tyle=”text-align: justify;”>Learning Outcomes (ULOs)
The purpose of this assessment task is to provide you with the opportunity to engage with key knowledge
and skills drawn from each of the 5 Unit Learning Outcomes (ULOs). You will be asked to organise and explain health assessment findings, using your knowledge of anatomy, physiology and pathophysiology and through the application of relevant health assessment frameworks. Completing this task will assist you to engage with, and to demonstrate attainment of key knowledge and skills drawn from each of the 5 ULOs.
Case Study
Please watch the video below of a clinical handover and a brief patient interaction. You have also been provided with a written version of the handover using the ISBAR (Identify, Situation, Framework, Background, Assessment, Recommendation/Request).
Mrs Levchenko ISBAR Handover
Video hand over
Once you have received handover, please undertake the following:
Part A. Collect and document as much assessment data as you are able from the handover and from your own observations of the patient/client in the video. Your assessment findings should be stated as objective, professional descriptions (suggested 150 words)
Part B. Explain the abnormal assessment findings identified in Part A using your knowledge of anatomy, physiology and pathophysiology (suggested 300 words)
Part C. Using an assessment framework or nursing assessment model and drawing on your response to Part B
(suggested 350 words);
1. Hypothesis 3 patient problems
2. Identify the assessments you would undertake to test your hypotheses and;
3. Explain the purpose for each assessment.
Your 3 patient problems should each come from a different section of your chosen framework.
Part D. Apply the diagram below to the case study (suggested 200 words)
Part E.
“Of the four vital signs, respiratory rate, in particular, is often not recorded, even when the patient’s primary problem is a respiratory condition. This is in spite of the fact that an abnormal respiratory rate has been shown to be an important predictor of serious events such as cardiac arrest and admission to an intensive care unit (ICU)” (Cretikos, et.al., 2008, p. 657).
There is a strong relationship between respiratory dysfunction, in particular tachypnoea, and in-hospital adverse events. Yet, evidence shows that nurses infrequently assess respiratory rate and when it is assessed, it is often inaccurate.
Discuss, with reference to literature, the above quote and the importance of accurate respiratory rate measurement in the Registered Nurse’s assessment of a patient/client. (500 words)
Reference: Cretikos MA, Bellomo R, Hillman K, Chen J, Finfer, S & Flabouris A 2008, ‘Respiratory rate: the neglected vital sign’, Medical Journal of Australia, vol. 188, no. 11, pp. 657–59.
Unit Learning Outcomes and Deakin Graduate Learning Outcomes
This assessment task provides you with the opportunity to demonstrate the following Unit Learning
Outcomes and Deakin Graduate Learning Outcomes;
Unit Learning Outcomes
ULO1 Explain and use frameworks to assist the systematic collection of data required for comprehensive and focused health assessment
ULO2 Relate principles of anatomy, physiology, and pathophysiology to the collection and interpretation of data collected during a nursing health assessment
ULO3 Differentiate normal from abnormal assessment findings
ULO4 Apply clinical decision-making skills to synthesise data and identify patient problems
ULO5 Perform and document a comprehensive and focused assessment of an individual
Deakin Graduate Learning Outcomes
GLO1 Discipline-specific knowledge; GLO2 Communication; GLO3 Digital Literacy; GLO4 Critical Thinking;
GLO5 Problem Solving; GLO6 Self Management
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