Principles of pathophysiology bullock and hales

What Specific Education Needs Might You Need Address To Alleviate Matt's Family's Anxiety

ASESSMENT INFORMATION PLEASE READ FROM STATR TO FINISH OF BOTH ATTATCMENTS

This is a group work presentation you can see the Assessment questions in the second attachment, but am doing question 5 only you will see it in the second attachment have uploaded. Please answer the question directly no introduction or conclusion just go straight to the question and answer it The case study of Mathew is in the second attachment as well, you will have to read all so you can have idea of what the case study for you to be able to answer the question.

This is a weekly case study we have been doing in class.

You can read the full case study in the first PowerPoint, then you can see his back ground review of what has been happening his progression like surgery and others

PLEASE ASK ME OF ANYTHING YOU NOT SURE ABOUT. BEAUS I WANT A CLEAR CONCISE AND UNDERSTION ASSESSMENT HD

· Make sure you follow the assessment description , Assessment requirements, Marking certeria, Referencing lists provided in both attatchment.

· Presented in 2 Format POWER POINT FORMART AND SPEECH FORMART

· Use headings

· Dots points

· Eplain

· In texts And five Referencing list APA Style

Assessment 2: Team presentation

This is a team assessment task where each IBL team (of approximately 5-6 students) will present on a topic of their choice, selecting from a list of topics outlined in the tutorial. The tutorial lecturer will allocate each team a designated week in which to present, commencing week 6. All presentations i.e. Power Point slides, individual scripts with references, group agreement and minutes of group meetings are to be submitted to the lecturer at the team presentation.

Date due: 15/09/ 16

Word limit 500 words

Weighting: Length and/or format: Purpose:

Learning outcomes assessed: How to submit:

Return of assignment: Assessment criteria:

Team Declaration:

Tutorial Class Week 6 – Week 10 20% 20 minutes

To promote core teamwork skills in collaborative learning, developing and presenting clinical information, and time management.

1, 2, 3, 4, 5 & 8

Each team will provide an assignment cover sheet with the Power Point presentation, individual oral scripts with references, team declaration and meeting minutes to the lecturer at the team presentation. For the complete list of documents that must be submitted, please go to the Assessment Task 2 Information folder under ‘My Assessments’ in LEO (NRSG258)

Presentation feedback will be returned once all student teams have presented.

This assessment task will be graded against a standardised criterion referenced rubric. Please follow these criteria closely during the planning and development of your assignment.

· This assessment task requires you to develop a product as a team. As a member of your team, you will have a responsibility to ensure the successful functioning of the team. If there are any unresolvable issues with participation in your team, please inform your tutor immediately.

If it is demonstrated that a team has not functioned collaboratively or failed to communicate effectively, each team member may be penalised. Further, if it is demonstrated that a member of a team has not participated sufficiently in this assessment task, a zero grade (NN) may be allocated to that team member for this assessment task. However this will not occur unless the following criteria are met:

1. The issue is identified early (i.e. not in the week before the assessment task is due);

2. All members of the team have demonstrated sufficient timely effort to address this issue;

3. The team has maintained a thorough record (hard copy) of all meeting minutes and/or evidence to support informal meetings such as a printed email trail or screenshots of meetings via social media.

REQUIRED ELEMENTS

HD

DI

CR

PA

NN

No Attempt

Page 16 of 24 Version:

REQUIRED ELEMENTS

HD

DI

CR

PA

NN

No attempt

Evidence and Examples

(25 marks)

The content is highly relevant to the topic. High quality evidence and examples are presented from current research, clinical guidelines and appropriate state policies for all issues presented.

The content is relevant to the topic. Appropriate evidence and examples are presented from current research, clinical guidelines and appropriate state policies for most issues presented.

The content is relevant to the topic. Evidence and examples are presented of varying quality from research, clinical guidelines and appropriate state policies for some issues presented.

Most content is relevant to the topic. Evidence and examples are presented of varying quality from research, clinical guidelines and appropriate state policies but not for all issues presented.

