NRSG 259 semester one 2016 -Scenario for assignment one Mrs Amalie Jones Mrs. Amalie Jones is an 89-year-old woman who migrated to Australia from Germany 40 years ago after meeting and marrying Mr Henry Jones, an Australian sailor. Amalie’s son Dominik from a previous marriage in Germany lives with his family in Germany but has been visiting regularly since Amalie migrated to Australia. Henry‘s daughter Tracy and Henry’s extended family live in other states in Australia but have kept in regular contact. Tracy and her family in particular, have visited very regularly. Two years ago Henry passed away after a long battle with lung cancer leaving Amalie by herself in their single story home. Amalie retired from primary school teaching twenty four years ago, the same year Henry retired from the Australian Navy. The couple spent their time together traveling around the world and volunteering at the local St Vincent de Paul shop. They participated actively in their local Catholic Church, organising fundraising activities. They were also very active members of the German Association. Amalie is fluent in both written and spoken English and German. She speaks with a strong German accent and sometimes people ask her to repeat herself. Amalie’s health has been slowly deteriorating over the last two years, forcing her to withdraw from the activities she has been involved in for so many years. Last year, when Dominik and his family visited Amalie, they wanted her to return to Germany so that he and his family could be close to her but Amalie refused to go although she was very grateful to her son and family. Henry’s daughter Tracy has kept in touch with Amalie since Henry died and visits every three months with daily phone calls but has not suggested any living arrangements to Amalie. Recently, Amalie has developed dry macular degeneration and has had to give up driving. She has difficulty with mobility due to significant problems with rheumatoid and osteoarthritis, rarely leaves the house and has lost physical contact with most of her friends and members of the German association. Amalie’s house is unusually unkempt and her cupboards are pretty bare except for some tins of soup and baked beans. Amalie feels very connected to her community and wants to stay there, but she has realised that in order to do this, she may need help. Amalie does not want to bother Tracy as she feels she is already too much of a burden on Tracy and her family. Amalie’s doctor is getting concerned that she is not eating properly, losing weight and becoming too isolated. Amalie has a medical history of arthritis, hypothyroidism and macular degeneration. The referral letter from her GP states the following symptoms:  Joint stiffness.  Swollen feet and enlarged joints.  Painful joints particularly, her knee, hip, fingers and back.  Limited joint movement.  Const.

1. NRSG 259 semester one 2016 -Scenario for assignment one
Mrs Amalie Jones
Mrs. Amalie Jones is an 89-year-old woman who migrated to
Australia from
Germany 40 years ago after meeting and marrying Mr Henry
Jones, an Australian
sailor. Amalie’s son Dominik from a previous marriage in
Germany lives with his
family in Germany but has been visiting regularly since Amalie
migrated to Australia.
Henry‘s daughter Tracy and Henry’s extended family live in
other states in Australia
but have kept in regular contact. Tracy and her family in
particular, have visited very
regularly. Two years ago Henry passed away after a long battle
with lung cancer
leaving Amalie by herself in their single story home.
Amalie retired from primary school teaching twenty four years
ago, the same year
Henry retired from the Australian Navy. The couple spent their

2. time together
traveling around the world and volunteering at the local St
Vincent de Paul shop.
They participated actively in their local Catholic Church,
organising fundraising
activities. They were also very active members of the German
Association. Amalie
is fluent in both written and spoken English and German. She
speaks with a strong
German accent and sometimes people ask her to repeat herself.
Amalie’s health has been slowly deteriorating over the last two
years, forcing her to
withdraw from the activities she has been involved in for so
many years. Last year,
when Dominik and his family visited Amalie, they wanted her
to return to Germany
so that he and his family could be close to her but Amalie
refused to go although
she was very grateful to her son and family. Henry’s daughter
Tracy has kept in
touch with Amalie since Henry died and visits every three
months with daily phone

3. calls but has not suggested any living arrangements to Amalie.
Recently, Amalie has developed dry macular degeneration and
has had to give up
driving. She has difficulty with mobility due to significant
problems with rheumatoid
and osteoarthritis, rarely leaves the house and has lost physical
contact with most of
her friends and members of the German association. Amalie’s
house is unusually
unkempt and her cupboards are pretty bare except for some tins
of soup and baked
beans. Amalie feels very connected to her community and wants
to stay there, but
she has realised that in order to do this, she may need help.
Amalie does not want
to bother Tracy as she feels she is already too much of a burden
on Tracy and her
family. Amalie’s doctor is getting concerned that she is not
eating properly, losing
weight and becoming too isolated.
Amalie has a medical history of arthritis, hypothyroidism and
macular degeneration.
The referral letter from her GP states the following symptoms:

