Q​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​uestion 3. Case Study – Mr Vinh Nguyen Mr Vinh Nguyen – Case Study Information You have been provided with the following case study about Mr Vinh Nguyen, who presented to his GP clinic following a fall in his kitchen this morning, after becoming “lightheaded and dizzy while making breakfast”. Mr Vinh Nguyen is a 48-year-old male, who emigrated from Vietnam over 30 years ago. He currently lives with his mother-in-law and son (age 21) in the Inner West City of Sydney. His wife passed away 6 years ago due to complications from lung cancer. Mr Nguyen works full time as a civil construction labourer and is currently working overtime most weekends, averaging 50 hours/week. He states that he “needs the extra income to support his son, who lost his job due to COVID-19”. He has been feeling dizzy and lightheaded now for a few days, but this morning was the first time he had fallen over. He had been feeling more fatigued over the past few weeks, but attributed this to his long working hours, as well as “being up all hours during the night to urinate”, which was impacting on his sleep. He smokes 3 packs of cigarettes per week, and drinks 2 beers every evening with his dinner as this is the “only way he can relax”. Recently, he has taken to drinking more beer in the evenings as he “was always feeling so thirsty, and only beer could quench this thirst”. Due to his long working hours, and as his mother-in-law and son cannot cook, the family eat takeaway 6 times/week and then go to his sister’s house for dinner every Sunday. He has a past medical history of gout, asthma, and hypothyroidism, for which he is on daily thyroxine hormone replacement. He is currently awaiting a sleep study for possible Obstructive Sleep Apnoea (OSA). Following the review of his laboratory tests and assessment results, Mr Nguyen has been diagnosed with Type 2 diabetes mellitus. He has been prescribed metformin 500mg BD, with a review of dosage scheduled for 4 weeks’ time. He has since been referred to you, the practice nurse, for a care plan to manage his condition and improve his overall health. Family history: Father passed away in 2015 due to an AMI. Mother had lung cancer in 2017 and is in remission currently. She resides in Vietnam. Medications: Thyroxine 100mcg daily Salbutamol 2 puffs PRN Budesonide 500mcg daily Allopurinol 500mg daily Ibuprofen 400mg PRN for gout attacks Current vital observations: BP 102/65 mmHg HR 106 bpm RR 20 bpm SpO2 98% on RA T 36.7C Health assessment findings: Height 1.6m, Weight 90kg, excess abdominal fat evident. Waist circumference 105cm Total cholesterol level – 9.2mmol/L Current BGL – 23.5 mmol/L (last meal 6 hours ago). No blood ketones present Urine dipstick showed glucose, no ketones Alert and orientated to time, place, and person. GCS 14 Cool, dry hands and feet. Dry mucous membranes CRT 3 seconds 4. Concept Mapping CONCEPT MAPPING Step 1 and 2 of the assessment task requires you to create a concept map outlining the patient situation and identify the key elements of assessment. A concept map is a diagram that depicts suggested relationships between concepts. Concept maps are generally used to organise and structure knowledge. A concept map typically represents ideas and information as boxes or circles, which it connects with labeled arrows, often in a downward-branching hierarchical structure. The relationship between concepts can be expressed using linking phrases such as "causes", "requires", "such as" or "contributes to". Please refer to the following resources for some examples of concept maps, and also consider the concept maps you have created in your tutorial classes to guide you with the development of the concept map for this assessment. https://learningcenter.unc.edu/tips-and-tools/using-concept-maps/ 5. Tips and Advice for Success GENERAL TIPS AND GUIDELINES Discussion and using Evidence: There is much further depth required to meet the criteria on rubrics when you are being asked to critically discuss and critically analyse. This moves beyond merely ‘describing’ events or processes and requires you to make much deeper links that are supported by theory and evidence-based literature. For example, you may include the pathophysiology of a disease process, but unless you can explain the link between the patient and their conditions, this does not demonstrate sufficient critical analysis or understanding Your discussion needs to utilise high quality academic sources to support your arguments (such as journal articles), and refrain from using consumer websites Slides: Avoid text heavy slides which can detract from the meaning being presented on the slide. Stick to your main points (e.g., 3-5 points per slide), and verbally explore the points further. Try to use diagrams, pictures/images or schematics which can break the slides up, as well as aid visual learners. However, images used need to be relevant to the discussion Ensure all slides and diagrams are referenced using in-text citation Consider the use of an appropriate font type, colour and size to ensure ease of reading for the audience. Proof read your work for grammatical errors, spelling mistakes or issues with punctuation. Remember, this is a piece of academic writing and needs to be at a high standard. Rubric The oral presentation assessment will engage audience with the application of theory to practice and is designed to facilitate an understanding of the impact of long-term illness on the patient. This mode of assessment aims to broaden audience. How to create concept maps in PowerPoint: https://youtu.be/GsfZD4oU7l0 • NANDA nursing diagnosis list: https://ar.israa.edu.ps/uploads/documents/2020/02/4gcM0.pdf Rubric Oral and PowerPoint slide introductions are exceptionally evident. Introduction