The content is barely relevant to the topic. Evidence and examples are minimal and/or from inappropriate evidence e.g. consumer resources.

The content, evidence and examples are not appropriate.

Consumer resources used to support clinical arguments.

Critical Thinking, Reasoning and Evaluation of the Evidence

(30 marks)

There is evidence of both depth and breadth of reading. An argument is presented and justified and is supported by adequate and appropriate evidence.

There is evidence of breadth of reading. An argument is presented with some justification and is supported by adequate and appropriate evidence.

An argument is presented and is supported by adequate and appropriate evidence.

An argument is presented and is supported by adequate evidence.

Arguments made are not supported by adequate evidence.

No evidence of critical thinking, reasoning and evaluation.

Wider Knowledge

(10 marks)

Each presenter is able to fully discuss the topic in further detail when questioned.

Each presenter is able to discuss aspects of the topic in further detail when questioned.

Most presenters are able to discuss aspects of the topic in further detail when questioned.

Some presenters are able to discuss aspects of the topic in further detail when questioned.

Most presenters are unable to answer questions posed.

Presenters are unable to answer any questions posed.

ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS

The LEO page for this unit contains further readings/ discussion forums.

http://leo.acu.edu.au/course/view.php?id=17781

TEXTS AND REFERENCES: Required text(s)

Bryant, B. & Knights, K. (2015). Pharmacology for health professionals (4th ed.). St Louis: Elsevier.

Bullock, S., & Hales, M. (2013). Principles of pathophysiology. Australia: Pearson.

Farrell, M., & Dempsey, J. (2014). Smeltzer and Bare’s textbook of medical-surgical nursing (3rd Australian and New Zealand ed.). Sydney: Wolters Kluwer Health/ Lippincott Williams & Wilkins.

Or Ebook: Farrell, M., & Dempsey, J. (2014). Smeltzer and Bare's textbook of medical-surgical nursing

(3rd Australia New Zealand Edition) (check campus bookstore availability) Recommended texts (From BN or BN/BP 1st year):

Berman, A., Snyder, S., Kozier, B., Erb, G., Levett-Jones, T., Dwyer, T., et al. (2015). Kozier and Erb’s fundamentals of nursing. (3rd Australian ed.). Frenchs Forest, NSW: Pearson Australia.

Estes, M.E.Z. (2015). Health assessment & physical examination (6th ed.). Clifton Park, NY: Delmar.

Jarvis, C., Forbes, H., Watt, E., (2012) Jarvis’s physical examination & health assessment (Australian and New Zealand ed.).St. Louis, Missouri: Elsevier Saunders.

Martini, F. H., Nath, J. L. & Bartholomew, E. F. (2015). Fundamentals of anatomy & physiology (10th ed.). New Jersey: Pearson.

Tollefson, J. & Hillman, J. (2016). Clinical psychomotor skills: Assessment tools for nurses (6th ed.). South Melbourne: Cengage Learning.

Extended reading

Brown, D., Edwards, H., Seaton, L., Buckley, T. (Eds.). (2015) Lewis’s medical-surgical nursing. Assessment & management of clinical problems. (Australia & New Zealand ed.). Sydney: Mosby Elsevier.

Forrester, K., & Griffiths, D. (2015). Essentials of law for health professionals (4th ed.). Sydney: Mosby Elsevier.

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King, J., Hawley, R., & Weller, B.F. (Eds.) (2012). Australian nurses’ dictionary (5th ed.). Sydney: Balliere Tindall.

Nursing and Midwifery Board of Australia. (2006). National competency standards for the registered nurse. Retrieved from http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines- Statements/Professional-standards.aspx

Nursing and Midwifery Board of Australia. (2013). Codes and guidelines. Retrieved from http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Codes- Guidelines.aspx

Perrin, R. (2015) Pocket guide to APA Style (5th ed.). Boston Massachusetts: Wadsworth/ Cengage Learning. (Highly recommended)