NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS

Siena, a 9-year-old partially immunised girl from Wagin, was admitted on account of one-week history of abdominal pain and fever. At the emergency department, her ultrasound confirmed a perforated appendix. Siena was rushed to the theatre for emergency surgery. She was brought to your ward post-operatively. She had two intravenous cannulas—one on each hand. Nasogastric tube and indwelling catheter were insitu and connected to a drainage bag. Siena has phobia for medications served in syringes. The surgical notes report the presence of three steri-strips at the incisional sites.

Siena and her mother are now in the ward, and they have been allocated to you. Prior to their arrival to your ward, your shift coordinator had given you a brief handover and advised that they will be arriving in the next 15 minutes. On arrival, you noticed Siena has been charted regular analgesia and intravenous antibiotics with PRN analgesia for her pain management. On arrival, Siena was alert and her observations were: Temperature 38.6- degree,HR= 130 beats per minute, Oxygen saturation 90% on room air, RR= 28 breaths per minute with mild distress, BP = 100/70mmHg. It is estimated that Siena and her family will be on admission for at least 5 days.

Based on the above scenario, discuss the pathophysiology, management and health promotion for Siena and her family.

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NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Assignment guidelines

Word count = 1400 (+/-10% word count)

Your assignment should include the following:

An introduction summarizing the case
Discuss the pathophysiology of the presenting condition.
Discuss the assessments (Paediatric Assessment Tool and/or Primary AssessmentFramework) you will undertake to prioritize and manage care for
Describe the nursing management of Siena’s condition
Using the child and family centred care model, how will you care for Siena and her family
What discharge education and health promotion will you emphasize?
How will you teach Siena to manage her condition after discharge?
What community support resources will you refer Siena to?

Detailed instructions

Essay format with formatted headings following School of Nursing& Midwifery guidelines (see BB Assessment tab).
Academic writing style following APA 7^th edition referencing
Appropriate sentence structure, conjunctions, word use, grammar and spelling (this is an English Language Proficiency (ELP) specified unit).
Format essay with relevant headings representing the assignment sections. The assignment must flow smoothly and read logically. Note: Ensure that each section is discussed within the essay, showing the depth of knowledge and understanding, critical thinking, evidence and content

Assignment Presentation

Introduction (approx 100 words)

An overview of the case study and definition of
A brief overview of the epidemiology of the condition
An overview of the assignment relevant to the patient

Section one (approx 500 words)

Describe the presenting problem’s pathophysiology

Section two (approx. 1000 words)

Discuss the nursing considerations and management for this child, incorporating examples of child and family centred care, assessment strategies and nursing
Discuss potential assessment findings, what range of assessments or preparations would be required and what appropriate assessment tools will you utilise/would be used. Consider any potential changes e.g. deterioration/recovery and how this would impact the care
Students should identify, consider and briefly discuss nursing management,

– this should demonstrate the student’s ability to demonstrate clinical knowledge, critically think and incorporate evidence-informed practice.

Students should also incorporate any holistic health considerations and rationales to demonstrate critical

Section three (200)

Discuss the health promotion strategies you will put in place for Siena and her family and the community resources they can

Conclusion (approx 100 words)

Provide an overview of the assignment and the primary relevant points No new material introduced.

Referencing

In-text and end-text referencing per current ECU referencing guidelines – APA 7^th edition style. NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS
Minimum of 10 current and credible academic references, using a variety of sources including peer-reviewed journal articles (minimum of 5 journal articles) scholarly books and quality websites (Australian and other credible websites). Credible resources include evidence-based research and best practice guidelines (Australian and international if relevant, e.g. WHO). Patient information sources, public access medical websites designed for non-health professionals, eMedicine, MayoClinic, BetterHealthChannel, GPNotes, Wikipedia and Dictionary.com etc willnot be accepted as academic references. All references need to be from reputable sources. Do not use lecture notes as references.
Accepted academic peer-reviewed journal articles up to five years old, scholarly books up to 10 years
The medical dictionary may be used for medical terminology but should not be includedin your reference

Note: The proposed word counts are suggestive only but not prescriptive.

