered":"

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