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NRNP 6645 Analyzing Group Techniques Assignment Example

NRNP 6645 Analyzing Group Techniques Assignment Example Brief

Assignment Overview:

The NRNP 6645 Analyzing Group Techniques Assignment aims to help students understand group therapy techniques in the context of cognitive-behavioral therapy (CBT). Students will analyze a provided video, “Psychotherapy for Schizophrenia,” focusing on group therapy dynamics and the therapist’s role in facilitating cognitive-behavioral interventions. The assignment looks into how CBT strategies are used, their impact on group dynamics, and how well the therapist manages challenging situations.

Understanding Assignment Objectives:

• Analysis of Group Therapy Techniques: Students need to carefully assess the group therapy techniques shown in the video. This includes focusing on the CBT strategies used by facilitators and how effective they are in addressing participants’ concerns.
• Therapist’s Role Evaluation: Students should evaluate how the therapist contributes to the group session. This involves looking at how the therapist creates a supportive environment, manages group dynamics, and applies CBT principles to improve participants’ mental health.
• Application of CBT Principles: The assignment explores how CBT principles are used in a group setting. Students should identify instances where CBT techniques help reduce symptoms and improve patient satisfaction.
• Suggestions for Improvement: Students are encouraged to give helpful feedback by suggesting improvements in how the group is run. This includes ideas for making the physical layout of the group better and other practical enhancements.
• Insights Gained Reflection: The assignment requires students to think about what they’ve learned from analyzing the video. This may include new perspectives on effective group facilitation, the importance of structured sessions, and the therapist’s role in creating a supportive therapeutic environment.
• Handling Disruptive Clients: Students should analyze how the therapist deals with disruptive clients in the group. This involves understanding redirection techniques, considering potential removal strategies, and thinking about how disruptive behavior affects the group.
• Benefits and Phases of Group Therapy: The assignment explores the benefits of group therapy and the different phases participants go through. Students are expected to recognize the positive aspects of group therapy, including increased interaction, shared coping mechanisms, and diverse perspectives contributing to rehabilitation.

The Student’s Role:

As a student, your role is to carefully watch the provided video, “Psychotherapy for Schizophrenia.” Pay close attention to the group therapy techniques, the therapist’s interventions, and how the session is going overall. Use your knowledge of cognitive-behavioral therapy principles to assess how well the strategies are working. Additionally, give helpful feedback on potential improvements, reflect on personal insights gained, and think about how the therapist deals with disruptive clients.

Make sure your analysis fits with the assignment objectives and gives a good understanding of group therapy techniques, emphasizing the use of cognitive-behavioral interventions in a group setting. This assignment is a chance to improve your skills in evaluating therapeutic approaches and contribute valuable insights to the field of mental health.

Detailed Discussion Assignment Instructions: Assessment Description

The Analyzing Group Techniques Assignment

Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.

As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.

RESOURCES

 Be sure to review the Learning Resources before completing this activity.

Click the weekly resources link to access the resources.

NRNP-6645 Assignment Analyzing Group Techniques

WEEKLY RESOURCES

To prepare:

    Select one of the group therapy video demonstrations from this week’s required media Learning Resources.

THE ASSIGNMENT

In a 3- to 4-page paper, identify the video you selected and address the following:

    What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?

    What evidence from the literature supports the techniques demonstrated?

    What did you notice that the therapist did well?

    Explain something that you would have handled differently.

    What is an insight that you gained from watching the therapist handle the group therapy?

    Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?

    Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

BY DAY 7

Submit your Assignment.

ReminderLinks to an external site. The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at https://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

NRNP 6645 Analyzing Group Techniques Assignment Example

Introduction

Group therapy, a valuable therapeutic approach, provides individuals with a supportive environment to share and explore their feelings, fostering healing through shared understanding. This analysis focuses on an IPT session for a client with a substance use disorder, examining group therapy techniques, the therapist’s performance, insights gained, and strategies for handling a challenging group member. By delving into these aspects, we aim to deepen our comprehension of effective group therapy dynamics.

Group Therapy Techniques

The IPT session demonstrated several impactful group therapy techniques. Interpersonal sensitivity, catharsis, universality, and releasing tension were evident as group members shared personal experiences and vulnerabilities. Hauber, Boon, and Vermeiren (2019) highlight the importance of these techniques in promoting trust, disclosure, and cohesiveness within the group. Furthermore, interpersonal learning played a key role, allowing group members to gain insights into their own behaviors through genuine emotional experiences (Cuijpers et al., 2016).

The therapist effectively utilized a directive approach, guiding the group through various stages of the session. This approach positively influenced the group’s depth of interaction and personal disclosure. The use of active listening and turn-taking contributed to a balanced and inclusive therapeutic environment, aligning with the principles of effective group therapy leadership (Jones, Bodie, & Hughes, 2019).

Therapist’s Performance

The therapist’s directive approach showcased effective leadership and facilitation skills. By actively listening and allowing turn-taking, the therapist created an environment where each group member felt heard and valued. Empathy was a notable strength, as demonstrated by the therapist’s understanding of the client’s experiences, even in the absence of explicit verbalization. However, caution must be exercised regarding individual reactions, as they may be interpreted differently by group members, potentially impacting the therapeutic alliance (Hauber, Boon, & Vermeiren, 2019).

Handling a Difficult Group Member

When faced with a challenging group member, the author would employ a strategic approach, considering the client’s readiness stage, offering choices, and focusing on strengths. This approach aligns with principles of client-centered therapy, ensuring active client engagement and empowerment in the therapeutic process. Determining the client’s readiness stage is crucial for tailoring interventions that facilitate progress without inducing resistance (Cuijpers et al., 2016). Offering choices empowers the client, fostering a sense of autonomy and collaboration within the therapeutic relationship. Focusing on strengths enhances optimism and attachment, crucial factors in overcoming challenges within the group context.

Insights Gained

The analysis provided valuable insights into the significance of effective leadership and the balance between talking and listening in group therapy. The directive approach proved instrumental in promoting active engagement and disclosure. The importance of creating a non-judgmental space for clients to share their experiences became evident, emphasizing the therapist’s role in facilitating a safe and supportive group environment. These insights are transferable across various therapeutic modalities, underscoring the universal principles of effective group therapy facilitation.

Benefits and Challenges of Group Therapy

Group therapy offers numerous benefits, including peer support, shared learning, and interpersonal skill development. The shared experience among group members fosters a sense of universality, reducing feelings of isolation (Hauber, Boon, & Vermeiren, 2019). However, challenges such as managing conflicts and varying participation levels must be navigated. Strategies for addressing these challenges include establishing clear group guidelines and interventions to promote equal participation.

Conclusion

This analysis has provided a comprehensive examination of group therapy techniques within an IPT session, shedding light on the therapist’s performance, handling difficult group members, and the broader benefits and challenges of group therapy. By integrating insights from scholarly literature, this exploration contributes to a deeper understanding of effective group therapy dynamics and their application in diverse therapeutic settings.

NRNP 6645 Analyzing Group Techniques Assignment Example Two

Introduction

Interpersonal Psychotherapy (IPT) is a time-limited therapeutic approach that addresses mental health issues by focusing on the impact of interpersonal relationships. This analysis delves into an IPT group therapy session for a client named Jimmy, who presented with a substance use disorder. The study explores group therapy techniques employed during the session, supported by scholarly literature, evaluates the therapist’s performance, suggests alternative approaches, and reflects on the insights gained from observing the therapy.

Group Therapy Techniques and Literature Support

The IPT session for Jimmy showcased various group therapy techniques with strong support from scholarly literature. Releasing tension emerged as a crucial technique at the beginning of the session. Hauber, Boon, and Vermeiren (2019) emphasize that sharing personal experiences promotes universality, comfort, and cohesiveness within the group. The group members, acknowledging Jimmy’s initial discomfort, responded by sharing their secrets, creating a supportive environment.

Catharsis played a significant role in building trust and promoting disclosure. Group members, through their willingness to share shameful aspects of their lives, demonstrated catharsis. This technique fosters an environment where individuals feel safe to take risks and make further disclosures (Hauber, Boon, & Vermeiren, 2019). Interpersonal sensitivity was evident as group members, particularly Mark, shared experiences similar to Jimmy’s, highlighting the importance of readiness and cohesiveness for effective disclosure (Hauber et al., 2019).

Interpersonal learning, another group technique, was demonstrated when Jimmy shared his problematic behavior of stealing his mother’s medication. The therapist facilitated the process by providing feedback and guiding group members in understanding the dynamics of their own behaviors. This aligns with the principles of interpersonal learning, allowing individuals to gain insights through genuine emotional experiences (Cuijpers et al., 2016).

Instilling hope emerged as a powerful technique during the session. Tim’s intervention effectively addressed Jimmy’s feelings of shame by acknowledging his courage and honesty. This approach aligns with Hauber, Boon, and Vermeiren’s (2019) assertion that individuals, realizing they are not judged solely on past actions, can inspire hope and facilitate positive change in others.

Therapist’s Performance

The therapist demonstrated commendable skills throughout the IPT session. The directive approach employed effectively guided the group, maintaining relevance and ensuring active engagement. Active listening and turn-taking, as highlighted by Jones, Bodie, and Hughes (2019), contributed to a balanced and inclusive therapeutic environment. The therapist’s empathy, particularly in understanding Jimmy’s experiences without explicit verbalization, created a non-judgmental atmosphere.

What the Therapist Did Well

The therapist excelled in using a directive approach, actively leading the group. This approach ensured the session’s relevance and maintained a clear therapeutic focus. The emphasis on active listening and turn-taking allowed each group member, including Jimmy, to feel heard and valued. The empathetic understanding demonstrated by the therapist contributed to a safe space for disclosure and exploration.

What to Handle Differently

While the therapist’s overall performance was commendable, the author suggests refraining from introducing individual reactions or comments during the session. Such interventions may be interpreted differently by group members and can potentially impact the therapeutic alliance negatively. Maintaining a neutral stance could prevent unintended consequences on client disclosure and engagement.

Insights Gained

Observing the therapist provided valuable insights into the importance of effective leadership and the balance between talking and listening in group therapy. The directive approach positively influenced group dynamics, promoting engagement and disclosure. The significance of creating a non-judgmental space for clients to share their experiences became evident, emphasizing the therapist’s role in fostering a supportive group environment.

