Word Count: 2400 words (+/- 10%)

12 citations and 200 words (+/- 10%) for each citation

NB: The word count is considered from the first word of the introduction to the last word of the conclusion. It includes in-text references and direct quotations. It excludes the cover page, contents page, reference list and appendices (if applicable). For the purposes of this assessment, the reference for each article is not counted, only the annotation.

Weight: 50%

Instructions:

For this assessment, you will be collecting and evaluating the research literature that you will be using to complete Assessment 2. Assessment 1 requires you to complete an annotated bibliography compiled of 12 journal articles. The research articles must be quality literature and follow the three R’s: Recent (within 5 years), Reliable (is the journal peer-reviewed?) and Relevant (does the article relate to the research topic?). This means keeping a Community Nursing focus.

Please take some time to read and understand the requirements of Assessment 2 to allow for the best use of your research time. This will be addressed on the Moodle site as well.

An annotated bibliography provides a brief overview of the available research on a topic. You are required to find and briefly summarise 12 research. There is an exemplar of an annotated bibliography on the Moodle site for clarification.

When you write an annotated bibliography, you will need to consider:

I. Purposes

II. Format

III. Writing style

I. Purposes

The task of compiling an annotated bibliography will help the researcher think about the relevance and quality of the material on a topic. Does the information meet the requirements of the topic? Is the information from a reliable and academically respected source?

II. Format

As this assessment task is to evaluate the research in a particular area, the following five steps should be followed. This is considered the descriptive and evaluative method. The format should follow this order:

1. Citation details (set out in current APA Referencing Style)

2. A short statement that explains the main focus or purpose of the work

3. A short summary of the theory, research findings or argument (e.g. intended audience, subjects covered, major arguments supported, research methods, conclusions reached, special features)

4. Consideration of the usefulness and/or limitations of the research articles (e.g. reliability of the text, credibility of the author, poor features, left-out content, weaknesses in argument)

5. An evaluative comment concerning how the article is relevant to the research you are conducting to complete Assessment 2. (e.g. critical comment, critical reflection that describes the usefulness or relevance of the information for your writing task).

III. Writing style

An annotated bibliography is a piece of formal academic writing and follows the general rules for all academic writing:

• Arrange journal articles in alphabetical order of first author surname

• Write an annotation for each journal article in a single paragraph

• Write in full sentences using academic writing style

• Use transition words (e.g. furthermore, moreover, however, therefore …)

• Be concise – mention only significant details in your summary

• Do not repeat information (e.g. the title) that is already in your citation

• Do not cross-reference i.e. use any in-text references as you are only writing about a single text.

Please be aware, this assessment is not an essay and as such, there is no requirement for an introduction or conclusion. However, in one sentence before your first annotation please identify which case study from Assessment 2 you have chosen to research.

General Instructions

· Please include a cover sheet/title page as part of your assessment. Please use plain formatting and 12-point font. Include the following information:

    - Student Name

    - Student Number

    - Unit code and name

    - Name of assessment

    - Unit coordinators names

    - Due date

    - Word count

· Include page numbers on your assessment.

· Do not write an introduction or a conclusion.

· Do write a single sentence at the beginning of your work to identify the case study you have selected from Assessment 2.

· Compile your annotations in alphabetical order of author surname.

· Write in complete sentences and to academic standards.

Assessment Checklist.

- Does my assessment have a plain cover sheet/title page with all required information?

- Do I have one sentence to begin my assessment which identifies which case study from Assessment 2 I have conducted research for?

- Have I included page numbers on my assessment?

- Are my annotations in alphabetical order?

- Have I referenced as per the current APA Referencing Guide?

- Have I written in complete sentences and to academic standards?

- Have I addressed all five steps as per the required format for each annotation?

- Do I have 12 annotations?

- Have I kept to the required word count, excluding the citation?

- Are my sources all journal articles?

- Are my sources recent, reliable and relevant?

- Are my sources relevant to Community Nursing?

Final points…

Please remember, if you have accessed all available information and you are unclear, seeking help/support early, saves a lot of stress and misunderstanding.

