Tula Folau case study assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Language English Pages 5-10 pages Description/Paper Instructions
ASSIGNMENT 3: Written Reflection
As a Registered Nurse, there will be times when your own ideas and experiences of health and illness may challenge your ability to practice Person Centred Care (PCC). Reflecting on these perceptions is a skill which is crucial to implementing PCC.
Using the Gibbs Reflective Cycle as a framework, submit a reflective essay that describes and analyses one experience of applying the concepts of PCC to the Tula Folau’ case study.
This essay should demonstrate your developing understanding of PCC.
Weighting: 40% Length and/or format: 1200 words +/- 10%
Purpose: Each student will submit a reflective piece of writing utilising Gibbs Reflective Cycle (1988). Each student will review and reflect upon experiences of developing an understanding of PCC.
Assessment criteria: The assessment will be marked using the criteria-based rubric (Appendix B). Please include the word count of your assignment on the front page of your assignment or in a header. Please note that in-text citations are included in the word count whilst the Page 13 of 22 Version: reference list is not included in the word count. Words that are more than 10% over the word count will not be considered Please see further information in the section below titled ‘Word Count’.
A ‘How To’ guide for using the Gibbs’ Reflective Cycle in AT3
The Gibbs’ Reflective Cycle is a theoretical model used by students as a framework for
reflective writing it is also a tool for you to take forward into your practice as a healthcare
professional. To complete Assessment Task 3, follow through the steps outlined in the
following pages. You will not need to use all of the provided questions.
The Gibbs Reflective Cycle (1988) has several aims some of the important ones are to enable
you to:
- challenge the assumptions and bias you may have regarding nursing and healthcare.
- explore new ideas
- evaluate effectiveness of approaches
- develop a conscience of self-improvement
- link practice and theory.
The model was created by Graham Gibbs in 1988, and it has 6 stages.
- Description
- Feelings
- Evaluation
- Analysis
- conclusions
- Action Plan
NRSG138 2020 AT3 Resource
Im
Figure 1: ELN Limited (2020). An image of The Gibbs Reflective Cycle retrieved from:
http://resources.eln.io/gibbs-reflective-cycle-model-1988
Deciding on an experience to reflect upon
The first step of completing this assignment will be to select an experience to reflect upon.
The assignment question is:
As a Registered Nurse, there will be times when your own ideas and experiences of health
and illness may challenge your ability to practice Person Centred Care (PCC). Reflecting on
these perceptions is a skill which is crucial to implementing PCC.
Using the Gibbs Reflective Cycle as a framework, submit a reflective essay that describes
and analyses one experience of applying the concepts of PCC to the NRSG 138 tutorial
case studies. This essay should demonstrate your developing understanding of PCC.
NRSG138 2020 AT3 Resource
So first you will need to consider a topic. What was your initial understanding of how we
care for patients in Australia? Is stitching up a wound and sending someone home enough to
say we have “cared” for someone? Consider you initial impressions before you started
NRSG138. Now think back to a time when you have been asked to consider the two case
studies in our unit so far- Jim and Tula. Was there an aspect of exploring their stories which
stood out for you, which changed your ideas around care? THIS is the item/experience which
you will need to analyse according to the Gibbs Reflective Cycle for this assignment.
Some topic examples
As an example, some students may decide that exploring the Nurses role in relation to Tula’s
care and the impact one can have on the nurse-patient relationship as a new way of thinking
about PCC. Other students may prefer to focus on the extra considerations of a patient’s
environment and social-cultural backgrounds (both Jim & Tula’s case studies had these
considerations) in relation to their care as in the case of caring for Jim. Perhaps you didn’t
realise that considering a patient’s caring responsibilities or genetic background (as you saw
in the Jim case study) is important in providing even the most basic of care which can be
described as PCC. There are many options and you are encouraged to spend some time
to consider your chosen topic.
Using the Gibbs Reflective Cycle
Description
This part of the cycle is not analytical or reflective it is descriptive. You are required to
provide
NRSG138 2020 AT3 Resource
an outline of the event or what happened. For this assessment task you will be describing the
learning you participated in across the unit which involved learning the principles of PCC and
how they relate to the two case studies presented so far (Tula or Jim, pick ONE element from
the case study such as a change in understanding once you applied the RLT model of Nursing
socio-cultural factors of health to Jim’s story).