outlines the topic, the purpose, and contextualises the content and the sequence of the presentation. Oral and PowerPoint slide introductions are clearly evident. Introduction outlines the topic, the purpose, the content and the sequence of the presentation. Oral and PowerPoint slide introductions are evident. Introduction outlines the topic, the purpose, and profiles the content and the sequence of the presentation. Oral and PowerPoint slide introductions are somewhat evident. Introduction basically outlines the topic, the purpose, and the content to be covered. Oral and PowerPoint slide introductions are poorly evident. Introduction poorly outlines the topic, the purpose, and the content to be covered. There is no PowerPoint introduction. There is no oral introduction. Presentation: Sequencing and Timing 5% Content in the presentation exactly matches the outline presented in the introductory slide. All slides are logically organised. Presentation ends with an insightful and relevant conclusion. Duration is 10 minutes in length (+/- 10%). Content in the presentation mostly matches the outline presented in the introductory slide. Most slides are logically organised. Presentation ends with relevant conclusion. Duration is 10 minutes in length (+/- 10%). Content in the presentation generally matches the outline presented in the introductory slide. Slides are somewhat logically organised. Presentation ends with a mostly relevant conclusion. Duration is 10 minutes in length (+/- 10%). Content in the presentation somewhat matches the outline presented in the introductory slide. Slides are reasonably organised. Presentation ends with somewhat relevant conclusion. Duration is 10 minutes in length (+/- 10%). Content in the presentation poorly matches the outline presented in the introductory slide. Slides are disorganised. Presentation ends with an irrelevant conclusion. Duration is more or less than 10 minutes in length (+/- 10%). No match between the introductory slide and the content of the presentation. No evidence of organisation. No conclusion provided. Duration is more or less than 10 minutes in length (+/- 10%). Presentation: Visual appearance, mechanics, spelling and grammar 5% Diagrams, images and text are relevant and have a highly effective level of engagement and visual appeal throughout. There are no errors with grammar, spelling and punctuation and the meaning is very clear. Diagrams, images and text are relevant and have a strong level of engagement and visual appeal throughout. There are no errors with grammar, spelling and punctuation and the meaning is clear. Diagrams, images and text are relevant and have a satisfactory level of engagement and visual appeal throughout. There are some errors with grammar, spelling and punctuation. However, the meaning is clear. Diagrams, images and text are relevant and have a basic level of engagement and visual appeal throughout. There are se​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​veral errors with grammar, spelling and punctuation. The errors detract somewhat from the meaning. Diagrams, images and text are not relevant, and are not visually engaging. There are substantial errors with grammar, spelling and punctuation. The errors detract significantly from the meaning. No engagement and/or relevance. Substantial errors in grammar, spelling and punctuation are such that the content does not make sense. Page 14 of 16 NRSG265_FINAL EUO_202160 Criterion (weighting) HD (85-100%) DI (75-84%) CR (65-74%) PA (50-64%) NN (<50%) No Attempt Presentation: Oratory Skill Includes voice modulation, pronunciation and clarity 5% Voice is exceptionally well-modulated. The meaning is very clearly discernible. Speaks with exceptional confidence on the content of presentation. Voice is very wellmodulated. The meaning is clearly discernible. Speaks with great confidence on the content of presentation. Voice is well-modulated. The meaning is generally discernible. Speaks with reasonable confidence on the content of the presentation. Voice is somewhat modulated. The meaning is somewhat discernible. Speaks with some confidence on the content of the presentation. Minimal use of voice modulation (monotone). The meaning is not clearly discernible. Speaks with minimal confidence on the content of the presentation. Student is reading off the slides directly with no voice modulation. The meaning is not discernible. Speaks with no confidence on the content of the presentation. Content: Considers the patient situation, using a concept map (Step 1 – CRC), and identifies the key elements of assessment for the patient (Step 2 – CRC) 20% A comprehensive concept map about the patient’s situation has been provided. A comprehensive and in depth understanding of the pathophysiology is evident. High quality evidence and examples are presented. A comprehensive assessment is conducted on the patient including current and new information A thorough concept map about the patient’s situation has been provided. A thorough and in depth understanding of the pathophysiology is evident. Appropriate evidence and examples are presented. A thorough assessment is conducted on the patient including current and new information. A sound concept map about the patient’s situation has been provided. A sound understanding with adequate depth of the pathophysiology is evident. Evidence and examples are presented of varying quality. A sound assessment is conducted on the patient including current and new information. A basic concept map about the patient’s situation has been provided. A basic understanding of the pathophysiology is evident. Sufficient depth is provided. Evidence and examples are presented of varying quality. A basic assessment is conducted on the patient including current and new information. A