CLINICAL SCENARIO

Clinical Scearios :

AMIR

Amir is a 3 year old male. He was born in Australia to Syrian parents. English is their second language and while Amir’s parents can participate well in normal conversation, they are finding difficult to understand medical terminology. Amir is currently up to date with all immunisations. He has a history of middle ear infections, having had 8 in the last 12 months.

You are working on the day surgery unit at the local hospital. Amir has returned to the unit after having grommets inserted under general anaesthetic. The ENT surgeon has provided the following post-operative orders:
•For discharge this PM;
•Please provide parents with appropriate discharge information.

Amir is currently sitting up in his bed talking to his mother and father in Arabic. He has an intravenous cannula insitu in his left hand and has had a sandwich and glass of orange juice. He is due for oral pain relief prior to discharge

Assessment Task 2 Assessment Guidelines: Written Report

Using a paediatric clinical scenario provided, this assessment task offers the opportunity for students to develop and articulate an individualised and evidenced-based approach to the nursing care of a child or youth and their family. A key focus will be the importance of taking a developmentally appropriate approach and incorporating the principles of child/family centred care and child rights when communicating with and providing care to a child or youth and their family.

This assessment must be completed on the provide template.

1. Choose one of the provided scenarios.

2. Identify an issue with communication arising from the scenario. Describe the strategies/approaches you will use to communicate and develop a trusting relationship with the child or youth and family incorporating the principles of child/family centred care and child rights.

3. Identify an aspect of nursing care currently required by the child or youth. Describe how you will provide this care incorporating the principles of child/family centred care, child rights and the developmental stage of the child.

Assessment 2:Clinical Scenario – Written Report (RUBRIC)

Criterion High Distinction (HD) Distinction (D) Credit (CR) Pass (PP) Fail (NN)
Develops child centred effective strategies/ approaches to caring for a child or youth and their family based on the developmental stage of the child.
(14 marks) Demonstratesexceptional understanding of the child’s developmental stage by seamlessly integratinghighly relevant strategies and approaches to providing appropriate care for the child and family. Demonstratesvery good knowledge and understanding of the child’s developmental stage by integratinghighly relevant strategies and approaches to providing appropriate care for the child and family. Demonstratesgood knowledge and understanding of the child’s developmental stage by incorporating relevant strategies and approaches to providing care for the child and family. Demonstrateslimited knowledge and understanding of the child’s developmental stage by incorporating strategies and approaches to providing care for the child and family. Doesnot incorporate consideration of the child’s developmental stage when providing care for the child and family ordoesnot develop appropriate strategies or approaches for engaging the child or youth and their family based on the child’s developmental stage.
Incorporates the principles of Family Centred Care when communicating with a child or youth and their family.
(14 marks) Demonstrates exceptional knowledge and application of the principles of family centred care when communicating with the child or youth and their family.
Demonstrates very good knowledge and application of the principlesof family centred care when communicating with the child or youth and their family. Demonstrates good knowledge and application of the principlesof family centred care when communicating with the child or youth and their family. Demonstrates limited knowledge and application of the principles of family centred care when communicating with the child or youth and their family. Does not apply the principles of family centred care when communicating with the child or youth and their family.
Synthesises and applies the best available evidence

(6 marks) Highest possible level of evidence and wide range of scholarly sources used to support all aspects of the discussion scholarly sources. Used an extensive range of synthesized sources to support discussion. Strong evidence and a range of scholarly sources used to support the discussion. Consistently uses evidence and a range of scholarly sources to support most aspects of the discussion. Most of the discussion supported by evidence and scholarly sources, but this was limited in places or lower level evidence used. Discussion not supported by evidence or poor-quality evidence used to support the discussion. Presented information based on opinion or information from non-scholarly sources.
Demonstrates academic writing skills.

(6 marks) Presented an excellent discussion in academic style, with a succinct, logical structure that identifies purpose, position and presents evidence.Virtually free from spelling, grammatical and/or terminology errors. Accurately used the Harvard referencing style throughout.
Adheres to template. Presented a well-structured discussion in academic style, with a logical flow that identifies purpose, position and presents evidence.
Infrequent minor spelling, grammatical and/or terminology errors. Mostly accurate use of the Harvard referencing style throughout.
Adheres to template. Presented a clear discussion in an appropriate academic style in academic style, with a mostly logical flow that identifies purpose, position and presents evidence. Occasional minor spelling, grammatical and/or terminology errors that do not interfere with understanding. Used the Harvard referencing style throughout with minor occasional errors.
Adheres to template. Presented a discussion mostly in appropriate academic style in academic style that identifies purpose, position and presents evidence. Minor spelling, grammatical and/or terminology errors that at times interfere with understanding.Used the Harvard referencing style throughout with some errors.
Mostly adheres to template. Did not present information in an academic style. Frequent spelling, grammatical and/or terminology errors. Inconsistent or incorrect referencing style with frequent errors. Used incorrect referencing style or many referencing errors.
Does not adhere to template.