Handling a Difficult Group Member

If faced with a challenging group member, the author would adopt a strategic approach, considering the client’s readiness stage, offering choices, and focusing on strengths. This aligns with principles of client-centered therapy, aiming to empower the client and tailor interventions to facilitate progress without inducing resistance. Understanding the client’s stage of readiness is crucial for effective intervention planning, while offering choices and highlighting strengths enhances collaboration and optimism within the therapeutic relationship.

Conclusion

In conclusion, the analysis of an IPT group therapy session for a client with a substance use disorder highlighted effective group therapy techniques, the therapist’s performance, potential improvements, and valuable insights. By integrating scholarly literature, this examination contributes to a deeper understanding of IPT within a group setting. The emphasis on releasing tension, catharsis, interpersonal sensitivity, interpersonal learning, and instilling hope underscored the therapeutic impact of group dynamics. The therapist’s directive approach, active listening, and empathetic understanding were crucial in fostering a supportive and transformative group environment.

NRNP 6645 Analyzing Group Techniques Assignment Example Three

Introduction

Group therapy is a valuable approach for individuals dealing with mental health issues, providing a supportive environment for open communication and shared experiences. This analysis focuses on a group therapy session featured in the video “Psychotherapy for Schizophrenia.” The aim is to examine the group therapy techniques applied in the video, specifically emphasizing cognitive-behavioral therapy (CBT), and evaluate the therapist’s role in facilitating the session.

Cognitive-Behavioral Therapy (CBT) Techniques

The video effectively demonstrates the application of cognitive-behavioral therapy (CBT) techniques within the group setting. The facilitators encouraged clients to voice their fears and discuss how they overcame the worries they were experiencing. This interactive approach aligns with CBT principles, emphasizing the identification and modification of negative thought patterns (Carr et al., 2018). Research supports the effectiveness of CBT in reducing hospital admissions and enhancing patient satisfaction, highlighting its relevance in group therapy settings (Carr et al., 2018).

The facilitators’ introduction, session overview, and follow-up phone calls contribute positively to the group dynamics. Clear communication of the session structure fosters a sense of predictability and safety, essential for individuals with schizophrenia. This aligns with the foundational principles of group therapy, promoting a structured and secure environment (Lecomte et al., 2018).

Suggestions for Improvement

While the facilitation was generally effective, a minor adjustment in the seating arrangement could enhance the group’s comfort. Spreading patients out in a circular pattern and providing more space between them may alleviate potential discomfort caused by close proximity. This adjustment addresses the issue of overstimulation, ensuring a more comfortable and conducive environment for group participation.

Insights Gained

Watching the video provided valuable insights into the importance of introducing the session, outlining guidelines, and conducting follow-up activities. These practices contribute to a well-structured and organized group therapy environment, minimizing uncertainties for participants. The video also highlighted the significance of validating and appreciating client responses, emphasizing the therapist’s role in creating a supportive atmosphere.

Handling Disruptive Clients

The video shed light on the challenges of facilitating groups with disruptive clients. It reinforced the understanding that managing disruptive behavior depends on the specific client, group dynamics, and their perception of the situation. The examples shared, such as redirecting a delusional and manic patient, underscore the therapist’s role in maintaining group cohesion. In cases of persistent disruption, removing the disruptive client from the group may be necessary for the overall efficiency of the session.

Benefits and Phases of Group Therapy

Group therapy offers numerous benefits, including increased interaction, shared coping mechanisms, and diverse perspectives. The stages of group therapy involve members recognizing their own perspectives, learning from others, fostering openness, understanding, respect, and appreciation. Positive experiences shared within the group contribute to rehabilitation and the application of alternative strategies for managing symptoms (Li et al., 2020).

Conclusion

In conclusion, group therapy, particularly using cognitive-behavioral therapy techniques, proves to be a valuable approach for individuals with schizophrenia. The video analysis highlighted the effectiveness of CBT within a group setting, the importance of clear communication in session management, and the therapist’s role in handling disruptive behaviors. The insights gained emphasize the significance of structured sessions, validating client responses, and creating a supportive atmosphere for successful group therapy outcomes. Group therapy remains a powerful method for individuals to connect, share experiences, and acquire coping mechanisms in their journey toward mental health.

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ANP 650 Advanced Practice Rules for Nurse Practitioners Example

Assignment Brief: ANP 650 Advanced Practice Rules for Nurse Practitioners Example

Assignment Instructions Overview:

The primary objective of this assignment is to research on the advanced practice rules for nurse practitioners, focusing on state-specific regulations. For this instance, the target states are California and Nevada, with an additional analysis of Arizona. Learners will explore the nurse practice acts, professional codes, business practices, invasive procedure privileges, standards for nurse practitioners, and regulations for ordering medications and devices within these states.

Understanding Assignment Objectives:

1. California-based Learners:
   1. Read Nurse Practice Act: Acknowledge reading the Nurse Practice Act for California, available through the “Board of Nursing Links by State” on the Student Success Center under the AGACNP tab.
   2. Identify Professional Codes: Identify professional codes and business practices regulated by the California Board of Nursing for nurse practitioners.
   3. Standardized Procedure Guidelines: Explain how standardized procedure guidelines are governed within California.
   4. Standards for Nurse Practitioners: Detail at least two standards outlined by the California Board of Nursing for nurse practitioners.
   5. Regulations for Medications: Discuss regulations for furnishing and ordering medications, drugs, and devices within the state.
2. Learners in States Other Than California (e.g., Nevada):
   1. Read State Nurse Practice Act: Identify the state in which you practice and acknowledge reading your state’s Nurse Practice Act using the “Board of Nursing Links by State.”
   2. Professional Codes: Identify professional codes and business practices regulated by the state for nurse practitioners.
   3. Invasive Procedure Privileges: Explain how invasive procedure privileges are granted within your state.
   4. Standards for Nurse Practitioners: Detail at least two standards outlined by your state’s Board of Nursing for nurse practitioners.
   5. Regulations for Medications: Discuss regulations for ordering medications and devices within your state.
3. Both California and Other States (e.g., Nevada) Learners:
   1. National, State, and Local Regulations Impact: Discuss how national, state, and local regulations affect the AGACNP scope and practices.
   2. Support with Resources: Support your response with a minimum of two APRN peer-reviewed resources.

The Student’s Role:

1. Research and Analysis:
   1. Thoroughly research the Nurse Practice Acts, professional codes, and business practices specific to your state.
   2. Analyze the regulations governing standardized procedure guidelines, invasive procedure privileges, and medication ordering within your state.
2. Comparative Analysis:
   1. If applicable, compare and contrast the regulations in your state with those in California, focusing on the standards set for nurse practitioners and the processes for medication orders.
3. Resource Integration:
   1. Integrate a minimum of two APRN peer-reviewed resources to support your discussion on the impact of national, state, and local regulations on AGACNP scope and practices.
4. Critical Reflection:
   1. Reflect critically on the implications of these regulations on the role of Adult-Gerontology Acute Care Nurse Practitioners (AGACNPs) in your state, considering patient care, autonomy, and collaboration with other healthcare providers.

Submission Guidelines:

• Submit a well-organized and articulate paper, addressing the outlined components.
• Ensure clarity, coherence, and proper citation of all referenced resources.
• Adhere to the APA format for citations and the overall structure of the paper.

Evaluation Criteria:

• Comprehensive understanding and integration of state-specific regulations.
• Critical analysis and comparison of regulations, where applicable.
• Clear discussion on the impact of national, state, and local regulations on AGACNP scope and practices.
• Effective integration of a minimum of two peer-reviewed resources to support arguments and reflections.
• Adherence to submission guidelines, including word count and APA format.

Detailed Discussion Assignment Instructions: Assessment Description

Topic 1 DQ 2

For California-based learners, review the advanced practice rules for nurse practitioners in California using the resource, “Board of Nursing Links by State,” located on the college page of the Student Success Center under the AGACNP tab.

In your response, acknowledge that you have read the Nurse Practice Act for California. Identify the professional codes and business practices regulated by the California Board of Nursing for nurse practitioners. Explain how standardized procedure guidelines are governed within California, detail at least two standards for nurse practitioners outlined by the California Board of Nursing, and discuss the regulations of furnishing and ordering medications, drugs, and devices within the state.ANP-650 topic 1 dq 2 advanced practice rules for nurse practitioners How do national, state, and local regulations affect the AGACNP scope and practices? Support your answer with a minimum of two APRN peer-reviewed resources.

For learners based in states other than California, review the advanced practice rules for nurse practitioners in your respective state using the resource, “Board of Nursing Links by State,” located on the college page of the Student Success Center under the AGACNP tab.

In your response, identify the state in which you practice and acknowledge that you have read your state’s Nurse Practice Act. Identify the professional codes and business practices regulated by the state for nurse practitioners and explain how invasive procedure privileges are granted within your state. Detail at least two standards for nurse practitioners within your state and discuss the regulations for ordering medications and devices within your state. How do national, state, and local regulations affect the AGACNP scope and practices? Support your answer with a minimum of two APRN peer-reviewed resources.

ANP 650 Advanced Practice Rules for Nurse Practitioners Examples

ANP 650 Topic 1 DQ 2: Advanced Practice Rules for Nurse Practitioners in Nevada

I have meticulously reviewed the Nurse Practice Act for the State of Nevada, where I practice as a registered nurse. The Nevada Administrative Code (NAC) Chapter 632, specifically the section related to Nursing, serves as the comprehensive legal framework governing the practice of advanced practice nurses (APNs) in the state (Nevada Administrative Code, 2019).

Professional Codes and Business Practices

Nevada, being a full-practice state, has recognized the role of advanced practice nurses, allowing them to be reimbursed up to 85% by third-party payors (Kleinpell et al., 2023; Phillips, 2021). However, it’s noteworthy that under state law, APNs are not designated as primary care providers, even though they have the authority to admit and care for patients in the acute care setting (Phillips, 2021).

