Respiratory rate – 18 breaths per minute

Oxygen saturation – 99% on room air

Pulse – 90 bpm, thready and regular

Blood pressure – 100/60 mmHg

Temperature – 37.5°C

Dressing to right knee remains dry and intact.

Pain to right knee – 2/10 at rest increasing to 6/10 on ambulation/movement

Encourage oral hydration

Encourage exercise as tolerated

Consider nurse initiated laxatives and report symptoms to surgical team

Change diet to high-fibre

Maintain use of anti-embolism compression stockings

Maintain use of nonslip footwear when ambulating

Relate principles of anatomy, physiology, and pathophysiology to the collection and interpretation of data collected during a nursing health assessment.

You are asked to carry out an abdominal assessment on Kaylene. Describe how you would carry out this assessment, providing rationales based on anatomy and physiology. Outline the sequencing of assessment and expected findings.

Respiratory rate – 20 breaths per minute

Oxygen saturation – 95% on room air

Pulse – 105 bpm, thready and regular

Blood pressure – 105/60 mmHg

Temperature – 37.6°C

Pain – 1/10 at rest

Dressing to right knee remains dry and intact.

Change dressing to right knee.

Contact her neighbour to arrange transport home once reviewed by surgeon.

Relate principles of anatomy, physiology, and pathophysiology to the collection and interpretation of data collected during a nursing health assessment.

Your facilitator explains that Kaylene’s symptoms indicate an asthma attack. They explain that primary assessment findings that support this include:

•       tachypnoea

•       tachycardia

•       use of accessory muscles & tracheal tugging

•       dyspnoea & unable to speak in sentences

•       oxygen saturation is below 95%

Choose one of the above assessment findings and explain the pathophysiological changes that have resulted in this abnormal assessment finding.

Differentiate normal from abnormal assessment findings.

Respiratory rate – 16 breaths per minute

Oxygen saturation – 96% on room air

Pulse – 89 bpm, thready and regular

Blood pressure – 105/65 mmHg

Temperature – 37.5°C

Dressing to right knee remains dry and intact.

Pain to right knee – 2/10 at rest increasing to 5/10 on ambulation/movement

Differentiate normal from abnormal assessment findings.

Using a symptom assessment framework, state 5 (five) questions you would ask to assess the hypotensive episode. Other than blood pressure, describe 3 (three) specific assessments you would undertake and using anatomy and physiology explain why these assessments are relevant.

Perform and document a comprehensive and focused assessment of an individual.

Symptoms are now resolved.

Respiratory rate – 16 breaths per minute

Oxygen saturation – 98% on room air

Pulse – 86 bpm, weak and regular

Blood pressure – 115/70 mmHg

Temperature – 37.4°C

Dressing to right knee remains dry and intact.

Pain to right knee – 2/10 at rest increasing to 4/10 on ambulation/movement

Explain and use frameworks to assist the systematic collection of data required for comprehensive and focused health assessment.

Formulate an assessment for Kaylene using primary/secondary survey approach and explain why this approach may be considered appropriate.

Respiratory rate – 14 breaths per minute

Oxygen saturation – 99% on room air

Pulse – 78 bpm, weak and regular

Blood pressure – 110/75 mmHg

Temperature – 37.7°C

Dressing to right knee remains dry and intact.

Pain to right knee – 1/10 at rest increasing to 2/10 on ambulation/movement

Explain and use frameworks to assist the systematic collection of data

required for comprehensive and focused health assessment.

Identify the indications for a mobility assessment and the specific mobility assessment tool you would utilise.

Explain how you would undertake a mobility assessment on Kaylene, prior to ambulation.

Relate principles of anatomy, physiology, and pathophysiology to the collection and interpretation of data collected during a nursing health assessment.

Differentiate normal from abnormal assessment findings.

Apply clinical decision making skills to synthesise data and identify patient problems.

Perform and document a comprehensive and focused assessment of an individual.

