Unit Learning • Develop an appropriate response to the acute nursing needs of a diverse range of Outcomes for this clients.

acute nursing needs of a diverse range of Outcomes for this clients


Assessment 2: Case Study Submission Link to Turnitin on the Blackboard website’s “Assessments” tab
Unit Learning: Create a suitable response to the urgent nursing demands of a variety of client outcomes.
assessment: make use of evidence-based practice to pinpoint and address patients’ urgent needs.

Assessment Guidelines
A 49-year-old woman named Kelly Malone has a history of “not being able to breathe well through her nose,” which interferes with her sleep. In addition, Kelly claims that when she exercises or exerts herself, she “cannot get enough air in” and must mouth-breathe in order to stabilize her breathing rhythm and prevent dizziness. Kelly is not taking any medications and has no significant health issues, although she has a history of sensitivity to codeine, which can make her feel sick, lightheaded, have hot flashes, and be malnourished.
It was scheduled for Kelly to have surgery for a septoplasty and right ethmoidectomy after examination by the specialized ENT surgeon. Kelly’s preoperative observations upon arrival were as follows: T-36.40C, HR-69bpm, RR-18pm, BP119/70mmHg, and 02-94% RA
At 11:30 a.m. after her post-operative return, Kelly is in your care. She has a nasal bolster behind her nose and a moderate amount of sanguineous oozing. She is awake and alert. T-36.20C, HR-68 bpm, RR-18 p.m., BP-111/73 mmHg, 02-93% RA, and pain score 2/10 are her current measurements. Compound Sodium Lactate IV is being injected into Kelly’s left arm at a rate of 4/24. Kelly’s anesthesiologist has ordered Tramadol SR 100mg PO BD, Celecoxib 200mg PO BD, and Paracetamol lg IV/PO 6 hourly. Don’t make any assumptions; if information isn’t presented, you should say that it’s unknown or that it hasn’t been provided, and then you should suggest what steps you would follow.
You must conduct research and produce an essay with headings that directly relate to the situation described above. Outline Kelly’s post-surgery nursing management utilizing the nursing process, addressing all assignment criteria headings while concentrating on three (3) priority nursing diagnoses or problems. Please refer to Learning Material/Module 1: Nursing Process for lecture materials offered to students regarding the nursing process and plan of care.
Presentation according to the School of Nursing & Midwifery’s formatting requirements (see the BB Assessment page)
Writing in an academic manner
Grammar, spelling, and sentence structure that are appropriate
flow of logic.
Beginning (100–150 words)
• A broad synopsis of the subject and a glossary of terms
An overview of the essay
Death of Essa The history of the ailment (200 words)
• From the aforementioned details and broad knowledge of the disease
• This needs to be handed on as an iSoBAR.
If information is absent, say so, and then explain what you would need to do and what information you would need to gather. Don’t assume anything or make it up.
Administration (1000–1200 words)
Outline Kelly’s post-surgery nursing care using the nursing process, covering all care in general but concentrating on three (3) priority nursing diagnoses or problems.
To demonstrate how they used the nursing process, students should append a table with their three (3) prioritized nursing problems. This table might be included in a nursing care plan, for example. If they so choose, students may also append tables with their evaluation information and a list of current and anticipated nursing issues. Make sure that every step of the nursing process is covered in the essay in sufficient detail to demonstrate that it was covered. Refer to the appendices whenever necessary throughout the essay. Check out the example nursing care plan that was given.
Assessment: Students must show that they have thoroughly examined all of the assessment information, taking into account all bodily system evaluations as well as how functional health patterns and the 12 ADLs are impacted. Students are not allowed to make up or assume evaluation results. Discuss the results of the assessment, what other assessments would be performed, and what appropriate assessment tools (such as the Falls Risk, Braden Scale, and Pain Assessment) would be used. If any results are outside of the expected range, students should identify this and explain why.
Nursing diagnosis: Students should create a list of current and possible nursing problems and issues after analyzing all of the assessment data and patient comments they have received thus far (this list may be included in an appendix to reduce word count). Students will select three (3) of the most important nursing diagnoses from this list to explore in depth (the emphasis should now be post-operative). Students must explain why they have chosen these three as their top priorities (using the triage’s primary survey, first-aid DRSABCD, actual vs. potential, etc.); this should show the student’s capacity to prioritize, not merely pick three topics for discussion.
Planninq: Students should demonstrate their ability to plan for care using SMART goals (specific, measurable, attainable, realistic, and time-based), as well as by outlining the expected outcomes and standards, which should include psychosocial outcomes. The patient should be included in the process of choosing the desired results.
Implementations: interventions and steps taken to bring about the desired results and accomplish the SMART objectives. Nursing interventions or referrals to a multidisciplinary team may be used in this situation (the nurse must make sure the multidisciplinary team member has followed up). Every intervention should include a justification for its use, backed up by relevant research (reference). Additionally, this refers to the provision of documentation in all areas needed (which will serve as a measurable criterion from the SMART goal as proof in evaluation).
Evaluation: Throughout the nursing process, intended goals are evaluated; however, this is presented at the conclusion. Students should show whether anticipated results and goals were attained (or not), why they weren’t, and whether further evaluation is necessary. Students must explain how they determine whether desired results have been attained, what resources were employed, where this has been documented, and what evidence there is that objectives have been attained (typically documentation is used as proof). Education after employment (200 words)
Explain to Kelly the post-operative education you would give her to encourage a full recovery.
Complications that could arise (100 words)
List any potential issues that the nurse needs to be aware of.
Interdisciplinary team participation (100 words)
• Talk about the other interdisciplinary team members who would be involved in Kelly’s care management.
Conclusion (100–200 words): • summarizes the assignment; • does not offer any new information
A minimum of 10 recent and reliable academic citations from various sources, including at least 4 journal papers and a maximum of 3 high-quality websites
All of the sources are no more than 5 years (electronic) or 8 years (texts) old.
References must be drawn from current, reliable sources; Wikipedia and dictionary.com will not be approved.
Medical terminology is found in a medical dictionary.
according to the most recent ECU referencing standards, using APA style, in-text, and end-text citations.
Assessment of English language proficiency
The ECU English Language Proficiency Strategy outlines the English Language Proficiency Standard that is anticipated for graduating students. As an English language proficiency assessment unit that is required for the undergraduate nursing degree(s), NCS2101 provides students with feedback on the level at which their English language competence is measured. Assessments in required modules carry an academic penalty. According to the marking rubric (please see the bottom of the marking rubric), students’ English language proficiency will receive a weighted average of 20 out of a possible 100 marks in this exam. Students who are identified as having either poor or developing written proficiency in sentence structure and word use will be referred for English language help, and students are expected to attend these.
Marking Criteria For this assessment, a marking rubric is supplied that outlines the criteria that students must apply their assessments to.
Extensions for Assessments
Any student who wants to postpone submitting an assessment must request a time extension from the unit coordinator prior to the assessment’s due date. The application must be submitted in writing using the proper form (found at http://intranet.ecu.edu.au/student/forms/home), include a medical certificate, and specify the reasons for the proposed postponement as well as the date extension.
An extension will only be granted in extreme cases.
Only the unit coordinator may grant an extension.
Conflicts with clinical practicum deadlines, other unit assessment dates, or employment obligations are not taken into account when deciding whether to grant extensions.
This university policy will be followed if an extension has been granted and an evaluation is submitted after the mutually agreed-upon extension date.
Late Assessments: See SNM A-Z Guidelines for Late Submission and Assignment Extensions.

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