concept map with minimal detail about the patient’s situation has been provided. A minimal understanding of the pathophysiology is evident. Insufficient depth is provided. Evidence and examples are minimal. A minimal assessment is conducted on the patient including current and new information. No concept map has been provided. No understanding of the pathophysiology is evident. No assessment has been provided. Content: Critically processes the information about the patient (Step 3 – CRC) Uses this information to identify, prioritise, and justify the three (3) nursing issues for the patient (Step 4 – CRC) 25% Provides a comprehensive analysis of the information gathered about the patient. Discusses three (3) relevant activities of living (ALs) that could be affected in the patient, using the Roper-Logan and Tierney (RLT) model. Provides a thorough analysis of the information gathered about the patient. Discusses three (3) relevant activities of living (ALs) that could be affected in the patient, using the Roper-Logan and Tierney (RLT) model. Appropriately identifies and prioritises three (3) Provides a sound analysis of the information gathered about the patient. Discusses three (3) relevant activities of living (ALs) that could be affected in the patient, using the Roper-Logan and Tierney (RLT) model. Appropriately identifies and prioritises three (3) Provides a basic analysis of the information gathered about the patient. Briefly discusses three (3) relevant activities of living (ALs) that could be affected in the patient, using the Roper-Logan and Tierney (RLT) model. Appropriately identifies and prioritises three (3) Provides a minimal analysis of the information gathered about the patient. Identifies but does not discuss three (3) relevant activities of living (ALs) that could be affected in the patient, using the Roper-Logan and Tierney (RLT) model. No analysis has been attempted and provided. No identification or discussion of three (3) relevant activities of living (ALs). No appropriate identification, prioritisation and justification of three (3) nursing issues. Page 15 of 16 NRSG265_FINAL EUO_202160 Criterion (weighting) HD (85-100%) DI (75-84%) CR (65-74%) PA (50-64%) NN (<50%) No Attempt Appropriately identifies and prioritises three (3) nursing issues with comprehensive justification. nursing issues with thorough justification. nursing issues with sound justification. nursing issues with basic justification. Inappropriately or incorrectly identifies and prioritises three (3) nursing issues with minimal or irrelevant justification. Content: Establishes three (3) goals related to the chosen nursing issues, which include specific outcomes in a specified time frame (Step 5 – CRC) Outlines one (1) course of action for each goal (Step 6 – CRC) 20% Appropriately identifies three (3) goals with comprehensive discussion of the desired outcome, within a suitable time frame. Provides an appropriate course of action for each goal identified. Appropriately identifies three (3) goals with thorough discussion of the desired outcome, within a suitable time frame. Provides an appropriate course of action for each goal identified. Appropriately identifies three (3) goals with sound discussion of the desired outcome, within a suitable time frame. Provides an appropriate course of action for each goal identified. Appropriately identifies three (3) goals with basic discussion of the desired outcome, within a suitable time frame. Provides an appropriate course of action for each goal identified. Does not identify three (3) appropriate goals, and/or does not provide a discussion of the desired outcome, within a suitable time frame. Inappropriate course of action for each goal identified. No goal has been provided. No course of action has been outlined. Content: Evaluates the effectiveness of the goals and actions with relevance to the patient’s care (Step 7 – CRC) Reflects on the process and new learning (Step 8 – CRC) 10% Provides an appropriate evaluation of the effectiveness of goals and actions of action. Provides a comprehensive reflection which establishes what has been learnt, what went well, and what could have been improved. Provides an appropriate evaluation of the effectiveness of goals and actions of action. Provides a thorough reflection which establishes what has been learnt, what went well, and what could have been improved. Provides an appropriate evaluation of the effectiveness of goals and actions of action. Provides a sound reflection which establishes what has been learnt, what went well, and what could have been improved. Provides an appropriate evaluation of the effectiveness of goals and actions of action. Provides a basic reflection which establishes what has been learnt, what went well, and what could have been improved. Does not provide an appropriate evaluation of the effectiveness of goals and actions of action. Does not provide an appropriate reflection which establishes what has been learnt, what went well, and what could have been improved. No evaluation has been provided. No reflection has been included. Sources and Referencing 5% Depth and breadth of reading is evident. Credible, contemporary and relevant references are used. Breadth of reading is evident. Credible and relevant references are used. Adequate and appropriate reading is evident. Relevant references are used. Adequate reading is evident. Some references are relevant. Limited reading is evident. Most references are not credible or relevant. Arguments are not supported by evidence. No credible or relevant references used. Page 16 of 16 NRSG265_FINAL EUO_202160 Criterion (weighting) HD (85-100%) DI (75-84%) CR (65-74%) PA (50-64%) NN (<50%) No Attempt Accurate use of APA referencing style on all​‌‍‍‍‌‍‍‌‍‌‌‍‍‍‌‍‌‌‌‍​occasions.