Reference no: EM132362516

Assessment item: Health Informatics Data Process Map

Addresses unit learning outcome:

Describe clinical reasoning for care plan development

Related graduate attributes:

UC graduates are professional:
• Communicate effectively
• Display initiative and drive, and use their organisation skills to plan and manage their workload
• Employ up-to-date and relevant knowledge and skills
• Take pride in their professional and personal integrity

UC graduates are global citizens:
• Make creative use of technology in their learning and professional lives

UC graduates are lifelong learners:
• Adapt to complexity, ambiguity and change by being flexible and keen to engage with new ideas
• Be self-aware
• Reflect on their own practice, updating and adapting their knowledge and skills for continual professional and academic development.

Case:

You arrive to your placement shift on a surgical ward and attend the morning handover. In this scenario, you are the student nurse working with the Registered Nurse assigned to looking after the patient Trish this morning. You listen to the following handover:

Patricia (Trish) Green is a 45-year-old female. She is the mother of Lucy, aged 20 and Ella, aged 16. Trish has a partner Steve, although he is not the father of her children. Trish's ex- husband (and the girl's father) Adrian also lives in Canberra. Lucy lives a few suburbs away with her boyfriend. Ella is in year 10 of high school and splits her time 50/50 between living with Trish and Adrian.

Trish turned to sex work after meeting her friend Anne (also a sex worker) at a local women's group. Trish has now been sex-working for the past 2 years. She is happy with this arrangement as sex work pays better than other jobs, and she can work around her Ella's schedule which provides the autonomy and flexibility she needs. Her children are not aware of her sex work. They think she is an aged-care support worker. Trish has regular clients who are respectful and who pay generously.

Trish is otherwise in good health. She has very little past medical history aside from a tonsillectomy when she was 10 years of age, uterine fibroids after having Ella and a fractured ankle sustained in a skiing accident two years ago.

Trish, was admitted to hospital 3 days ago following a diagnosis of appendicitis. Trish underwent an emergency appendectomy 2 days ago. There have been no apparent complications post-operatively.

The morning handover informs you that Trish had been mobilising independently around the ward yesterday and requires minimal assistance with self-care activities. Yesterday she has been eating and drinking moderate amounts. She has been receiving regular oral analgesia during the day. She slept soundly overnight, so the nursing staff report they did not disturb her. Her 0600 vital signs were: Temperature 36.3, RR 13, HR 112, BP 114/72 (normal SBP 122). She has not yet had her bowels opened post-operatively.

Task:

1. Using ‘cues and judgements' only from The Situated Clinical-Decision Making Framework (Gillespie & Paterson,2009), create a process map that outlines the steps you will use to identify, consider and gather information relating to the case provided. The information from this assessment will be used for the development of an evidence- based nursing plan of care in assessment item 2.

*You do not need to write a nursing plan of care. This assessment is designed to allow you to demonstrate your reasoning for how you will gather and assess information using a structured approach that will provide the foundation for developing a comprehensive plan of care at a later date.

When preparing your process map consider and include the following:

• What are the cues - What data/information jumps out at you from the case?
• What are your judgments - What do you think is happening here? What is your hunch, impression, hypothesis?
• Based on the above - What do you understand is your role as the first-year nursing student in this scenario?
• What information do you need to gather and from where to help you understand the case and your role?

2. Prepare a 3-4-minute narrated multimedia presentation to share your process map. When preparing your presentation, ensure the following:

• Briefly outline the context of the case and consider who Trish is as a person (knowing the person)? You do not need to read out the entire case. How does this affect you as a person (knowing the self)?
• Talk us through your process map
• Reflect on your learning through this process? What did you learn about how clinical reasoning can inform care planning?

Presentation structure:

• A basic 3-slide structure is required: Cover slide, presentation of the process map, and reference list.
• Your narration should have an introduction, body and conclusion.
• The cover slide must include unit number, assessment title and student ID number.
To ensure blind marking can occur, please do not write or say your name on your submission.
• All presentations must be in PowerPoint format and audio files in mp3 format.
• All resources used to prepare the process map must be included in a reference list slide at the end of the PowerPoint presentation. This includes evidence-based journal articles, standards, policies and any other resources used to in the development of the process map.
• Sources must be current (less than 10 years old), relevant to the case and credible.
• Patient information websites are not appropriate for this assessment.
• Be mindful of background noise and volume when recording your presentation.
• A transcript of your presentation and hardcopy of your process map is not required.

3. Complete a self-assessment of your narrated presentation using the rubric template provided on Canvas.

• Reflect on all aspects of your narrated presentation.
• Highlight the sections in the rubric you feel reflect the quality of your work and assign yourself a mark. Criteria 1 is out of 20 and criteria 2 is out of 15. Assign a mark for each and add them together to give yourself a mark out of 35. An example will be provided on Canvas. As this is a self-reflection, the mark you assign yourself will not count towards your overall mark.
• Provide a short reflection (100-200 words +/- 10%) on your work overall at the bottom of the rubric. Consider what you felt you did well at and what areas require development. Your comments need to be specific, constructive and actionable.

4. Upload your full submission draft to 'Draft submission - Assessment Item 1: Health Informatics Process Map' in 'Assignments' to obtain your URKUND report.

• You will need to allow a day or two to obtain the report. Open the report to review direct matches. Please do not rely on the percentage (%) alone as this will not highlight specific matches to sources.
• If you are unsure of how to use URKUND, please speak with your facilitator or use the help options in URKUND.