Remember: Be specific relevant and concise a good description is the basis for the rest of the
reflection, so it needs to be crafted well. Does the reader know what happened from your
description?
Feelings
This part of the cycle involves connecting with why you responded the way you did, and the
following are a few cues to help you identify this. Answer those that you think are relevant to
you.
- How did I feel and what did I expect, anticipate or think about PCC before starting NRSG
138?
- How did I feel and what did I think when I was applying my new knowledge to the case
studies?
- Was there a change or a shift in my feelings at some point when exploring the case studies?
- How did I feel after my understanding changed?
Remember: This is also a descriptive section and involves your personal feelings emotions
and views; we expect to see the word ‘I’ here.
NRSG138 2020 AT3 Resource
Hint: Want to know more about writing in first person, and writing
reflectively? See the Academic Skills Unit guide
Evaluation
Answer any of the following cues that you think are relevant to your learning experience in
NRSG138. You may use references to support your reflection. Choose just one or two
issues. Then you can move on to develop some in-depth critical analysis in the next section.
- What part of the learning experience worked well for me?
- What did not work as well as I expected?
- What difficulties did I have (if any)?
- Which concepts did I grasp easily?
- Links between the case study and PCC should be evident here (references might be
appropriate here)
Remember: This part identifies positive and negative perceptions about the learning
experiences. If there are lots of things you want to say prioritise the most important ones, or
those that best represent your experience.
Analysis
In the analysis part you are seeking to make sense of the events see how they integrate
together – to critically analyse what was going on and consider what were the advantages of
learning these concepts? It also balances the experience from the tutorials against what the
literature says is correct or more appropriate in relation to PCC.
NRSG138 2020 AT3 Resource
Consider the following and select those that are relevant to your topic of choice:
- What were the aspects that did not go so well and why were they difficult?
- What aspects went well and why were they effective in building your learning?
- Consider other learning experiences and compare earlier learning experiences to this one.
- What improvements does the literature suggest?
- Can you challenge any assumptions about PCC now that you know more?
- What themes seem to be emerging from your analysis?
- From the literature- were people’s experiences similar to or different from yours, and in
what ways? You must use literature to support your analysis. How do ideas from the
literature compare with your experience?
- Make use of knowledge/ideas from outside your experience to develop and inform your
analysis.
- Explain the extent to which new skills or knowledge will enable them to deal with the
experience (this may also fit into the conclusion).
Remember: This section is analytical it is focused on explaining the reasons as to why things
happened. In this section you identify what were the contributing factors to making this a
good or bad experience.
HINT: Have a look at the Academic Skills Unit resource on reflective
writing, particularly the tab titled “Incorporating ideas from the
evidence”. It shows some examples of how to continue to write in first
person whilst using evidence to support your ideas.
NRSG138 2020 AT3 Resource
Conclusion
Look back on your learning experience and consider the following questions
- What were my learnings from reflecting upon this experience (positive and/or negative)?
- Did the experiences fill any learning gaps or enable me to identify learning needs and
areas of focus? Perhaps link your new learning to PCC.
- Was I able to identify personal strengths and/or weaknesses from these learning
experiences?
- What have you learnt about: yourself, your self-awareness, your practice?
- What have you learnt that you would recommend for practice in general (i.e. social,
political, cultural, ethical issues)?
Remember: The conclusion pulls it all together and summarizes what you have learnt and
what your desired outcome is. This is a summary – Please be specific and concise. Avoid
generalized statements such as” I don’t know enough yet
Action Plan
Ask yourself the following questions to help build a plan
- What do I need to do so that I can implement person centered care in the future?
- Even if the learning was great what can I do to make my learning more efficient?
- What are the priorities for my learning?
- What am I specifically going to do to make these things happen: what activities will I
undertake,
NRSG138 2020 AT3 Resource
what resources will I examine? who will I speak to?
Remember: This part of the reflection is focused upon a plan of action it is not descriptive or
analytical but states the actions required to achieve your desired outcome
Hint: Check the Action plan component of the AT3 rubric in the Unit
Outline on the Overview tab of LEO. Have you addressed each item?
If you need to read more about reflection look at the resources on the last page of the
‘Reflective Writing’ lesson on the Academic Skills Unit page.
NRSG138 2020 AT3 Resource
References
Boud, Keogh & Walker, (2013). Promoting reflection in learning: A model. In Boud, Keogh
&Walker(Eds.) Reflection: Turning experience into learning. London: Kogan Page, pp.18-
40.