Case Study Analysis Sample Paper on Cystic Fibrosis

Introduction

This essay will be analysing the case of a 13-year-old boy named Bruce with cystic fibrosis (CF), a life-limiting genetic condition that affects the mucus production in the body, largely affecting the lungs and the gastrointestinal system (Fraser et al., 2017). Bruce lives with his family in Merredin, Western Australia (WA), regularly having tune ups at Perth Children’s Hospital (PCH).

He has a history of procedural anxiety and pancreatic insufficiency from his CF, and is scheduled for a tune-up and one week stay in hospital for exacerbation of his CF and an insertion of a new Peripherally Inserted Central Catheter (PICC). Despite his supportive parents, Bruce appears withdrawn and reluctant to be in hospital, uninterested in eating or involving himself in his care, however after 24hrs of antibiotics he states he has stated his cough is improving. With this information this essay will discuss the pathophysiology, management and health promotion for Bruce and his family.

Pathophysiology

Cystic fibrosis is caused by a mutation in the cystic fibrosis transmembrane regulator (CFTR) protein gene, and is an autosomal recessive disorder. The CFTR protein ordinarily functions as a channel across epithelial cell membranes, and controls the chloride ion transportation and therefore the movement of water in and out of the cell, affecting the flow of mucus in the body (Fraser et al., 2017).

Normally, the CFTR gene interacts with inflammasome, transports anions, and regulates the epithelial sodium channel (Elborn, 2016). In a person with cystic fibrosis, there is hyper-inflammation of proteasome, reduced or absent anion transport, and hyper-reabsorption of sodium, and impaired innate immunity, leading to mucous anomalies (Elborn, 2016). This results in mucus retention and chronic infections, and because of this, morbidity and mortality are often caused by bronchiectasis, progressive respiratory impairment, and small airway obstructions.

Issues with the CFTR gene can affect malabsorption in the pancreas (Elborn, 2016). In the case study it states that Bruce has a history of pancreatic insufficiency as a complication of his CF, due to the thick mucus in the pancreas blocking pancreatic enzymes from entering the small intestine, so the digestive tract begins to pass partly undigested food, affecting nutrition status (Cystic Fibrosis Foundation, n.d.).

Nursing Assessment and Management

To prioritise and manage Bruce’s care, the nursing staff first need to assess Bruce using a variety of tools and assessments to develop a nursing plan. One of these assessments is the Children’s Early Warning Tool [CEWT], a tool that assesses for clinical deterioration in patients (Cassidy et al., 2019). Bruce’s observations are as follows: Temperature 38.7, Heart rate [HR] 120 beats per minute (bpm), Oxygen saturation 95% at room air, blood pressure [BP] 100/70mmHg and respiratory rate [RR] 26 breaths per minute with mild distress. According to the CEWT for children 12 years and above, Bruce scores a 4 on the chart which indicates he needs increased frequency of observations, review of oxygen requirements, treatment to clear the mucus in his airways, and a review from the ward doctor.

To treat exacerbations of CF, IV antibiotics is commonly prescribed, often through a PICC line (May et al., 2018). Bruce has a blocked PICC so requires an insertion of a new PICC. His procedural anxiety means sedation or general anaesthesia should be considered for the insertion of his PICC line. Antibiotics are a constantly used therapy for CF patients, and after 24 hours of antibiotics Bruce has already noted an improvement, so ensuring IV access is maintained is important to fight off recurring infections.

Bruce’s increased HR and RR indicate ineffective airway clearance, and a respiratory assessment should be done to assess for adventitious or decreased breath sounds to confirm this (Swearingen, 2015). To improve airway clearance, the use of bronchodilators and chest physiotherapy is a daily regimen aiding patients to mobilise and clear the thick secretions in the airways (Kamat, 2017). Medications via a nebuliser is another treatment option to clear secretions, and it is important to sit Bruce up to maximise the inhalation of the medication and improve effectiveness of his cough to clear airways (Kamat, 2017).

Nutrition is a major aspect for cystic fibrosis management, especially in patients with pancreatic insufficiency such as Bruce. A diet high in calories, proteins, salts, and medium to high in fats is necessary (Swearingen, 2015). Patients with CF need at least 120-130% of the recommended daily allowance of caloric intake, and the fat intake should make up 35-40% of this, compared to 30% fat intake for those without CF (Kamat, 2017).

