Assessment Information
\nCohort 01\/21 BSc(Hons) Nursing \u2013 Mental Health
\nCredits: 20
\nSemester: 2
\n2023
\nModule Leader: Simon Farnworth \/ Andrew Walsh
\nEmail:
\nSimon.farnworth@bcu.ac.uk \u2013 Working days Tuesday to Thursday
\nAndrew.Walsh@bcu.ac.uk \u2013 Working days Tuesday to Thursday<\/p>\n
Overview
\nAssessment(s)\tCategory\tType\tScope
\n1\tCoursework\tEssay\t3000 Words<\/p>\n
Assessment 1
\nSummative Assignment \u2013 3,000 word essay
\nWeighting: 100% of grade achieved
\nSubmission Date: Monday, 07 August 2023 at 12:00
\nAssessment Title: A critically reflective and critically analytic examination of an episode of care
\nAssessment Task
\nThis assessment addresses all module Learning Outcomes.
\nCore task: You will write a 3000 word semi-structured critically reflective and critically analytic essay examining an episode of care from your own nursing experience. The episode must be a case of complex care you were personally involved in where there was a risk to be managed and where you can debate what the quality nursing care should have been. You will write in the first person.
\nYou will structure the assignment using the following headings, indicated topics and approximate word count:
\nIntroduction (300 words: 10%)
\nIntroduce your episode of care and how you will meet the objectives of the assignment
\nState in what capacity you were involved in the episode of care
\nBriefly summarise what happened
\nExplain why you have chosen this episode
\nState what the risk was in this episode
\nState what nursing care you are going to examine in the assignment
\nEvidence-based holistic nursing assessment (600 words: 20%)
\nIn this section consider the person who is receiving nursing care
\nDescribe their thoughts, feelings & behaviours
\nExplain how they experienced the episode of care
\nGive a bio-psycho-social assessment of the person
\nBriefly discuss relevant history, experiences, environment and life journey
\nDiscuss how those features were possibly presenting in their current thoughts, feelings and behaviours
\nConsider the role of their family, friends, carers, dependants or significant others and the possible impact upon their current thoughts, feelings and behaviours
\nJustify assessment of the risk they were presenting with and what nursing care they needed
\nCritical reflection on self (600 words: 20%)
\nCritically reflect on your experience of the episode of care
\nExplore and analyse your thoughts, feelings and behaviours you remember at the time
\nExplore and analyse how people responded to you and how you responded to others
\nExplore and focus on your impact on this episode of care
\nCritical appraisal of evidence (600 words: 20%)
\nUsing appropriate reading from the module, module reading list and your own literature searches:
\nApply theory to explain the episode of care
\nAnalyse what the clinical guidelines and evidence tell you should be the correct care for someone with this kind of presentation
\nApply the evidence to your episode of care
\nCritically appraise the underpinning theory and research
\nExamine the quality of the evidence
\nConsider the research you have identified in this section and provide a debate on if it would be effective for this particular episode of care, justify your opinion.
\nEvidence-based nursing interventions (600 words: 20%)
\nUsing appropriate reading from the module, module reading list and your own literature searches:-
\nEvaluate if the risks were managed appropriately
\nEvaluate if the nursing care was effective
\nAnalyse the quality of the care given
\nDebate what factors would increase the quality of the care given
\nAnalyse what improvement mechanisms would be useful
\nEvaluate if those mechanisms would be effective in this case, considering the wider context this care is delivered in
\nConclusion (300 words: 10%)
\nSummarise your recommendations for this kind of episode of care
\nSummarise your findings
\nState the recommendation you have identified in this assignment for this kind of episode of care<\/p>\n
In-depth Assignment Guidance:
\nDISCLAIMER
\nWe are inviting you to consider a difficult experience which challenged you and to analyse this. Please be aware that if you disclose things in this assignment which are criminal, abusive or negligent either in your own practice or about practice you have witnessed we will have an obligation to act on this information. This may include sharing information with practice partners, standards boards or external organisations up to and including the police.