The Nurse Practice Act in Nevada encompasses various professional codes and business practices aimed at regulating the conduct of advanced practice registered nurses (APRNs). One notable requirement is the obligation for APRNs to maintain professional liability insurance, emphasizing the importance of accountability in their practice (NAC, 2019). Furthermore, APRNs are mandated to maintain a professional portfolio containing essential documents such as copies of professional licenses, proof of liability insurance, a list of practice locations, evidence of national certifications, continuing education records, and transcripts from educational institutions (NAC, 2019).

Invasive Procedure Privileges

In Nevada, the grant of invasive procedure privileges is subject to specific parameters outlined in the Nurse Practice Act. APRNs are eligible for these privileges if they have been certified to perform the procedure by a board-recognized organization, if the procedure was part of their educational program, if individually approved by the board, or if taught by a physician or another APRN and described as performed by an APRN in national nursing publications or guidelines (NAC, 2019).

Authorization to issue written prescriptions for controlled substances, dangerous drugs, poisons, or devices is contingent on the APRN’s application for this privilege through the board. Additionally, attendance at a program of advanced pharmacotherapeutics or other courses meeting board requirements and intended for the APRN’s population of focus is a prerequisite for this authorization (NAC, 2019).

Standards for Nurse Practitioners

The Nevada Nurse Practice Act delineates several standards that APRNs are expected to adhere to in their practice. Effective communication and collaboration with other healthcare providers involved in patient care is emphasized, aligning with the collaborative nature of healthcare delivery (NAC, 2019). Another critical standard pertains to the APRN’s recognition, understanding, and accommodation of patient choices related to their social, cultural, and religious beliefs regarding psychological and physiological health (NAC, 2019).

Communication and collaboration are integral components of the nursing profession, and these standards further underscore the importance of these skills in the advanced practice role. Recognizing and respecting patient choices aligns with the holistic approach to patient care and reflects the ethical principles guiding nursing practice (DeNisco, 2019).

Regulations for Ordering Medications and Devices

APRNs in Nevada have the autonomy to order medications and devices independently once they fulfill specific requirements outlined by the Nevada State Board of Nursing (NSBON). If applying for a license in Nevada after practicing for 2000 hours or two years in another state, an APRN can independently order medications and devices (NSBON, n.d.). For newly certified APRNs, a collaborative agreement with a physician is mandatory for the first 1000 hours without prescribing privileges (NSBON, n.d.).

Moreover, in addition to the regulation by the state board of nursing, APRNs, particularly those specializing in adult-gerontological acute care, are subject to requirements from other state regulatory bodies. These bodies may include the state board of medical examiners and state pharmacy boards, further influencing the scope and practices of APRNs (DeNisco, 2019).

Impact of National, State, and Local Regulations on AGACNP Scope and Practices

National, state, and local regulations play a pivotal role in shaping the scope and practices of Adult-Gerontology Acute Care Nurse Practitioners (AGACNPs). These regulations, often complex and multifaceted, are crucial for ensuring standardized and safe practice while also influencing aspects such as patient access, reimbursement, and quality control (DeNisco, 2019).

On the national level, regulatory processes impact patient access to APRNs, reimbursement mechanisms, and the overall quality of care. Kleinpell et al. (2023) highlight the significance of addressing barriers to APRN practice, especially during critical periods such as the COVID-19 pandemic. National regulatory implications can either facilitate or hinder the ability of AGACNPs to respond effectively to evolving healthcare needs.

State-level regulations, as evident in the Nevada Nurse Practice Act, define the specific parameters within which AGACNPs can operate. The recognition of APNs as full-practice providers in Nevada reflects a progressive approach, allowing them a significant degree of autonomy in patient care. However, nuances, such as the non-recognition of APNs as primary care providers, indicate the need for ongoing advocacy and regulatory refinement.

Local regulations, often enforced by entities like state boards of medical examiners and pharmacy boards, add a layer of complexity to AGACNP practice. These regulations may vary, requiring AGACNPs to navigate diverse sets of rules and requirements depending on their practice location within the state.

In conclusion, the regulatory landscape for AGACNPs is intricate, involving a dynamic interplay of national, state, and local regulations. While national regulations set the broader context, state and local regulations provide the specific parameters that shape the scope and practices of AGACNPs. Awareness of and engagement with these regulatory frameworks are essential for AGACNPs to navigate their roles effectively, ensuring high-quality patient care within the bounds of legal and professional standards. Advocacy efforts at all levels are crucial to address barriers, promote autonomy, and enhance the contributions of AGACNPs to the evolving healthcare landscape.

References

DeNisco, S. M. (2019). Advanced practice nursing (4th ed.). Jones & Bartlett Learning.

Kleinpell, R., Myers, C. R., & Schorn, M. N. (2023). Addressing barriers to APRN practice: Policy and regulatory implications during COVID-19. Journal of Nursing Regulation, 14(1), 13–20. https://doi.org/10.1016/s2155-8256(23)00064-9

Nevada Administrative Code, Chapter 632-Nursing. (2019). https://www.leg.state.nv.us/NAC/NAC-632.html#NAC632Sec259

Nevada State Board of Nursing. (n.d.). APRN licensure-Frequently asked questions [PDF]. https://nevadanursingboard.org/wp-content/uploads/2019/12/APRN-FAQs.pdf

Phillips, S. J. (2021). 33rd Annual APRN Legislative Update. The Nurse Practitioner, 46(1), 27–55. https://doi.org/10.1097/01.npr.0000724504.39836.69

ANP-650 Topic 1 DQ 2: Advanced Practice Rules for Nurse Practitioners in Arizona

I have carefully reviewed the Arizona Nurse Practice Act to gain insights into the regulatory framework governing the practice of advanced practice nurses (APNs) in the state. The Arizona State Board of Nursing (AZBN) plays a pivotal role in establishing and enforcing rules and regulations aimed at ensuring the safety and well-being of the public (Arizona State Board of Nursing, n.d).

Licensure and Competence Assessment

The primary objective of the Nurse Practice Act in Arizona is to regulate and protect the public by establishing rigorous standards for competence and proficiency among healthcare practitioners. This is achieved through the licensure process, where individuals must demonstrate complete competence in their respective scopes of practice by successfully passing the board examination (Arizona State Board of Nursing, n.d). Licensure is a cornerstone regulation, making it illegal for individuals to perform any advanced practice nursing tasks without a valid license.

The AZBN recognizes the dynamic nature of healthcare and, to ensure ongoing competence, implements mandatory annual education requirements for APNs. This requirement is essential for APNs to stay abreast of advancements in healthcare and to maintain the knowledge necessary for effective and safe practice (Arizona State Board of Nursing, n.d).

Regulatory Methods for Patient Safety

For Advanced Practice Registered Nurses (APRNs) in Arizona, four regulatory methods are in place to prevent harm to the public: licensure, registration, certification, and recognition. Licensure is the foundational regulation that governs the legal practice of APRNs, emphasizing the importance of demonstrating competence and maintaining ongoing education throughout their careers.

Certification holds significant weight in the field of Adult-Gerontology Acute Care Nurse Practitioners (ACNPs), representing an individual’s education, experience, and dedicated hours in the field. The Nurse Practice Act further outlines specific requirements for practicing as a nurse practitioner, including the completion of an ACNP education program and the ability to manage patients’ health through comprehensive assessments.

The National Council of State Boards of Nursing (NCSBN) has taken steps to address variations in regulations across states through the establishment of the “Consensus Model for Regulation: Licensure, Accreditation, Certification, and Education (LACE).” This model proposes definitions of APRN practice, titling, and education requirements, providing a framework for uniformity across states. However, the implementation of these recommendations remains subject to state laws, emphasizing the need for continued advocacy and adaptation as the ACNP field evolves (Buck, 2021).

Scope of Practice for Registered Nurse Practitioners (RNPs) in Arizona

In Arizona, a Registered Nurse Practitioner (RNP) operates without the requirement of physician oversight as long as the task falls within their knowledge and educational training. However, ACNPs in Arizona are subject to limitations when treating physiologically unstable patients. Once a patient is considered stable, an ACNP is obligated to transfer their care to a primary care provider, as it exceeds their defined scope of practice. Staying informed and up-to-date with these evolving regulations is imperative for ACNPs to ensure public safety and compliance with legal and professional standards.

Impact of the COVID-19 Pandemic on Healthcare Regulation

The COVID-19 pandemic has underscored the importance of optimal utilization of healthcare providers. The Consensus Model, developed in 2008, provides a framework for APRN regulation aligned with state laws, aiming to create an APRN compact similar to the compact RN license. This compact would enable APRNs to practice across state borders, promoting flexibility and addressing workforce shortages during emergencies.

Regulatory bodies, such as the Consensus Model, play a vital role in establishing a foundation for a concise and clear scope of practice for APRNs. The model’s framework, designed to align with state laws, seeks to address the existing confusion and disparities across states that hinder APRNs’ roles and scope of practice. The ongoing evolution of regulations emphasizes the importance of APRNs staying updated on changes that may impact their practice, ensuring they are well-prepared to navigate the complexities of their roles (Buck, 2021).

In conclusion, the Arizona Nurse Practice Act, administered by the Arizona State Board of Nursing, establishes a robust regulatory framework to ensure the competence and ongoing education of advanced practice nurses. Licensure, certification, and adherence to defined scopes of practice are critical components of the regulatory landscape, with ongoing efforts at the national level, such as the Consensus Model, aiming to bring uniformity to APRN regulations. As the ACNP field continues to evolve, it is essential for practitioners to stay informed and engaged in advocacy efforts to shape regulations that promote patient safety and support the dynamic needs of healthcare delivery.

References

Arizona State Board of Nursing. (n.d.). https://www.azbn.gov/laws-and-rules/statutes

Arizona State Board of Nursing (2021). APRN Questions & Answers. Retrieved September 9, 2021, from https://www.azbn.gov/wp-content/uploads/2021/07/APRN%20Scope%20of%20Practice%20Q%26A%20FINAL.pdf

Buck, M. (2021). An update on the consensus model for APRN regulation: More than a decade of progress. Journal of Nursing Regulation, 12(2), 23–33. https://doi.org/10.1016/s2155-8256(21)00053-3

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NRSG371 Building Healthy Communities Written Assignment Example

NRSG371 Building Healthy Communities Written Assignment

Assessment Task 2 – Written Assignment (Essay)

NRSG371 Building Healthy Communities Course

NRSG371 Building Healthy Communities Written Assignment Brief

Assessment Task 2 – Written Assignment (Essay)

Assignment Instructions Overview

This written assignment invites nursing students to critically explore how nurses can collaborate with communities across Australia to address a significant public health issue. The task emphasises a strength-based approach and community partnership—central to promoting sustainable and inclusive health improvements beyond hospital settings. Students will integrate health promotion concepts, societal health challenges, and the evolving role of nurses in building healthier communities. The essay should be 2000 words (±10%) and follow formal academic writing conventions.