The student demonstrates the ability to describe the assessment in the context of the case study using knowledge of anatomy, physiology and pathophysiology. (ULO2)

Accurately (clearly and concisely) described the assessment and provided rationales based upon principles of anatomy, physiology and pathophysiology to justify planned assessments.

Clearly, but not concisely described the assessment and provided rationales based upon principles of anatomy, physiology and pathophysiology to justify planned assessments.

Described the assessment and provided rationales that are correct, and refer to concepts of anatomy, physiology and pathophysiology, but lack clarity.

Described the assessment and provided rationales that are correct, but are inadequately supported by principles of anatomy, physiology and pathophysiology.

Not correctly described the assessment and/or provided rationales that are incorrect, or absent.

The student demonstrates an understanding of ONE pathophysiological change related to the case study (asthma) and the associated assessment findings. (ULO 2 & 3)

Accurately (clearly and concisely) explained the expected assessment

finding using principles of anatomy, physiology and pathophysiology.

Clearly, but not concisely explained the expected assessment finding using principles of anatomy, physiology and pathophysiology.

Correctly but not clearly explained the expected assessment

finding using principles of anatomy, physiology and pathophysiology.

Provided some rationales for the assessment finding that are correct, but are inadequately supported by principles of anatomy, physiology and pathophysiology.

Provided rationales that are incorrect, or absent.

The student demonstrates the use of a symptom assessment frameworkand how current assessment findings can be used to plan further assessments within the registered nurses’ scope of practice. (ULO 3 & 5)

Accurately used a symptom assessment framework and planned further assessments, and

Clearly but not concisely used a symptom assessment framework and planned further assessments, and

Correctly used a symptom assessment framework and identified some relevant further assessments. The

Correctly used a symptom assessment framework and identified some relevant further assessments, but has

Described assessments (subjective and objective) that are not relevant, entirely outside of the

purpose

purpose

The student demonstrates the use of primary and secondary survey to plan and prioritise further assessments in relation to the case study. (ULO 1)

Accurately used the primary/secondary survey to plan and prioritise further assessments

Clearly but not concisely used the primary/secondary survey to plan and prioritise further assessments

Correctly used the primary/secondary survey to plan further assessments, but may not have identified the correct assessment priorities

Correctly used the primary/secondary survey to plan some further assessments, with minimal evidence of prioritisation

Not correctly used the

primary/secondary survey or has not identified any priority assessments

The student demonstrates an understanding of the indications and use of a mobility assessment tool and describes how to perform the assessment. (ULO 1, 2, 3, 4 & 5)

Accurately (clearly and concisely) described the indications and use of the tool and how to perform the assessment.

Clearly, but not concisely described the indications and use of the tool and how to perform the assessment.

Described the indications and use of the tool and how to perform the assessment, but the descriptions lack clarity.

Described parts of the indications, use of the tool and how to perform the assessment, but the descriptions are incomplete

Not correctly described the indications and use of the tool and how to perform the assessment, but the descriptions lack

clarity

The student demonstrates the ability to use APA referencing standards.

Consistent with APA referencing standards

Several minor errors in referencing

Consistent

referencing errors

Referencing errors that detract from readability at times

No references or citations

The student demonstrates the ability to present and structure the assignment according to the provided instructions.

Presented their work completely according to the provided

instructions

Presented their work according to the provided instructions, with the exception of one or two minor discrepancies

Presented their work according to the provided instructions, with the exception of several minor discrepancies

Presented their work according to some of the instructions

Not presented their work according to instructions

The student demonstrates the ability to write in accordance with standard language conventions and academic

writing

Written at a high level of clarity and fluency, and the work is virtually error-free

Written fluently but has several minor errors eg. spelling,

long sentences

Writing that contains regularly occurring grammatical, structural errors affecting fluency

Writing that has errors (grammar, punctuation, sentence/paragraph structure that detract from readability at

times

Writing that contains multiple errors in spelling/grammar and/or punctuation that significantly detracts from readability throughout