ELN Limited. (2020). Figure 1: An image of The Gibbs Reflective Cycle. Retrieved
https://www.eln.io/bloggibbs-reflective-cycle-model-1988
Finlay, L. (2008). Reflecting on reflective practice. PBPL paper, 52, 1-27.
Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further
Education Unit. Oxford Polytechnic: Oxford. Oxford Brookes University.
Taylor, B. (2010). Reflective practice for healthcare professionals: a practical guide.
McGraw-Hill Education (UK).
Tula Folau
Tula is a 38-year-old Samoan woman who works at a textile factory in Dandenong, Melbourne. She is in a relationship with Paul who is 41 and works as a brickie’slabourer. She has one child, Lydia who is 10. Lydia’s father Tom has a good relationship with Tula and shares the care of Lydia.
Patient health data:
Tula Folau
- Weight: 114kg
- Height: 160cm
- BMI: 44.5
Past MHx:
- # left ulna aged 6, PCOS diagnosed aged 17, hypertension
- Current Meds: Irbesartan 150mg PO daily
Presenting problem: Tula Folau Persistent dry cough, paroxysmal expiratory wheeze. Developed acute dyspnea towards the end of her 12hour factory shift. Transported to local emergency department by ambulance, and following assessment was admitted to the respiratory unit for three days.
Inpatient summary: Tula Folau
During Tula’s inpatient stay her care was coordinated by the unit nurses. She was reviewed by a respiratory consultant, a physiotherapist, a social worker and a respiratory CNC. Following clinical examination and respiratory function testing, she was diagnosed with adult onset asthma, and commenced on Salbutamol and Seretideinhalers.
ACTIVITIES
Tula’s care and the NSQHS standards
- Examine Tula’s ED notes and her nursing inpatient notes
- Identify the standards relevant or manifest in the clinical documentation
- You should be able to find 7 out of 8 standards.
Emergency department notes: Tula Folau
Standard 1: Clinical Governance.
Standard 2: Partnering with Consumers.
Standard 3: Prevent & Control HCA Infection.
Standard 4: Medication Safety.
Standard 5: Comprehensive Care:
Standard 6: Communicating for Safety:
Standard 7: Blood management:
Standard 8: Recognizing& Responding to Acute Deterioration
Inpatient nursing notes:Tula Folau
Standard 1: Clinical Governance.
Standard 2: Partnering with Consumers.
Standard 3: Prevent & Control HCA Infection.
Standard 4: Medication Safety.
Standard 5: Comprehensive Care:
Standard 6: Communicating for Safety:
Standard 7: Blood management:
Standard 8: Recognizing & Responding to Acute Deterioration
Activity 4 : Tula’s story continued Tula has been transferred to the respiratory ward •At 10 am. Tula rings the bell to tell the nurse that she feels unwell and she is finding it hard to breath, especially when she is lying down. •The nurse (Clorinda) takes Tula’s SpO2 which is 96% on room air and takes her respiratory rate: 28 respirations per minute and heart rate : 90 bpm. •Clorinda gives Tula another dose of salbutamol as ordered and repositions her in the bed.
Tula’s story continued Tula overhears Clorinda speaking to a colleague outside her door
- “ The real issue is her obesity she is so fat she can’t breathe adequately. If she lost weight she could breathe more easily. This is about Tula helping herself, but it’s a cultural thing.” •Tula has some relief from the salbutamol but continues to feel unwell she is reluctant to ask for help from Clorinda again. •Three hours later Clorinda gives handover to nurse Kate. Clorinda states “This is Tula she has asthma and she has been having some dyspnea ‐she is on the improve”.
Tula’s story continued
- Kate drops down to Tula’s eye level and asks ‘How are you feeling?’
- Tula responds ‘I can’t breathe unless I am sitting up I feel very sweaty and hot. •Kate takes a set of observations and finds: Temperature: 39.7 degrees Celsius Heart Rate: 98 BPM, Respiratory Rate: 33 breaths/minute and SpO2: 90% on room air •On auscultation there is limited air entry into the base of both lung fields.
Tula’s Notes & Activity 4
- Look at the resources in the Module 3 tutorial folder
- Under the first three headings of the Clinical Reasoning Cycle begin to process Tula’s case study.
- Which elements of the Code of Conduct and/or Code of Ethics have the two different nurses demonstrated or breeched here?
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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