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Understanding Assignment Objectives

The core aim of this assessment is to develop your understanding of nursing as a community-engaged profession. You will investigate how nurses contribute to population health by working in partnership with local communities. Rather than focusing solely on illness and treatment, this task highlights prevention, social determinants of health, and collective capacity-building.

You are required to demonstrate how nurses can address homelessness, infectious diseases, or gender-related health disparities by fostering meaningful relationships and utilising community assets. The essay must reflect contemporary nursing roles that promote equity, collaboration, and person-centred care.

The Student’s Role

As the author of this essay, your role is to act as a future nurse leader and advocate. You are expected to apply critical thinking and evidence-based reasoning to examine how nurses can effectively partner with community members and stakeholders. Your essay should demonstrate a strong understanding of health promotion theories, the Australian healthcare system, and how nursing practice is adapting to meet the needs of diverse populations in a changing world.

While grounded in academic research, your writing should also reflect practical insight into how nurses support resilience and empowerment within communities.

Competencies Measured

This task assesses your ability to:

• Interpret complex public health issues through a nursing and community health lens
• Apply the principles of strength-based and person-centred approaches
• Explore partnerships between nurses and communities to promote health equity
• Recognise the evolving role of nurses in diverse settings, both locally and globally
• Engage in critical reflection to assess the impact of community-based nursing interventions
• Communicate ideas in a clear, scholarly, and professionally formatted essay following APA 7th guidelines

NRSG371 Building Healthy Communities Written Assignment Example

Introduction

Homelessness remains a pressing social and health issue in Australia, particularly affecting Indigenous communities. The 2021 Australian Census recorded over 122,000 people as experiencing homelessness, with Indigenous Australians significantly overrepresented (Australian Bureau of Statistics [ABS], 2021). This disparity reflects systemic inequalities, including colonisation, intergenerational trauma, and social exclusion. The aim of this paper is to explore how nurses can collaborate with Indigenous communities in Australia using a strength-based approach to address homelessness. The paper draws on the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice and evidence-based literature.

Understanding Homelessness in Indigenous Contexts

Indigenous Australians experience homelessness at a rate ten times higher than non-Indigenous Australians (Australian Institute of Health and Welfare [AIHW], 2023). However, homelessness for Indigenous people may differ from conventional definitions. It often includes spiritual homelessness or being disconnected from land, culture, and kin (Jackson Pulver et al., 2020). Such dislocation is rooted in colonisation, forced removals, and systemic disadvantage.

Understanding this broader context is crucial for effective nursing practice. Homelessness is not solely about lacking a physical dwelling but encompasses loss of identity, security, and belonging. Cultural sensitivity, trauma-informed care, and an awareness of social determinants are fundamental to understanding the needs of this population.

The Role of Nurses in Addressing Homelessness

Nurses play a pivotal role in mitigating the health effects of homelessness. Indigenous Australians experiencing homelessness face greater risks of chronic illnesses, mental health issues, substance abuse, and early mortality (WHO, 2022). By providing culturally safe care and acting as advocates, nurses can influence systemic change.

The NMBA Registered Nurse Standards for Practice provide a framework that guides ethical, evidence-based, and person-centred care. Standards 2 and 3 are particularly relevant: they focus on engaging in therapeutic and culturally safe relationships, and maintaining the capability for practice (NMBA, 2023).

Collaboration is a critical nursing responsibility. Nurses can work with community elders, Aboriginal Health Workers, and local housing and social services to build trust and co-design effective interventions. Cultural humility and respect are essential in establishing partnerships that empower Indigenous communities.

Strength-Based Approaches in Indigenous Health

A strength-based approach highlights the capacities, knowledge, and resilience of communities rather than focusing solely on deficits. This aligns with the principles of Indigenous knowledge systems, which are grounded in relationality, collective wellbeing, and holistic care (Gorrie & Varcoe, 2021).

When addressing homelessness, strength-based strategies may include:

• Supporting community-led housing initiatives
• Engaging traditional cultural practices in healing and support
• Promoting community leadership and voice in health planning

Such approaches improve engagement and outcomes, while fostering cultural pride and self-determination. Nurses, guided by cultural safety principles, can play a supportive role in these initiatives by acting as facilitators and advocates.

Community Collaboration: Models and Strategies

Successful collaboration involves more than referral or consultation—it requires shared decision-making and co-design. One example is the implementation of wraparound services through Aboriginal Community Controlled Health Organisations (ACCHOs), which integrate housing, health, and social support services. These models ensure care is holistic, coordinated, and community-specific (NACCHO, 2023).

Nurses embedded in such services can contribute to:

• Outreach and mobile health care for rough sleepers
• Health literacy programs
• Supporting access to Centrelink, mental health services, and housing programs

Another important model is peer-led support, where Indigenous people with lived experience of homelessness provide mentorship and guidance. Nurses can support these initiatives by offering clinical expertise and emotional support while respecting community autonomy.

Social Determinants of Health and Structural Advocacy

Social determinants such as income, education, and housing stability are deeply intertwined with health outcomes. Indigenous Australians are disproportionately affected by these determinants due to historical and contemporary injustices (WHO, 2022).

Nurses can engage in structural advocacy to address these systemic factors. This may involve:

• Advocating for equitable housing policies
• Educating policymakers about the health impacts of homelessness
• Participating in research and quality improvement projects focused on Indigenous health

Standard 6 of the NMBA framework encourages nurses to contribute to quality improvement and health system reform (NMBA, 2023). Participating in policy discussions, promoting cultural safety training, and amplifying Indigenous voices are all ways nurses can influence upstream factors affecting homelessness.

Alignment with National Frameworks

Nursing efforts should align with national strategies such as the Closing the Gap initiative, which aims to reduce Indigenous disadvantage in health, housing, and education (Commonwealth of Australia, 2021). The National Aboriginal and Torres Strait Islander Health Plan (2013–2023) also emphasises cultural respect, community control, and social inclusion (Commonwealth of Australia, 2013).

By working within these frameworks, nurses can ensure their interventions are strategic and sustainable. Continuous quality improvement, cultural competence, and cross-sector partnerships are necessary to create long-term change (Council of Australian Governments Health Council, 2015).

Conclusion

Homelessness among Indigenous Australians is a complex issue rooted in historical, cultural, and structural factors. Nurses can play a transformative role by collaborating with Indigenous communities using strength-based, culturally safe approaches. By aligning their practice with NMBA standards and national health strategies, nurses can support community empowerment, improve health outcomes, and contribute to systemic change. Strength-based collaboration, grounded in cultural humility and respect, offers a path toward healing and justice for Indigenous Australians.

References

Australian Bureau of Statistics. (2021). Estimating homelessness. https://www.abs.gov.au/statistics/people/housing/estimating-homelessness

Australian Institute of Health and Welfare. (2023). Aboriginal and Torres Strait Islander people: Homelessness services. https://www.aihw.gov.au/reports/indigenous-australians/indigenous-homelessness

Commonwealth of Australia. (2013). National Aboriginal and Torres Strait Islander Health Plan 2013–2023. https://www.health.gov.au

Commonwealth of Australia. (2021). Closing the Gap Report 2021. https://www.closingthegap.gov.au

Council of Australian Governments Health Council. (2015). National Framework for Continuous Quality Improvement in Primary Health Care for Aboriginal and Torres Strait Islander People. https://www.health.gov.au

Gorrie, T., & Varcoe, C. (2021). Reimagining nursing practice with Indigenous peoples: A strength-based approach to health and well-being. Nursing Inquiry, 28(1), e12389. https://doi.org/10.1111/nin.12389

Jackson Pulver, L., Fitzpatrick, S., & Tsey, K. (2020). Indigenous Australians and the social determinants of health. In D. Carey, J. Dwyer & R. Willis (Eds.), Understanding the Australian health care system (5th ed., pp. 217–234). Elsevier.

National Aboriginal Community Controlled Health Organisation (NACCHO). (2023). Cultural safety in Aboriginal health. https://www.naccho.org.au

Nursing and Midwifery Board of Australia (NMBA). (2023). Registered nurse standards for practice. https://www.nursingmidwiferyboard.gov.au

World Health Organization. (2022). Social determinants of health. https://www.who.int/social_determinants

Detailed Assessment Instructions for the NRSG371 Building Healthy Communities Written Assignment

NRSG371_ Assessment task 2: Written Assignment _ © Australian Catholic University 2025

ASSESSMENT 2 INFORMATION

Assessment type: Written assignment – Essay

Purpose

This assessment task addresses health problems as a societal issue. It requires you to integrate the role of the nurse with the building of healthy communities in order to expose you to the reality that nursing practice environments reach beyond the hospital setting into the wider community.

Due Date: Week 12, Wednesday, 26th of May 2025

Time Due 0900hrs

Weighting 50%

Length 2000 words +/- 10% (includes intext citations, excludes reference list)

Assessment Rubric Appendix B of unit outline

LOs Assessed LO3, LO4, LO5

Task

Describe how nurses can work in partnership with the community of your choice (within Australia), using a strength-based approach, to address one of the following topics Topic and definitions Homelessness Homelessness in Australia is a widespread and largely preventable issue. This public health concern presents a systematic flow on affect to the wider community (Australian Government Department of Health, 2019).

Infectious diseases Infectious diseases have the potential to cause devastation to an entire community at any given time and without warning (Australian Government Department of Health, 2020).

Gender Knowledge of clinically significant sex and gender differences in screening, risk factors, treatment and prognosis are emerging across a broad range of diseases, and differences are identified for those conditions conferring the greatest health burden in Australia and globally (Wainer & Carcel 2019).