4. tion
-significant recent weight loss
may forget or skip
doses when she is in pain
http://www.naturesown.com.au/health-centre/arthritis-and-hip-
pain/
Medications:
Slow release Paracetamol 665 mg tab ii 3 times a day
Ibuprofen 400 mg three times a day
Thyroxine 150 mg daily

5. Hydroxychloroquine 200mg daily
Care priorities identified from the scenario of assessment task
one: written assignment
Please choose two care priorities from the list above to discuss
in your essay with
justification. Please refer to the assessment guide placed on
your LEO.
NRSG 259
Promoting Health in Extended Care
Assessment task 1: Written Assignment
Students Resource
Prepared by

6. NRSG 259 Teaching Team
Learning Outcomes
On successful completion of this unit, you should be able to:
1. Discuss the implications of demographic trends in the
Australian population in relation to
the ageing population and their health care;
2. Apply pertinent concepts from biologic, sociologic,
psychological and spiritual theories of healthy
ageing to nursing care of older adults;
3. Explain the importance of, and ways of promoting health and
quality of life for older
people across a continuum of care services;
4. Discuss the implications of epidemiological trends in the
Australian population in relation
to the incidence, distribution and causes of life-limiting
illnesses, such as cancer, in
people of all ages;
5. Apply palliative care as a core component of all health-care
roles to improve the health
and quality of life of older people and people (and their
families) of all ages with life-
limiting illnesses; (GA2)

7. 6. Apply knowledge of underlying pathophysiological processes
of cancer and other progressive
illnesses in addressing symptoms and complex health needs in
patients of all ages; (GA6)
7. Utilise a clinical decision making framework that
incorporates ethical and comprehensive
assessment and person-centred nursing care while maintaining
choice and dignity for older
people and those with life-limiting illnesses; (GA1,)
8. Explain the importance of, and ways of promoting health and
quality of life for people of
all ages/backgrounds who have life-threatening illnesses,
such as cancer. (GA1)
NRSG259 Promoting Health in
Extended Care
Assessment Task 1 – Care planning:
individual discussion

8. Assignment Requirements
(from unit outline)
• Students are required to focus the discussion on the care
priorities
identifiable in the provided case scenario. Five priorities of care
will be
identified from the scenario. The student is required to choose
two of
the identified priorities of care from the provided list. The
discussion
of care will be based on the processes identified in the Levett-
Jones
Clinical Reasoning Framework. Evidence of how the dignity of
the
patient is maintained through the care planning and provision
process
is a part of this assessment. In addition, the cultural background
of the
client needs to be considered.
• For this assessment task, students must use Miller’s
Functional
Consequences Theory of Healthy Ageing as a theoretical
framework and Levett-Jones' Clinical Reasoning Model to guide
nursing care planning, interventions and evaluation of care.
• The purpose of this assessment is to promote
both problem solving and nursing care
provision, related to a selected clinical scenario.
Essay Purpose

9. (from unit outline)
• The discussion of care will be based on the processes
identified in the Levett-Jones Clinical Reasoning Framework.
• More specifically, students are required to accurately follow
the
steps of the Levett-Jones Clinical Reasoning Framework in
goal setting, taking action (nursing intervention), and
evaluation.
• Ensure you provide rationales for your
interventions/strategies,
which shows why you have selected the intervention/strategy
over other alternative actions.
Assignment Requirements –
Levett-Jones Clinical Reasoning Framework
1. Establish goals (so negative consequences become
positive consequences)
2. Take actions (nursing intervention)
3. Evaluate outcomes
• Students should consider relevant concepts of Miller’s

10. Functional Consequences Theory in their care plan,
such as modifiable risk factors, aged-related changes,
and positive/negative consequences (see next slide).
• For example:
Assignment Requirements –
Miller’s Functional Consequences Framework
• In Assessment Task 1, you are developing goals and
nursing interventions/strategies that will assist in
alleviating the negative consequences and promoting
positive consequences (wellness outcomes). Thus,
improving the client’s quality of life, functioning and
safety, leading to better health overall.
• To achieve the above, you will focus on person-centred
care principles, holistic care (focus on the whole
person, their environment and their mind, body, spirit).