\nTherefore, we would ask you NOT to consider an episode of care which is a serious incident currently under investigation or a current safeguarding concern. The case you discuss should be completely anonymised including the identity of the person, location of the care delivered and the professionals involved. Please do not disclose unreported criminal behaviour or confess to any previously undisclosed practice that would trigger fitness for practice considerations.
\nDO\u2019S and DON\u2019TS
\nIntroduction:
\nDO:
\nUse the first person, eg. \u201cIn this essay I will\u2026.\u201d
\nGive the service user in your episode of care a pseudonym eg. \u201cI will refer to the person in this episode of care as \u201cDave\u201d, not his real name\u201d
\nMake it clear the context of your experience eg. \u201cI was a student nurse on an acute inpatient unit\u201d
\nIdentify risks and nursing care, eg. \u201cthis essay will examine the management of violence in an inpatient setting and the barriers and opportunities for maintaining a therapeutic relationship in this context\u201d
\nDON\u2019T:
\nBreak confidentiality eg. \u201cI was in Highcroft Hospital\u2026.\u201d Or \u201cI was caring for Fred Smith\u2026\u201d
\nStart giving definitions eg. \u201cCritical reflection is the process of retrospectively examining your actions\u2026\u201d
\nEvidenced-based Holisitic Nursing Assessment:
\nDO:
\nGive the perspective of the person eg. \u201cDave was angry because he thought we were laughing at him\u201d
\nDemonstrate an understanding from the person\u2019s perspective and why they behaved in the way they did eg \u201cDave was newly admitted and did not know staff members, he was surrounded by strangers and was realising for the first time he couldn\u2019t leave the ward because he was detained.\u201d
\nExplore the person\u2019s bio-psycho-social needs and link them to how they are being expressed in the episode eg. \u201cDave\u2019s difficulty in trusting others reflects a pattern common amongst those who have experienced\u2026.\u201d
\nUse relevant evidence to support your assessment eg. \u201cChildren who survive physical abuse are much more likely to have low self esteem, anxiety, self destructive behaviour, suicidal behaviour and a lack of trusting relationships as adults (Gilbert et al 2007)\u201d
\nBut ensure they remain focused on the person you are discussing eg. \u201cfor Dave alcohol was the key to managing his low self esteem and anxiety\u201d
\nDON\u2019T:
\nGive a medicalised description eg. \u201cDave was agitated because he has antisocial personality disorder\u201d
\nGive a service focused context eg. \u201cDave was treated with medication because he was detained under the mental health act which allows it\u201d
\nGive a service perspective of his care eg. \u201cDave was angry because he was paranoid and impatient, staff were busy\u201d
\nGive general definitions of key terms without reference to the episode eg. \u201cholistic assessment involves considering a person\u2019s circumstances and history as an important part of their current presentation\u201d
\nCritical Reflection on Self:
\nDO:
\nSay specifically what you said and did eg. \u201cDave kept asking for his medication but I was waiting for the qualified nurse to return, so I asked him to wait whilst I found them\u201d
\nDemonstrate and name what you did well or what didn\u2019t go well eg. \u201cI could see Dave was getting agitated, so I lowered my voice and sat down, which de-escalated the situation\u201d
\nReflect on what knowledge and personal values influenced what you did and where they came from eg. \u201cI could see Dave\u2019s hands were shaking, I think other people thought he was angry but I wrote about alcohol dependence in an essay in the second year and I was sure this was alcohol withdrawal\u201d
\nDemonstrate an ability to think about other people\u2019s perspectives in relation to your own eg. \u201cI could see Kevin the nurse looked worried, I think he thought Dave was going to be violent, so he spoke very firmly to him to control the situation\u201d
\nInclude references when referring to specific theory or objective facts eg. \u201cI had learned previously that low blood sugar was a common risk with alcohol withdrawal from the reading I did for my essay (Simpson et al 2016)\u201d
\nDON\u2019T:
\nOrganise this section with a specific reflective model unless that model is important to your reflective process eg. \u201cI didn\u2019t realise why I reacted that way until I used Brookfield\u2019s (2017) model\u2026\u201d
\nGive yourself uncritical and unspecific general praise eg. \u201cI have great communication skills, I have always had them, I used good communication skills in this episode of care\u201d
\nTry to use references for things only you experienced eg. \u201cDave was angry when he was told he couldn\u2019t go out (Peterson 2020)\u201d
\nTalk generally about your nursing values and skills without reference to the episode of care eg. \u201cI have always been a people pleaser, I\u2019m very empathetic and I like to help people, I have done volunteer work from an early age\u201d<\/p>\n
Critical Appraisal of Evidence:
\nDO:
\nUse the module content to answer the question eg. \u201cDave\u2019s suicide attempt makes sense in light of Joiner\u2019s IPT model\u201d
\nUse the University library to find your evidence and use peer reviewed evidence
\nApply the theory to the person eg. \u201cDave felt constantly guilty about not being there for his children, he felt the thwarted sense of belonging of not being part of the family unit and had the perceived sense of burdensomeness of every meeting going badly due to his drinking\u201d
\nCriticise the limitations of the theory eg. \u201cAlthough the IPT model explains why Dave would feel suicidal, it didn\u2019t help explain why he decided at that time to act on those thoughts\u2026\u201d
\nCritically analyse the evidence for the theory eg. \u201cThe IPT model has relied heavily on postmortem data on a national level, it does not account for regional factors such as higher rates of suicide<\/p>\n
________________________
\namong certain demographics or cultural groups\u2026\u201d
\nDON\u2019T:
\nUse non-academic sources eg. websites, blogs, personal opinions
\nUse outdated or irrelevant sources eg. textbooks from the 1990s, articles unrelated to the topic
\nMisrepresent or misinterpret the evidence eg. drawing conclusions that are not supported by the research
\nEvidence-Based Nursing Interventions:
\nDO:
\nEvaluate the effectiveness of the nursing interventions provided in the episode of care eg. \u201cThe use of de-escalation techniques and providing a calm and supportive environment were effective in managing Dave\u2019s agitation and preventing violence.\u201d
\nDiscuss factors that could improve the quality of care given eg. \u201cEnhanced staff training in communication skills and conflict resolution could improve the quality of care in similar situations.\u201d
\nConsider the wider context in which the care is delivered eg. \u201cStaffing levels, organizational policies, and the physical environment can all impact the delivery of quality care in an inpatient setting.\u201d
\nProvide evidence-based recommendations for improving care in similar episodes eg. \u201cImplementing regular training on trauma-informed care and providing appropriate resources for managing substance withdrawal could enhance the quality of care in cases like Dave’s.\u201d
\nDON\u2019T:
\nMake general statements without supporting evidence or examples from the episode of care eg. \u201cThe care provided was good overall.\u201d
\nIgnore the potential limitations or challenges in implementing the recommended improvements eg. \u201cIncreasing staffing levels may require additional resources and funding.\u201d
\nConclusion:
\nDO:
\nSummarize your key findings and recommendations in a concise manner eg. \u201cThis essay has highlighted the importance of holistic assessment, critical reflection, evidence-based practice, and effective nursing interventions in managing complex care episodes.\u201d
\nReiterate the recommendations you have identified for this type of episode of care eg. \u201cTo improve outcomes for individuals like Dave, it is crucial to prioritize trauma-informed care, enhance staff training, and create supportive and therapeutic environments.\u201d
\nDON\u2019T:
\nIntroduce new information or arguments in the conclusion that were not discussed in the main body of the essay.
\nProvide vague or general statements without clear implications for practice.<\/p>\n","protected":false},"excerpt":{"rendered":"
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