Target Audience Health care professionals

Submission Turnitin, word document files only

NRSG371: Building Healthy Communities

NRSG371_ Assessment task 2: Written Assignment _ © Australian Catholic University 2025

FORMATTING

File format Word document

Margins 2.54cm, all sides

Font and size 11-point Calibri or Arial

Spacing Double spacing

Paragraph Aligned to left margin, indent first line of each paragraph 1.27cm

Title Page Not to be used

Level 1 Heading Centered, bold, capitalize each word (14-point Calibri or Arial)

Level 2 Headings Flush left, bold, capitalize each word (12-point Calibri or Arial)

Structure Introduction, main paragraphs, conclusion, reference list

Direct quotes Always require page number. No more than 10% of WC in direct quotes

Header Page number top right corner (9 point Calibri or Arial)

Footer Name _ Student Number_ Assessment _ Unit _ Year (9 point Calibri or Arial)

REFRENCING

Referencing Style APA 7th

Minimum References 10-15

Age of References Published in the last 5 years as this area of knowledge is rapidly developing

List Heading “References” is centered, bold, on a new page. (14 point Calibri or Arial)

Alphabetical Order References are arranged alphabetically by author family name

Hanging Indent Second and subsequent lines of a reference have a hanging indent

DOI Presented as functional hyperlink

Spacing Double spacing the entire reference list, both within and between entries

ADMINISTRATION

Late Penalties

Late penalties will be applied from 9:01am on the 26th of May 2025, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will not be allocated a mark. Example: An assignment is submitted 12 hours late and is initially marked at 60 out of 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark. Penalty Timeframe Penalty Marks Deducted 9:01 am Wednesday to 9 am Thursday 5% penalty 5 marks 9:01am Thursday to 9am Friday 10% penalty 10 marks 9:01am Friday to 9am Saturday 15% penalty 15 marks Received after 9:01 Saturday No mark allocated n/a

Return of Marks Marks will be generally returned in three weeks; if this is not obtainable, you will be notified via your campus LEO forum.

Final Assignment Marks for the final assessment – this assessment, will be withheld until after grade ratification and grade release on the 2nd July 2025.

Prerequisites

NRSG264 Integrating Practice 3 AND NRSG267 Integrating Practice 4

Unit rationale, description and aim

To function effectively as a graduate nurse, a working knowledge of the larger context of health is essential. This unit is required by students to assist them to understand the role of the nurse in health promotion, community settings and community engagement, as well as how nurses work with other disciplines and key stakeholders.

This unit will assist students to understand that the care they provide as graduates across a variety of clinical settings is contextualized within the larger context of health. Using ACU’s community engagement principles and values, students will examine key issues in working in community settings as well as reflect on participating in community engagement. The creation of healthy communities will be examined by focusing on the role of health promotion and self–management in illness prevention. The role of the nurse in health promotion program planning and evaluation will be examined. A particular emphasis will be on how nurses work with other disciplines and key community stakeholders in partnership to promote healthy communities. Further, the changing role of health care and how the nurse might evolve to function optimally in a changing environment will also be addressed.

The aim of this unit is to assist students to function optimally as a graduate nurse in meeting diverse health and well–being needs of individuals and communities across a range of local and global settings.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

NMBA Registered Nurse Standards for Practice

The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed in this unit are:

Content

Topics will include:

• Defining individuals, communities and populations
• individuals across the lifespan
• communities of place; communities of interest; rural and underserved communities
• populations – local and global
• Historical context of health promotion
• Alma Ata
• Ottawa Charter
• Sustainable Development Goals
• The Australian context of Primary Health Care (PHC)
•  Health for all
• Health for all and health in all policies
• Local and global challenges
• Healthy cities and communities
• Future directions and the changing role of health care and nursing
• Health promotion in action
• Individual, community and population development approaches
• The planning cycle – assess, design, implement, evaluate
• Community development approaches to health and healthcare
• Community participation, empowerment, engagement and cultural competence
• Partnerships, collaboration, engaging stakeholders and multidisciplinary teams
• Communication and consultation
• Community organisations and volunteer settings

CASE STUDIES

Case studies for this unit focus on the role of the nurse and the multidisciplinary team, curriculum threads, exploration of and engagement with unit content.

• 10-year-old male (lower socioeconomic): childhood obesity.
• 34-year-old female (high socioeconomic): domestic violence.

Learning and teaching strategy and rationale

Modes of delivery in this unit include lectures, tutorials, online activies and self-directed study. Consistent with adult learning principles, the teaching and learning strategy used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. This unit’s emphasis on community engagement requires students to scaffold this content with other content delivered across the program to analyse and reflect on approaches to, and impact of, engagement with community to improve health and prevent illness. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers. 

Students will apply the content from this unit to reflect on their community engagement experience, which may include:

• International community engagement experience;
• Community engagement experience during this semester;
• Ongoing community engagement activity over the course of study.

Students exiting university need significant life-long learning skills to deliver sound, ongoing, evidence-based graduate practice as a member of the professional workforce. To embed life-long learning skills, students must demonstrate increasing reflective capacity to identify what is being done well and what requires additional work in progressing toward required learning outcomes. Located in the third year of the programme, this theory unit includes some face-to-face teaching hours and an increased online component of learning. Online recorded lectures are utilised to convey content and central principles while tutorials provide an opportunity to consolidate students’ understanding of content through collaboration and discussion. Tutorials deliver interactive and student-driven learning sessions to extend the community of learners, and increase their self-reliance, critical reflection and debate. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to  independent study and life-long learning. 

Assessment strategy and rationale

A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes.

Third year sees students continue their transition towards independent learning. In this unit, there are two 50% assessment items, therefore the importance of each item is higher in terms of achievement of unit learning outcomes and graduate attributes. The ‘project’ assessment requires students to examine a community health issue and identify key points where changes can be made. An understanding of what is possible is required by any health care professional when approaching an issue if they are to plan for a genuine outcome. The written assignment addresses health problems as a societal issue. It requires students to integrate the role of the nurse with the building of healthy communities in order to meet the demands of a shift in care delivery and to expose students to the reality that the nursing practice environment reaches beyond the health care facility toward a broader context. Skills necessary for graduate practice include an understanding that the role of a nurse can extend beyond the health care facility and into the wider community.

These assessments are required to build student knowledge and skills which, by the conclusion of this program, will enable the student to graduate as a safe and effective nurse. 

Overview of assessments

Representative texts and references

This reference list was finalised in 2021 for internal curriculum approval; it will be revised prior to unit delivery to ensure the most current representative text and reference list for students.

Australian Institute of Health and Welfare (AIHW). (2020). Australia’s health 2020. Australia’s health series no.17. Cat. no. AUS 231. AIHW https://www.aihw.gov.au/getmedia/be95235d-fd4d-4824-9ade-34b7491dd66f/aihw-aus-231.pdf?v=20230605163144&inline=true

Clendon, J. & Munns, A. (2019). Community health and wellness: Principles of primary health care (6th ed.). Elsevier Australia.

Fleming, M. L., Parker, E., Correa-Velez, I. (2019). Introduction to public health (4th ed.). Elsevier Australia.

Guzys, E., Brown, R., Halcomb, E. & Whitehead, D. (2021). An introduction to community and primary health care (3rd ed.). Cambridge University Press.

Talbot, L., & Verrinder, G. (2018). Promoting health: The primary health care approach (6th ed.). Elsevier Australia.

World Health Organisation (WHO). (1986). Ottawa Charter for Health Promotion https://iris.who.int/handle/10665/349652

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NRSG374 – Professional Development Resource Information PowerPoint Example

NRSG374 Assessment Task 1 – Professional Development Resource Information PowerPoint Assignment

NRSG374 – Principles of Nursing: A Palliative Approach Course

Australian Catholic University

NRSG374 – Professional Development Resource Information PowerPoint Assignment Brief

Unit Code: NRSG374 – Principles of Nursing: A Palliative Approach

Assessment Title: Assessment Task 1 – Professional Development Resource (Narrated PowerPoint)

Weighting: 50%

Due Date: Wednesday, 3rd September 2023, by 10:00 AM

Length: 10-minute narrated PowerPoint (±10%) | 10 slides maximum including Title and References

Submission: Via the Assessment 1 Drop Box on the NRSG374 LEO site

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Assignment Instructions Overview

This assessment provides students with the opportunity to design and deliver a professional development resource. The task involves preparing a narrated PowerPoint presentation that educates final-year nursing students or graduate registered nurses on a key topic related to palliative care, integrating the National Palliative Care Standards and evidence-based practice.

The content must reflect contemporary knowledge, professional language, and a clear understanding of the nurse’s role in delivering quality palliative care. Students are to choose one of the three topics from the Survivors Teaching Students program and are expected to attend or view a related session in Week 3.

Understanding Assignment Objectives

The primary goal of this task is to:

• Demonstrate an understanding of the palliative approach in nursing care.
• Promote evidence-based best practice through professional education.
• Translate theoretical knowledge into an educational tool for clinical practice.
• Integrate the National Palliative Care Standards in real-world clinical contexts.

Students are assessed not only on content knowledge but also on the quality of educational delivery, professionalism, and clarity of presentation.

The Student’s Role

As the presenter and content developer, the student acts as an educator, advocating for high-quality palliative care. The task requires students to:

• Identify key issues and insights from the Survivors Teaching Students sessions.
• Connect practice to standards through real-world implications.
• Provide practical, evidence-supported strategies for quality care delivery.
• Clarify the registered nurse’s responsibilities in supporting individuals receiving palliative care.

Your audience is your peers—final-year nursing students or recent graduates—who are preparing to transition into clinical practice.

Competencies Measured

This assessment evaluates the following key learning outcomes (LOs):

• LO1: Understanding of the principles of palliative care.
• LO2: Application of clinical standards to practice.
• LO3: Development of professional educational materials.
• LO5: Critical appraisal of evidence to support practice.
• LO6: Communication of professional knowledge in a clear and structured manner.

Check out another task that our nursing essay writing services have assisted another student on NRSG371 Building Healthy Communities Written Assignment Example.

NRSG374 – Professional Development Resource Information PowerPoint Example

✅    SLIDE 1 – Title Slide

Title: Sites for Service Delivery: Where Do We Provide Palliative Care?