11. Assignment Requirements –
Miller’s Functional Consequences Framework
Assignment Requirements –
Promoting Person Centred Care
• Evidence of how the dignity of the patient is maintained
through the
care planning and provision process is a part of this assessment.
In
addition, the cultural background of the client needs to be
considered.
• In your essay, you need to demonstrate how person centred
care,
client dignity and choice are integrated throughout your essay.
• Consider how you will do this when developing a nursing care
plan.
Some ideas:
� The client should have a voice and should participate actively
as a care
provision team member.
� Think about client consent
� How will you evaluate the strategies you have developed? As
well as
objective evaluation, remember to ask the client!!

12. Plan your essay
Introduction: 175 words approx.
Body: 1400 words approx.
700 words per nursing care priority.
Conclusion: 175 words approx.
References: 12 -15 references approx.
Please note the words per section are only provided as a
guide - the student can set out the essay however they
wish and apportion words depending on how they decide
to structure the essay.
Essay Structure
Plan your essay
� Introduction
– Clearly state what you are going to discuss and how you plan
to
discuss it e.g.
This essay will discuss…..

13. Essay Structure (cont.)
Essay Body
• The body of your essay will have several paragraph's
amounting to
1,400 words approx.
• You will split the word allowance up into paragraphs. Each
paragraph
may have anywhere between 200-250 words per paragraph
approximately – this depends on what you decide to talk about.
• Each paragraph should progressively describe the care plan
you would
implement for the client.
• Make sure your essay flows and you use linking sentences to
link each
paragraph.
Essay Structure (cont.)
• As you are focusing on two nursing priorities – use
each of the priorities as a heading.

14. • Under each heading, you may choose to have a sub-
heading of:
– Goal(s) – showing your goal for the person for that particular
nursing issue.
– Take Action – showing your nursing interventions/strategies
with the relevant rationale(s) for each intervention.
– Evaluate Outcomes – showing the expected outcomes and how
you would evaluate them (objectively and subjectively). These
should relate to your Goal.
Essay Structure (cont.)
The Conclusion
• In two –three sentences summarise what you have
discussed. – THIS IS NOT A REPEAT of what you
have written previously.
• Then provide overarching statements that provide
the reader with the most important take home
messages regarding the care plan for your client.
Essay Structure (cont.)

15. • Make sure you refer to the marking rubric when
structuring your essay.
• Proof read your assignment.
• Ensure your APA referencing is correct
Marking Guide (Rubric)
Academic Skills
• Students are reminded and encouraged to use the
academic skills facilities provided at ACU
• They provide support with:
o Essay structure
o Referencing
o Understanding the question
o Developing an essay plan
o Proof reading
• Also refer to your ACU Study Guide for guidance with writing
and
referencing.

16. !!
-
Learning OutcomesNRSG259 Promoting Health in Extended
Care Assignment Requirements �(from unit outline)Slide
Number 5Assignment Requirements – �Levett-Jones Clinical
Reasoning Framework Slide Number 7Slide Number 8Slide
Number 9Assignment Requirements – �Miller’s Functional
Consequences Framework Assignment Requirements –
�Promoting Person Centred CareSlide Number 12Slide Number
13Slide Number 14Slide Number 15Slide Number 16Slide
Number 17Academic Skills!!�
Wellness p37Wellness p38Wellness p39Wellness p40Wellness
p41Wellness p42Wellness p43Wellness p44Wellness p45

17. Levett-Jones p2Levett-Jones p3Levett-Jones p4Levett-Jones
p5Levett-Jones p6Levett-Jones p7Levett-Jones p8Levett-Jones
p9Levett-Jones p10Levett-Jones p11Levett-Jones p12Levett-
Jones p13Levett-Jones p14Levett-Jones p15

18. Wellness p46Wellness p47Wellness p48Wellness p49Wellness
p50Wellness p51Wellness p52Wellness p53Wellness
p54Wellness p55Wellness p56Wellness p57Wellness
p58Wellness p59