Word Count: Part A - Care Plan Template – 3 x A4 pages, 12-point font, provided - formatted as per exemplar – see instructions

Part B - Written Discussion – 1500 words +/- 10%

NB: The word count is considered from the first word of the introduction to the last word of the conclusion. It includes in-text references and direct quotations. It excludes the cover page, contents page, reference list and appendices (if applicable). For the purposes of this assessment, the reference for each article is not counted, only the annotation.

Weight: 50%

Instructions:

In Assessment 1, you conducted an Annotated Bibliography to evaluate journal articles to use as your supporting evidence for this Assessment.

The following information will guide your research for Assessment 1.

For this assessment, you are required to select ONE segment from Emily’s lifespan to examine. Please clearly identify ONE of the following in your assessment:

· Segment 1 – Introducing Emily

· Segment 2 – Adolescent Emily

· Segment 3A – Adult Emily – Transplant

· Segment 3B – Adult Emily – End of life care

Your assessment has two parts.

Part A

You are required to complete the Nursing Care Plan Template for your chosen lifespan segment. You must address the following three topics in the Nursing diagnoses from a Community Nursing Perspective.

· Safe use of technology to facilitate person-centred nursing care

· Communication processes that enable continuity of care

· Considerations of cultural issues

Your plan of care must be written with consideration to legal and ethical frameworks.

Use the provided Template for Part A. Format the Template as per the exemplar. Single line spacing, 12-point font, dot points.

You are to use no more than one (1) page per Nursing Diagnosis.

You are not required to reference in Part A.

Part B

You are required to write a discussion to justify your Nursing Care Plan. Part B will utilise your research from Assessment 1. You may choose to conduct further research and use alternative journal articles to those from Assessment 1. You are required to use 12 journal articles.

The articles must be quality literature and follow the three R’s. Recent (within 5 years), Reliable (is the journal peer-reviewed?) and Relevant (does the article relate to the research topic?). Keep your writing relevant to Community Nursing and ensure it supports the three topics for your Nursing Care Plan.

Your assessment should be written in essay form, including an introduction, the body of your work and a conclusion. It should address the three topics from the Nursing Care Plan.

Please keep in mind, you are writing to support your decisions of care as a Community Nurse. This includes considering the legal and ethical components of your choices as well.

You must reference as per the current APA Referencing Guide. Please include page numbers on in-text references.

Your chosen life stage segment should be identified in your Introduction.

Segment 1 - Introducing Emily

This is Emily. She is a lively and outgoing, almost 3-year-old. She is confident and talkative. Her mother, Lenka, has brought her to your clinic today. Lenka is a political asylum seeker from Slovakia and has been in Australia for 3 years. She was pregnant with Emily when she left her own country. When Lenka is asked any questions about Emily’s father, she becomes very guarded and gives very little information.

While Lenka speaks English very well, her medical history is quite sparse. She has told you that she thinks other members of her extended family might have had cystic fibrosis. When you question her further on this point, she states more than one cousin died quite young and had issues with their breathing.

Lenka states Emily had some “bowel issues” when she was born but cannot give you any further information other than Emily’s bowel motions are usually frequent, loose and very smelly. Lenka also states Emily had many tests after she was born, and then she was told Emily was diagnosed with cystic fibrosis. She has a large appetite but after weighing and measuring Emily, you note that she is on the lower end of the weight/height for age scale.

When she was about 6 months of age, she became ill and Lenka tells you she was producing lots of phlegm and was in hospital for some time.

Emily takes several medications but Lenka did not bring them with her, nor does she remember the names.

Emily has come to the clinic today for review post her last hospitalisation and for parent support and education.

Segment 2 - Adolescent Emily

Emily is 15 years old and in year 10 at high school. Emily has been diagnosed with pancreatic insufficiency but does not suffer from cystic fibrosis-related diabetes mellitus. She has been hospitalised 5 times in the last 10 years for pulmonary infections. She lives with her mother, Lenka. She is a high achieving student and is motivated to study and maintain her high grades. She attends full days at school, after school music and maintains her medical regime. She has missed 6 days of school in the last year due to cystic fibrosis.