Your Full Name

Student Number

NRSG374 – Assessment 1: Professional Development Resource

Chosen Topic: Barriers to early access to palliative care

✅    SLIDE 2 – Introduction

Introduction to Topic:

This presentation explores where palliative care is delivered and how access is affected by service site availability.

Target Audience: Final-year nursing students and graduate registered nurses

Learning Outcomes:

Understand the different service delivery sites for palliative care.

Identify barriers and enablers to early access across settings.

Recognize the nurse’s role in improving access and coordination.

Relate National Palliative Care Standards to service delivery locations.

✅    SLIDE 3 – Overview of Palliative Care

Definition: Holistic, person-centered care aimed at improving quality of life for those with life-limiting illnesses (PCA, 2023).

Key Principles:

Upstream orientation

Person- and family-centered care

Interdisciplinary collaboration

Flexibility and responsiveness (PCA, 2018; WHO, 2020)

Evidence Source: AIHW, WHO, PCA

✅    SLIDE 4 – National Palliative Care Standards

Introduction to Standards (PCA, 2018)

Aim to guide high-quality, accessible, person-centered care

Chosen Standards:

Standard 1: Assessment of Needs

Standard 2: Developing the Care Plan

Standard 6: Access to Care

✅    SLIDE 5 – Key Learning from Survivors Teaching Students

Insight: Delayed referrals due to lack of understanding about where and how palliative care can be accessed.

Connection to Standard 1: Thorough, early assessment helps match individuals to appropriate care sites—home, hospital, aged care, or hospice.

Supporting Evidence:

Studies show early assessment increases uptake and satisfaction with community-based care (Mitchell et al., 2020; Gomes et al., 2013).

✅    SLIDE 6 – Management and Assessment

Strategies to Address the Issue:

Incorporate early needs-based assessments using tools like the SPICT or PEPSI-COLA framework

Improve education on site-specific options (e.g., in-home vs inpatient units)

Link to Standard 2:

Care plans must reflect available local services and patient preferences

Evidence: Johnson et al., 2021; AIHW, 2023

✅    SLIDE 7 – Role of the Registered Nurse

Key Responsibilities:

Advocate for timely referrals and educate patients/families

Collaborate with MDTs to align care plans with service availability

Recognize when care needs exceed one site and transition is required

Link to Standard 6:

RNs must ensure timely access to appropriate settings

Evidence: O’Connor et al., 2022; NMBA standards

✅    SLIDE 8 – Summary and Conclusion

Recap Key Points:

Palliative care occurs across diverse settings—barriers exist

Early assessment and flexible care planning are vital

Nurses play a pivotal role in enabling access and continuity

Final Message:

Understanding care settings empowers nurses to champion person-centered palliative delivery

✅    SLIDE 9 – References (Part 1)

Australian Institute of Health and Welfare (2023). Palliative care services in Australia 2023. https://www.aihw.gov.au

Palliative Care Australia (2018). National Palliative Care Standards (5th ed.). https://palliativecare.org.au

Gomes, B., Calanzani, N., & Higginson, I. J. (2013). Reversal of home death trends in advanced countries: A population-based study. Palliative Medicine, 27(2), 123-131. https://doi.org/10.1177/0269216312436727

Mitchell, S., Maynard, V., Lyons, V., & Jones, N. (2020). Early identification of palliative care needs in primary care. BMJ Supportive & Palliative Care, 10(2), 150-157. https://doi.org/10.1136/bmjspcare-2019-001938

✅     SLIDE 10 – References (Part 2)

O’Connor, M., et al. (2022). The role of nurses in palliative care: A comprehensive review. Journal of Clinical Nursing, 31(5-6), 487-498. https://doi.org/10.1111/jocn.16003

World Health Organization (2020). Integrating palliative care and symptom relief into primary health care. https://www.who.int

Johnson, C. E., et al. (2021). Patient-centred care planning and outcomes in palliative care. Health Services Research, 56(4), 654-662. https://doi.org/10.1111/1475-6773.13517

Nursing and Midwifery Board of Australia (NMBA) (2023). Registered nurse standards for practice. https://www.nursingmidwiferyboard.gov.au

Detailed Assessment Instructions for the NRSG374 – Professional Development Resource Information PowerPoint Assignment