Pancreatic enzymes should be administered with meals and snacks as prescribed, as replacement of enzymes is necessary for proper digestion and absorption of nutrients, and is important for growth and in fighting infection (Standen, 2019). As well as the enzymes, non-fat soluble multivitamins are an important part of managing Bruce’s care. Considering a dietician referral for Bruce and his family regarding Bruce’s requirements during his exacerbation of CF should also be considered (Kamat, 2017).

Bruce will be spending his life treating his illness at home and at hospital, so it is important that we address his procedural anxiety and reluctance towards hospitalisation for future treatments. Providing psychosocial support to Bruce and his family is important so that we can intervene before Bruce’s anxiety worsens and his family become reluctant to receive care.

Introducing our roles and communicating with empathy and active listening techniques will establish a safe atmosphere for Bruce and his family, relieving some anxiety (Swearingen, 2015).

CF social workers can help families deal with not only psychological aspects of managing Bruce’s care but financial ones as well, especially considering they live regional and need to travel for Bruce’s tune-ups.

Health Promotion

In a few years’ time Bruce will be transitioning to adult health care, and Bruce and his family need preparation for his change. Transitioning from paediatric care moves adolescents with chronic conditions to adult health care in a manner that maximises quality care in an age- appropriate service, occurring over time involving the paediatric and adult health care agencies (Singh et al., 2020). By the end of this process, Bruce should be able to actively participate in self-managing his CF and making decisions in his care.

Perth Children’s Hospital has three stages to transition, the first stage being the introductory/planning stage that begins approximately around 12-14 years old, however this stage can vary (Perth Children’s Hospital, n.d.). This stage introduces Bruce and his family to the transition process, working out what Bruce needs to know about himself and his medical condition.

The next stage, the preparation stage, is usually during the ages of 14-16 years, and develops a transition plan in partnership with Bruce and his parents. Bruce will also begin to learn the skills needed for caring for himself at this stage. The final stage is the transfer stage, usually between 16-18 years of age, and begins when Bruce is looking after himself with confidence and is ready to transfer, and information is exchanged between the health care team at PCH and adult health services (Perth Children’s Hospital, n.d.).

For the initial stage of transition, educating Bruce on the care being provided and why, and encouraging his parents to talk through the care they give him at home is important to provide Bruce with information about himself that he will need for adult care and to manage his own care when he’s older and ready (Coyne et al., 2018). Referrals to CF social work will also help provide Bruce and his parents support on how to prepare for a higher level of independence in Bruce’s care in a smoother transition (Kamat, 2017).

Conclusion

To conclude, cystic fibrosis is a chronic, life-limiting genetic condition that requires daily care and a lot of contact with health services throughout someone’s life. For this hospital presentation and tune-up, Bruce needs to have a clear airway maintained and treatment provided for the increased mucus in his lungs, and he needs to be considered for sedation or general aneasthesia while his PICC line is inserted to try and lessen the stress from his procedural anxiety.

He needs nutritional supplements and assessments on his nutritional status, and psychosocial support given to him and his family for both Bruce’s withdrawn presentation and in preparing him and his parents for the transition to adult health care, a process that needs to be introduced early so that planning can begin and nobody feels unprepared when the time for transition does come.

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References

Cassidy, C. E., MacEachern, L., Best, S., Foley, L., Rowe, E., Dugas, K., & Mills, J. L.A. (2019). Barriers and enablers to implementing the children’s hospital early warning score: A pre- and post-implementation qualitive descriptive study. Journal of pediatric nursing, 46, 39-47. https://doi.org/10.1016/j.pedn.2019.02.008

Coyne, I., Malone, H., Chubb, E., & While, A. E. (2018). Transition from paediatric to adult health care for young people with cystic fibrosis: Parents’ information needs. Journal of Child Health Care, 22(4), 646-657. https://doi.org/10.1177/1367493518768448

Cystic Fibrosis Foundation. (n.d.). Enzymes. https://www.cff.org/Life-With-CF/Daily- Life/Fitness-and-Nutrition/Nutrition/Taking-Care-of-Your-Digestive-System/Enzymes/

Elborn, J. S. (2016). Cystic fibrosis. The Lancet, 388(10059), 2519-2531. https://doi.org/10.1016/S0140-6736(16)00576-6

Fraser, J., Waters, D., Forster, E., & Brown, N. (2017). Paediatric nursing in Australia: Principles for practice (2nd ed.). Cambridge University Press.