Her daily routine includes waking at 5.30am to allow time for her physical therapy and medications. After commencing with bronchodilators and a mucolytic agent, she spends at least 45 minutes in a ‘vest’. This is an electronically driven percussion device. (For further information on the vest, see the YouTube link on the Moodle site). This is usually interrupted by coughing episodes, which can be prolonged and tiring. Emily then continues with her breakfast and the multitude of medications she must take. These include prophylactic antibiotics, NSAID, anti-ulcer and antacid agents, antihistamine agent, pancreatic enzymes and vitamins. Before leaving for school, she takes another bronchodilator via a nebuliser and an intranasal corticosteroid. She takes more medications with her lunch at school including an NSAID and pancreatic enzymes.

When she returns home from school, her mother performs manual physical therapy with postural drainage. This comes with the coughing episodes and can take over 45 minutes to an hour.

With her evening meal, Emily takes more medications including NSAID, antibiotics and pancreatic enzymes. She then takes another bronchodilator nebulizer and dons her vest for another 45 minutes before retiring to bed after 10.30pm.

Emily and her mother Lenka have to come to your clinic for ongoing support.

Emily states the most bothersome symptom to her is the relentless coughing and shortness of breath, especially first thing in the morning. She states she does not mind the chest physiotherapy even though it does take a significant amount of time through the day.

Emily tells you that her medical regimen is bothersome with the number of oral and inhalation medications. She states she tries to be consistent with taking her medication but sometimes ‘forgets”. Especially at school.

Emily tells you that her team have started to discuss transition to adult health care for her cystic fibrosis management. This makes Emily and Lenka quite distressed as they have had a long term and trusting relationship with their team.

Segment 3 - Adult Emily (This Segment has two parts, you must choose ONE only.)

Emily is 27 years old. She is engaged to Matt and they have been a couple since high school. They have no children, but Emily has an assistance dog in the form of Ollie, a well-trained standard poodle. Emily’s mother passed away a few years ago because of a motor vehicle accident. Emily has no other family in Australia. She has recently had to resign her position as a teacher as the demands of her health, interventions and management have become too much. Emily’s health has deteriorated to the point her health team have told her she needs to be placed on the transplant list for a lung transplant.

Part A - OR -

Emily states she is unsure of how she feels about this. However, she has agreed, and a pair of donor lungs become available.

(For this segment/part you may choose to consider factors from pre and/or post-operative for Emily.)

- OR - Part B

While waiting for her new lungs, Emily’s health has deteriorated to such an extent that she is no longer fit for surgery. Emily has stated that she is tired and no longer wishes to fight. She tells you she just wants rest. After discussion with Emily and her team, it is agreed that she should be for end of life care and is transferred to the Palliative Care Team.

(For this segment/part you may choose to consider factors from across the end of life care spectrum.)

General Instructions

· Please include a cover sheet/title page as part of your assessment. Please use plain formatting and 12-point font. Include the following information:

    - Student Name

    - Student Number

    - Unit code and name

    - Name of assessment

    - Unit coordinators names

    - Due date

    - Word count

· Include page numbers on your assessment.

· Put the Nursing Care Plan following the cover sheet/title page.

· Part A should follow the formatting as per the exemplar and use dot points.

· Part B is to be written in complete sentences and to academic standards.

· The ONE chosen segment from Emily’s lifespan should be clearly identified in the introduction of Part B. Please clearly identify ONE of the following in your assessment:

    - Segment 1 – Introducing Emily

    - Segment 2 – Adolescent Emily

    - Segment 3A – Adult Emily – Transplant

    - Segment 3B – Adult Emily – End of life care

· Referencing, both in-text and Reference list should be as per the APA Referencing Guide.

Assessment Checklist.

    - Does my assessment have a plain cover sheet/title page with all required information?

    - Have I included page numbers on my assessment?

    - Have I positioned the Nursing Care Plan after the cover sheet/title page?

    - Have I formatted Part A as per the exemplar?

    - Have I identified the life stage segment I have chosen in the introduction in Part B?

    - Have I written in complete sentences and to academic standards in Part B?

    - Have I kept to the required word count or page usage?

    - Have I referenced as per the current APA Referencing Guide, including page number on in-text references?

    - Do I have 12 references?

    - Are my sources all journal articles?

    - Are my sources recent, reliable and relevant?

    - Are my sources relevant to Community Nursing?

    - Have I addressed the required three (3) points for Part A?

    - Have I considered legal and ethical frameworks?

Final points…

Please remember, if you have accessed all available information and you are unclear, seeking help/support early, saves a lot of stress and misunderstanding.