ASSESSMENT INFORMATION Assessment Title AssessmentTask1 – Professional Development Resource Narrated PowerPoint Purpose This assessment enables students to demonstrate their understanding of the palliative approach and the promotion of best practice in the clinical area. Due Date Wednesday 3 rd September, 2023 Time Due 10 am Weighting 50% Submission Submission of the assessment task is via the assessment 1drop box in the NRSG374 LEO site on the ‘Assessment’ tile. Length Narration length: 10 minutes (+/- 10%) (Video is not required) PowerPoint slide deck length: 10 slides including a title page and reference slides. Additional slides will not be accepted. Rubric Appendix 1 of the NRSG374 unit outline. The assessment will be marked using the criteria-based rubric. LEO Resource A national pre-recorded lecture is available on the ‘Assessment’ tile in the NRSG374 LEO site, which provides students with an overview of the assessment as well as resources and advice on how to approach the task. A national Q&A session will be held during week four (4) of the semester via zoom. The Q&A session will provide students with the opportunity to clarify any questions, but the expectation is that students will have viewed the pre-recorded national lecture prior to attending. The date and a link for this session is available on the Communication and Support tile on the NRSG374 LEO site. Students are encouraged to post questions on the Assessment 1 Q&A forum on LEO and to check for answers there as a first point of query. LOs Assessed LO1, LO2, LO3, LO5,LO6 Task Students will develop a 10-minute narrated PowerPoint based on one (1) of the key topics discussed by the ‘Survivors Teaching Students’ program. Three ‘Survivors Teaching Students’ sessions will occur in Week 3. All students are expected to attend at least one of the sessions. Dates and links for these sessions are available on the Survivors Teaching Students tile on the NRSG374 LEO unit. The sessions will also be recorded. This narrated PowerPoint is to be a professional development resource. The resource is to provide education, information and learning opportunities for final year nursing students and/or graduate nurses about a palliative care topic, the nurse’s role and how the National Palliative Care Standards relate to the topic. Application of the National Palliative Care Standards and other relevant contemporary evidence-based literature should be used to support the presentation. Target Audience Final year nursing students and/or graduate registered nurses. This is not a resource for the general consumer or community members. Therefore, you are expected to use professional terminology. NRSG374:Principles of Nursing Palliative Approach NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 2 of4 Topics Your professional development resource should focus on one of the following key topics discussed by the ‘Survivors Teaching Students’ program: 1. Barriers to early access to palliative care, including misconceptions and stigma 2. Psychological and physical supports to improve quality of life in palliative care 3. Family centred care in the palliative environment PowerPoint Structure Your Presentation should follow this format: 1. Slide One: Title Slide – State your name, student number and identify which one of the three topics you have chosen to focus your presentation on. 2. Slide Two: Provide an introduction, including what you will discuss in the presentation (refer to rubric). Outline the target audience and the learning outcomes for your presentation. Learning outcomes are what your target audience will have learnt/achieved by the end of your professional development resource. 3. Slide Three: Provide an overview of palliative care and the principles of palliative care, referring to high-quality evidence. 4. Slide Four: Provide an overview of the National Palliative Care Standards and identify and introduce three standards that most relate to your topic. You will then be incorporating the three chosen standards in Slides Five, Six and Seven. 5. Slides Five: Outline one key learning/point from the ‘Survivors Teaching Students’ program, that relates to your chosen topic. Link to evidence and the first of the three National Palliative Care Standards outlined on Slide Four, to support why this is an important point. 6. Slide Six: Identify how the key learning/point identified in Slide Five can be managed/assessed. Support your information by referring to high-quality evidence and the second of the three National Palliative Care Standards outlined on Slide Four. 7. Slide Seven: Outline the role of the registered nurse regarding the key learning/point identified in Slide Five. Support your information by referring to high-quality evidence and the third of the three National Palliative Care Standards outlined on Slide Four. 8. Slide Eight: Conclusion – Restate your key points and summarise the information presented. 9. Slide Nine: References 10. Slide Ten: References FORMATTING Recording your PowerPoint Instructions on how to record a PowerPoint with narration and slide timings can be found here. Recording your PowerPoint 1) Create your assessment in PowerPoint. 2) Record your audio assessment in PowerPoint – DO NOT record a video. 3) LEO tech support recommend that students record the PowerPoint in mono single channel as this reduces the megabytes for a 10-minute recording from 100 megabytes down to 30. Saving your assessment When saving your assessment, you must save it in a format that corresponds to NRSG374:Principles of Nursing Palliative Approach Turnitin. File types accepted by Turnitin include: .pptx, .ppt, .ppsx, .pps. Do not submit pdf, MP4 or Mac files. ACU has made Microsoft Office 365 available for students for either PC or Mac versions. If you experience technical difficulties, please review that you have recorded and saved your assessment as instructed above. If you continue to experience difficulties, please contact LEO tech support on Ph. 1800 246 442. File to submit You are to submit one PowerPoint file. You are not required to submit your script. Font Font size – no smaller than 18-point. Minimum font size for the reference list is 12-point. Font style – Calibri, Arial or Times New Roman. Headings – you can use headings to support the delivery of information. Images – you can include images, however, please ensure they support and add value to your work. Images need to be referenced using APA7 referencing. REFRENCING Referencing Style APA 7 th edition – Please refer to the ACU APA7 Referencing guide for detailed information and resources. Intext Referencing The narrated PowerPoint presentation must include intext citations on the slides. Intext citations should be placed next to their corresponding text, not at the bottom of the slide. It is a requirement that you reference the points on your slides. Minimum References A minimum of 15 high quality resources are to be used. All arguments must be supported using a variety of high-quality primary evidence. Avoid using any one source repetitively. Reference Age Published in the last 5 years unless using seminal text. Order References arearranged alphabetically by author family name within the reference list. Hanging Indent Second and subsequent lines of a reference have a hanging indent. DOI Presented as functional hyperlink. Spacing Single spacing within a reference. A space is required between references. ADMINISTRATION Late Penalties Late penalties will be applied from 10:01pm on the due date, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will not be allocated a mark. NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 3 of4 NRSG374:Principles of Nursing Palliative Approach An assignment is submitted 12 hours late and is initially marked at 60 out of 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark. Return of Marks Marks and feedback will be returned electronically via Turnitin. These will generally be returned in three weeks of the submission due date; if there are any changes you will be notified via the LEO announcements forum. Academic Integrity  Academic integrity will be monitored in all assessments submitted.·  Use APA7 referencing style and paraphrase adequately.·  Turnitin monitors the use of artificial intelligence.·  Be sure to submit your own work.·  Submit your assessment with enough time to obtain your similarity report from· Turnitin and review your citations and paraphrasing to see if they need to be improved. Extensions All extension request forms need to be submitted electronically to the extension application drop box on the NRSG374 LEO site on the ‘Assessment’ tile. This should normally occur at least 24 hours before the due date and time as per ACU Assessment Procedures – Section 2 Student Responsibilities. If submitting within 24hrs of the prescribed due date/time – the exceptional circumstances must have arisen with the 24hrs leading up to the due date/time. There is no need to email the LIC to notify them you have submitted an extension request. The extension request drop box is checked Monday to Friday during normal business hours for new extension requests. Staff will only review applications received in office hours and not on a public holiday. If your EIP contains provisions for extension to assessment tasks you must still, follow the standard university procedure to apply for an extension. If your reason for seeking an extension is unrelated to the condition identified in your EIP, you may be required to provide evidence of your circumstances. Special Consideration If you cannot complete an assessment due to difficult circumstances, you may be eligible for special consideration. Before completing a Special Consideration Form, make sure you are familiar with the criteria and processes. Special consideration request forms for a single unit (NRSG374) need to be submitted electronically to the special consideration application drop box on the NRSG374 LEO site on the ‘Assessment’ tile. If applying for special consideration across multiple units, the special consideration form needs to be forwarded to your Course Coordinator for review. Special consideration for one assessment task cannot be submitted before the assessment due date and can only be submitted up to five working days after the relevant assessment due date. Assessment template project informed byACU student forums,ACU Librarians and the Academic Skills Unit. NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 4 of4 NRSG374 Writing Guide: Principles of Nursing: A Palliative Approach Assessment Task 1 – 2023 Professional Development Resource Presentation Format: Narrated PowerPoint Based on the Survivors Teaching Students program Duration: 10 minutes (with a range of 9 to 11 minutes) 10 slides in total Weightage: 50% Q&A session in week 4 Overview of Assessment Task 1: Access all relevant information through: AT1 resources AT1 information AT1 discussion forum AT1 submission drop boxes AT1 Extension and special consideration application drop boxes AT1 Q&A recording (week 4) Attend a Survivors Teaching Students session that aligns with your chosen topic in week 3. Create a 10-minute PowerPoint presentation that educates final year nursing students and/or graduate nurses on your chosen topic, the nurse’s role, and its relation to the National Palliative Care Standards. Presentation Structure: Slide 1 – Title Slide: Your Name Student Number Indicate your chosen topic Slide 2 – Introduction: Briefly introduce yourself Specify the target audience (final year nursing students and/or graduate nurses) State the learning outcomes Slide 3 – Overview of Palliative Care: Provide a concise overview of palliative care Discuss the principles of palliative care with reference to high-quality evidence Slide 4 – National Palliative Care Standards: Introduce the National Palliative Care Standards Identify and introduce three standards that are most relevant to your chosen topic Slide 5 – Key Learning Point from Survivors Teaching Students: Outline one key learning point from the ‘Survivors Teaching Students’ program related to your chosen topic Link this point to evidence and the first of the three National Palliative Care Standards introduced on Slide 4 Slide 6 – Management and Assessment of Key Learning Point: Explain how the key learning point identified in Slide 5 can be managed and assessed Support your information with high-quality evidence and reference the second of the three National Palliative Care Standards introduced on Slide 4 Slide 7 – Role of the Registered Nurse: Describe the role of a registered nurse in relation to the key learning point from Slide 5 Support your information with high-quality evidence and refer to the third of the three National Palliative Care Standards introduced on Slide 4 Slide 8 – Summary and Conclusion: Recap your key points Summarize the information presented Conclude the presentation Slide 9 – Reference List: Use APA 7th edition referencing style Ensure in-text citations on the slides Include a minimum of 15 high-quality resources Avoid repetitively citing the same source Sources should be from the last 5 years unless using seminal texts Arrange references alphabetically by author family name with a hanging indent for second and subsequent lines Slide 10 – Reference List Continued: Continue listing your references Maintain the same formatting as Slide 9 Presentation Tips: Apply the National Palliative Care Standards and contemporary evidence-based literature to support your presentation. Be specific when referring to standards and their relevance. Use a font size no smaller than 18-point. Minimum font size for the reference list is 12-point. Utilize fonts like Calibri, Arial, or Times New Roman. Incorporate headings for clarity. Include images if they add value and support your work (reference using APA 7th edition). Maintain a professional tone and use nursing terminology. Record audio narration only; no video is required. Avoid lengthy sentences or excessive text on slides. Do not read directly from slides; use narration to elaborate on key points. Review the rubric to ensure you meet the assessment criteria. Additional Information: Submit one PowerPoint file, not your script. Record audio narration within PowerPoint (no video recording). Save your assessment in a Turnitin-compatible format: .pptx, .ppt, .ppsx, .pps. Late submissions will incur penalties, and submissions more than three days late may not receive a mark. homework help writing assignment service. Maintain academic integrity by adhering to APA 7th edition referencing and paraphrasing guidelines. Ensure your work is original and not plagiarized. For technical issues, contact LEO tech support at Ph. 1800 246 442. Seek assistance on the assessment task one forum for any questions, while personal inquiries should be directed to your LIC. _________________ Study Notes: Principles of Nursing Palliative Approach Palliative care is a holistic approach that aims to improve the quality of life of people with life-limiting conditions and their families. It involves addressing the physical, emotional, social, spiritual, and cultural aspects of suffering, as well as providing support for bereavement and grief. Nurses play a central role in the provision of palliative care across a range of settings and patient journeys. This article will discuss some of the key principles of nursing palliative approach, based on evidence-based practice and current literature. Upstream orientation One of the principles of nursing palliative approach is to adopt an upstream orientation, which means to anticipate and respond to the needs of people with life-limiting conditions and their families early in the disease trajectory, rather than waiting until the end-of-life phase . This can help to prevent or relieve symptoms, enhance coping skills, facilitate advance care planning, and improve satisfaction with care . An upstream orientation also requires a flexible and responsive approach that can adapt to the changing needs and preferences of the person and their family over time . Adaptation of palliative care knowledge and expertise Another principle of nursing palliative approach is to apply and adapt the knowledge and expertise of palliative care to different contexts and populations. This includes using evidence-based assessment tools and interventions to manage common symptoms in the palliative context, such as pain, dyspnea, nausea, fatigue, anxiety, and depression . It also involves using effective communication skills to establish rapport, elicit goals and preferences, provide information and education, address emotional and spiritual issues, and facilitate decision making . Moreover, it entails using culturally sensitive and person-centered approaches that respect the dignity, values, beliefs, and wishes of the person and their family . Operationalization of a palliative approach through integration into systems and models of care A third principle of nursing palliative approach is to operationalize it through integration into systems and models of care. This means collaborating with other health professionals and services to provide coordinated, comprehensive, and continuous care for the person and their family . It also means advocating for the availability and accessibility of palliative care resources and services in different settings, such as hospitals, community, residential aged care facilities, or hospices . Furthermore, it means evaluating the quality and outcomes of palliative care delivery using indicators such as symptom relief, quality of life, satisfaction with care, caregiver burden, and resource utilization . Conclusion Nursing palliative approach is a holistic approach that aims to improve the quality of life of people with life-limiting conditions and their families. It involves adopting an upstream orientation, adapting palliative care knowledge and expertise, and integrating it into systems and models of care. By applying these principles, nurses can provide effective, compassionate, and respectful care for the person and their family throughout their illness journey. References : Conceptual foundations of a palliative approach: a knowledge synthesis https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-016-0076-9 : NRSG374 – Principles of Nursing: a Palliative Approach https://www.acu.edu.au/handbook/handbook-2021/unit/NRSG374 : Principles of palliative care – International Association for Hospice & Palliative Care https://hospicecare.com/what-we-do/publications/getting-started/principles-of-palliative-care/

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NRSG374 Written Critique Example Assessment Paper

NRSG374 – Written Critique Example Assignment

NRSG374 – Principles of Nursing: A Palliative Approach Course

Australian Catholic University

NRSG374 – Written Critique Example Assessment Brief

Assignment Instructions Overview

This assessment requires students to complete a written critique based on a provided case study involving a patient receiving end-of-life care. The aim is to evaluate the care delivered in the case study against one chosen Clinical Practice Guideline (CPG). The critique must integrate relevant National Palliative Care Standards (NPCS) and at least one of either the NSQHS Standards or the NMBA Registered Nurse Standards for Practice.

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Students must identify both strengths and limitations in the care provided, supported by scholarly evidence, and demonstrate an understanding of palliative care principles. The word count is 1,800 words, with a 10% leeway. In-text citations count towards the word count; the reference list does not.

Understanding Assignment Objectives

This task develops critical thinking, professional judgment, and evidence-based writing skills. It is designed to foster a deeper understanding of how Clinical Practice Guidelines shape end-of-life care and to strengthen students’ ability to assess clinical practice through the lens of national standards.

The assignment focuses on evaluating how care decisions align with best practice recommendations, ethical principles, and legal obligations in nursing. It also encourages reflection on palliative care delivery and its relevance to holistic, person-centered nursing.

The Student’s Role

As a nursing student, you will act as a critical evaluator and informed practitioner. Your role is to:

• Review the provided case study with a professional and analytical lens.
• Choose one CPG (such as the “Care of the Dying” CPG).
• Apply your understanding of palliative care, clinical reasoning, and national standards to critique the care received by the patient.
• Support your critique with contemporary, evidence-based literature.
• Demonstrate awareness of how professional standards and guidelines guide and improve nursing practice.

You are not required to offer a personal opinion but must adopt a scholarly, third-person voice and maintain objectivity throughout your critique.