Kamat, D. M. (2017). Quick reference guide to pediatric care (2nd ed.). American Academy of Pediatrics.

May, T. L., Gifford, A. H., Lahiri, T., Black, A., Trang, J., Cornell, A. G., Gonzalez, K., Morin, S., Napier, M., Duarte, C. W., Zuckerman, J. B. (2018). Complications of long and intermediate term venous catheters in cystic fibrosis patients: A multicenter study. Journal of Cystic Fibrosis 17, 96-104. http://dx.doi.org/10.1016/j.jcf.2017.04.014

Perth Children’s Hospital. (n.d.). Transition to adult health care. https://pch.health.wa.gov.au/For-patients-and-visitors/Transition-to-adult-healthcare

Singh, J., Towns, S., Jayasuriya, G., Hunt, S., Simonds, S., Boyton, C., Middleton, A., Kench, A., Pandit, C., Keatley, L. R., Chien, J., Bishop, J., Song, Y., Paul, R., Selvadurai, H., Middleton, P. G., & Fitzgerald, D. A. (2020). Transition to adult care in cystic fibrosis: The challenges and the structure. Paediatric Respiratory Reviews. https://doi.org/10.1016/j.prrv.2020.07.009

Standen, J. (2019). Cystic fibrosis. InnovAiT, 13(1), 39-46. https://doi- org.ezproxy.ecu.edu.au/10.1177/1755738019883322

Swearingen, P. L. (2015). All-in-one care planning resource. Elsevier.

NUR3503 ASSESSMENT 2: CASE STUDY ANALYSIS Rubric

	Well Below Average (<25%)	Below Average (26-49%)	Pass/Average (50-59%)	Credit (60-69%)	Distinction (70-79%)	High Distinction (>80%)
Content	Does not address assessment item. No evidence to support main ideas. Unable to demonstrate an understanding of the main ideas or concepts. No credible sources used to support main ideas.	Does not or poorly addresses assessment item. Insufficient evidence to support main ideas. Unable to or poorly demonstrates an understanding of the main ideas or concepts. Ideas are not relevant to the topic. Limited referencing to support ideas.	Assessment item addressed at a superficial level. Minimal evidence to support main ideas. Able to demonstrate an understanding of the main concepts at a basic level. Some ideas presented have relevance to the topic.	Most parts of the assessment item addressed at a satisfactory level and supported by adequate evidence. Able to demonstrate an understanding of the main concepts. Most ideas presented have relevance to the topic.	All parts of the assessment item addressed at a good level and supported by quality evidence. Able to demonstrate a solid understanding of the main concepts. Most ideas presented have relevance to the topic.	Content fully addresses all parts of the assessment item. Thorough exploration of concepts and well-formed ideas, supported by high quality evidence. Able to demonstrate an in-depth understanding of the main concepts. All ideas presented have relevance to the topic.
Content	0-10	11-19	20-23	24-27	28-31	32-40
Application of Critical Thinking	Does not demonstrate critical thinking appropriate to required level. No application of professional practice and/or evidence based thinking to assessment item.	Poorly demonstrates critical thinking appropriate to required level. Poor application of professional practice and/or evidence based thinking to assessment item.	Limited demonstration of critical thinking appropriate to level of education. Limited application of professional practice and/or evidence based thinking to assessment item.	Demonstration of critical thinking appropriate to level of education. Application of professional practice and/or evidence based thinking to assessment item.	Very good demonstration of critical thinking appropriate to level of education. Very good application of professional practice and/or evidence based thinking to assessment item.	Excellent demonstration of critical thinking appropriate to level of education. Excellent application of professional practice and/or evidence base to practice in assessment.
Application of Critical Thinking	0-4	5-7	8-9	10-11	12-13	14-16
Structure and Presentation	The assignment does not conform to the structure of the assessment item. No introduction to the assessment. Poor or non- existent paragraphing. No logical/cohesive development of ideas. No summation of key points in conclusion. Does not comply with ECU SNM Assignment Writing Guidelines.	Limited aspects conform to the structure of the assessment item. Poor introduction to the assessment. Limited paragraphing. Omits or poor summation of key points in conclusion. Poorly complies with ECU SNM Assignment Writing Guidelines. Does not follow specific assignment instructions as per Unit Semester Plan	Some aspects conform to the ECU SNM Assignment Writing Guidelines and specific assignment instructions as per Unit Semester Plan. Limited introduction of topic and summation of key points in conclusion. Minimal paragraphing, and logical/ cohesive development of ideas.	Complies with ECU SNM Assignment Writing Guidelines. Follows specific assignment instructions as per Unit Semester Plan. Introduction adequately introduces topic and summarises key points in conclusion. Paragraphing is evident, and there is a logical/ cohesive development of ideas in some of the assessment item.	Complies with ECU SNM Assignment Writing Guidelines to a very high standard. Follows specific assignment instructions as per Unit Semester Plan completely. Very good introduction of topic and summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue. Very good paragraphing, and logical/ cohesive development of ideas in most of assessment item.	Complies with ECU SNM Assignment Writing Guidelines to an excellent standard. Follows all specific assignment instructions as per Unit Semester Plan. Excellent introduction of topic and strong summation of key points in the conclusion that reflects the student’s position and provides clear insights into the issue. Excellent paragraphing and logical/ cohesive development of ideas throughout
Structure and Presentation	0-3	4-6	7-8	9	10-11	12-14
Referencing	Referencing does not follow instructions in the ECU Referencing Guide. In text and/or end-text referencing has multiple errors and/ or includes references in conclusion.	Referencing poorly follows instruction in the ECU Referencing Guide. In text and/or end-text referencing has many errors and/ or includes references in conclusion.	Mainly adheres to instruction in the ECU Referencing Guide. In text and/or end- text referencing has some errors.	Adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has few errors.	Adheres to instruction in the ECU Referencing Guide. In text and/or end- text referencing has very few errors.	Completely adheres to all instruction in the ECU Referencing Guide. In text and/or end- text referencing has no errors.
Referencing	0-2	3-4	5	6-7	8-9	10
	Low Proficiency	Developing Proficiency	Moderate Proficiency		High Proficiency
English Language Proficiency	Incorrect or inappropriate aspects of writing obscure meaning in many places. Significant editing needed to clarif the meaning, along with extensive proofreading to correct technical errors. Multiple grammatical, spelling and punctuation errors were present throughout. Sentence structure poor making it difficult to determine meaning.	Incorrect or inappropriate aspects of writing obscure meaning in some places. Some editing needed to clarify the meaning, along with extensive proofreading to correct technical errors. Many grammatical spelling and punctuation errors were present and needs improvement. Sentence structure needs improvement.	Aspects of writing are mostly accurate. Mistakes rarely affect clarity of meaning. Minor editing needed to clarify the meaning, along with careful proofreading to correct technical errors. Mostly correct grammar, spelling and punctuation evident throughout. Sentence structure acceptable but needs improvement.	Aspects of writing are mostly accurate. Mistakes rarely affect clarity of meaning. Minor editing needed to clarify the meaning, along with careful proofreading to correct technical errors. Mainly correct grammar, spelling and punctuation. Very few errors. Sentence structure was of a good standard.	Aspects of writing are appropriate and optimally constructed, allowing clarity of meaning. Meaning is clear and needs only a light proofread to correct technical errors. Grammar, spelling and punctuation were error free. Sentence structure of a high standard. Effective use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of arguments throughout paper.	Aspects of writing are appropriate and optimally constructed, allowing clarity of meaning. Meaning is clear and there are no technical errors. Grammar, spelling and punctuation were error free. Sophisticated use of all sentence and paragraph writing conventions were clearly demonstrated. Logical application of arguments throughout paper.
English Language Proficiency	0-5	6-10	11-13	14-15	16-18	19-20