Competencies Measured

This assessment evaluates several core nursing competencies, including:

• Clinical Reasoning and Decision-Making: Ability to evaluate clinical actions in alignment with evidence-based guidelines and nursing standards.
• Professional Accountability: Understanding the nurse’s responsibility in upholding care standards, advocating for patients, and adhering to ethical practice.
• Evidence-Based Practice: Skill in identifying, integrating, and referencing contemporary research to support clinical evaluation.
• Communication and Academic Writing: Capacity to present ideas in a well-organized, coherent, and scholarly format, adhering to academic integrity principles.
• Knowledge of National Frameworks: Application of the National Palliative Care Standards, and either the NSQHS Standards or the NMBA Registered Nurse Standards for Practice in evaluating nursing care quality.

Check out another task that our nursing essay writing services have assisted another student on NRSG374 – Professional Development Resource Information PowerPoint Example.

NRSG374 Written Critique Example Assessment Paper

Introduction

End-of-life care is a fundamental component of palliative nursing, where the primary aim is to ensure dignity, comfort, and holistic support for patients and their families during the final stages of life. The provided case study of Tylor Morton, a 40-year-old man with Motor Neurone Disease (MND), presents a complex situation involving ethical dilemmas, family conflict, and clinical decision-making. This paper critiques Tylor’s end-of-life care using the “Care of the Dying” Clinical Practice Guideline (CPG). The analysis is grounded in the National Palliative Care Standards (NPCS) and the Registered Nurse Standards for Practice outlined by the Nursing and Midwifery Board of Australia (NMBA). The critique identifies both strengths and limitations in Tylor’s care, guided by current evidence and standards.

Understanding Motor Neurone Disease (MND) and Its Trajectory

MND is a progressive, terminal neurological condition characterized by the degeneration of motor neurons, leading to muscle weakness, respiratory failure, dysphagia, and loss of independence (Goutman et al., 2022). The illness trajectory is marked by a gradual but relentless decline in function. In Tylor’s case, the disease had advanced significantly, with symptoms such as dyspnea, dysphagia, and progressive immobility. This progression necessitated comprehensive palliative care planning to address his physical, emotional, social, and spiritual needs.

According to Brizzi et al. (2019), timely integration of palliative care in MND improves patient and caregiver outcomes. In Tylor’s scenario, the delayed recognition of his needs, family tension, and conflicting care decisions indicate a gap in proactive palliative care implementation. The importance of early palliative care referrals in MND cannot be overstated, as these interventions enable patients and families to prepare, plan, and access appropriate support.

Application and Critique of the Care of the Dying CPG

The “Care of the Dying” CPG provides a structured approach to managing the final days of a patient’s life. It emphasizes symptom control, psychosocial support, communication, and dignity. In Tylor’s case, application of this CPG appears inconsistent and fragmented.

Symptom Management

Tylor experienced significant discomfort, including breathlessness, anxiety, and gastrointestinal infections. The CPG recommends thorough and continuous assessment using validated tools like the Symptom Assessment Scale (SAS) and the Australia-modified Karnofsky Performance Scale (Barbetta et al., 2019). Although assessments were documented, actions based on findings were insufficient. Tylor’s reported distress and discomfort did not result in adequate symptom control or timely intervention, which undermines the principle of comfort-focused care in the final days.

Psychosocial and Family Support

End-of-life care must include support for family members and address unresolved conflicts. The CPG outlines that family meetings, open communication, and grief support are essential (Palliative Care Australia, 2018). However, the tension between Tylor’s wife Catherine and his extended family was not adequately addressed. The failure to facilitate dialogue among family members contributed to emotional strain and ultimately compromised Tylor’s dying experience.

Decision-Making and Advance Care Planning

The absence of clear, documented advance care directives and limited involvement of Tylor in decision-making are critical flaws. The CPG stresses the importance of honoring patient preferences and advance directives. Catherine’s hesitation and the lack of inclusion of Tylor’s mother and brother in care planning reveal a fragmented approach. The registered nurse’s role should have included advocating for Tylor’s values and promoting collaborative care planning as outlined in NMBA Standard 2 (NMBA, 2016).

Place of Death and Environment

According to the CPG, patients should have the opportunity to die in their preferred setting, surrounded by loved ones. Tylor’s case reveals ambiguity about his preferred place of death. The conflict about whether to remain at home or be transferred to hospital with a PICC line for intravenous therapy reflects poor planning. The decision to keep him at home was appropriate but lacked clear communication and support from health professionals, as per NPCS Standard 4 (Palliative Care Australia, 2018).

Integration of the National Palliative Care Standards

The National Palliative Care Standards guide consistent and quality palliative care delivery. In Tylor’s care, several standards were only partially met.

Standard 2: Developing the Care Plan

Care planning for Tylor was reactive rather than anticipatory. The care plan did not adequately address his deteriorating condition, psychosocial needs, or family dynamics. NPCS Standard 2 emphasizes holistic, personalized care planning in collaboration with the patient and family. The lack of structured family conferences or care coordination meetings shows a missed opportunity to align care with best practice.

Standard 3: Care for the Carers

Tylor’s primary carer, Catherine, experienced considerable stress and uncertainty. The standard mandates support for caregivers to enhance their capacity and well-being. There was limited evidence of formal support mechanisms, education, or respite services offered to Catherine. Failure to support carers not only affects their well-being but also impacts patient outcomes.

Standard 6: Grief Support

Grief support for family members is a core component of quality palliative care. Tylor’s mother and brother were not adequately prepared for his death. The exclusion of extended family members and lack of bereavement preparation conflict with Standard 6. Post-death support, including emotional, cultural, and spiritual care, should have been anticipated and provided.

Alignment with NMBA Registered Nurse Standards for Practice

The NMBA Registered Nurse Standards for Practice outline competencies required for delivering safe and ethical care. Several standards were not adequately upheld in this case.

Standard 1: Thinks Critically and Analyses Nursing Practice

Registered nurses must apply evidence-informed reasoning in care decisions. The clinical team failed to critically appraise and implement the CPG recommendations effectively. This includes failure to anticipate the trajectory of Tylor’s condition and the need for stronger family engagement.

Standard 2: Engages in Therapeutic and Professional Relationships

Effective communication and therapeutic relationships with patients and families are essential. In this case, the absence of inclusive communication with Tylor’s family, especially his mother and brother, undermined trust and compromised person-centered care.

Standard 6: Provides Safe, Appropriate, and Responsive Quality Nursing Practice

This standard highlights the importance of safe and timely responses to changes in a patient’s condition. Tylor’s rapid decline required more responsive and coordinated care. The failure to manage his respiratory symptoms and gastrointestinal infections effectively represents a breach of this standard.

Addressing the Gaps and Improving Care

To improve outcomes in similar scenarios, the following actions are recommended:

Strengthen Interdisciplinary Communication: Regular team meetings, family conferences, and documented advance care planning should be standard practice.

Enhance Carer Support: Carers should receive education, respite, and psychological support to manage the demands of caregiving.

Promote Cultural and Family Inclusion: Cultural values and family dynamics must be acknowledged. Involving all stakeholders in care planning fosters harmony and better outcomes.

Focus on Symptom Management: Use of validated tools and timely interventions can alleviate suffering and enhance comfort.

Training and Education: Nurses and healthcare workers require regular training in palliative care principles, communication, and ethical decision-making.

Conclusion

Tylor Morton’s case highlights the critical importance of structured, compassionate, and inclusive end-of-life care. While elements of the “Care of the Dying” CPG were followed, significant gaps were evident in symptom management, family involvement, carer support, and adherence to professional standards. Integrating the National Palliative Care Standards and NMBA Standards for Practice ensures a holistic, ethical, and patient-centered approach. Registered nurses must advocate for comprehensive care that honors patient wishes, supports families, and upholds professional accountability. Moving forward, palliative care in MND cases must be anticipatory, inclusive, and coordinated to ensure a dignified and peaceful dying process.

References

Barbetta, C., et al. (2019). Australia-modified Karnofsky Performance Scale and physical activity in COPD and lung cancer: an exploratory pooled data analysis. BMJ Supportive & Palliative Care. https://spcare.bmj.com/content/early/2019/07/11/bmjspcare-2019-001869.abstract

Brizzi, K., et al. (2019). Integration of a palliative care specialist in an amyotrophic lateral sclerosis clinic: observations from one center. Muscle & Nerve, 60(2), 137–140. https://onlinelibrary.wiley.com/doi/abs/10.1002/mus.26607

Goutman, S. A., et al. (2022). Recent advances in the diagnosis and prognosis of amyotrophic lateral sclerosis. The Lancet Neurology. https://www.sciencedirect.com/science/article/pii/S1474442221004658

Nursing Midwifery Board of Australia. (2016). Registered Nurse Standards For Practice. https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx

Palliative Care Australia. (2018). National Palliative Care Standards (5th Ed.). https://palliativecare.org.au/standards

Riley, K., & Hupcey, J. (2022). Person-Centered Care Considerations for End-of-Life Care to Persons With Severe and Persistent Mental Illness. Journal of Gerontological Nursing, 48(3), 11–16. https://journals.healio.com/doi/abs/10.3928/00989134-20220210-04

Detailed Assessment Instructions for the NRSG374 Written Critique Example Assessment Paper

Assignment Detail:

Students are to provide an 1800 word critique of the provided case study using only ONE CPG.

To complete this task you will need to discuss and critique relevant elements of the CPG and case study whilst upholding the National Palliative Care Standards at least one of:

– NSQHS

– NMBA standards and/or

Assessment criteria: The assessment will be marked using the criteria-based rubric.Please note that in-text citations are included in the word count whilst the reference list is not included in the word count. Words that are more than 10% over the word count will not be considered

Now that you have read the case study and selected ONE of the CPG provided you are required to:

– Review and critique the care given to the patient against the CPG you have selected and provide evidence to support your critique through additional research that you will undertake

– Highlight the importance of the National Palliative Care Standards and at least one of the NSQHSS and/or the NMBA Standards and how they influence our practice

– Demonstrate knowledge on the illness trajectory of Motor Neurone Disease (MND) in line with Palliative Care Principles

– Provide links between the case study and your chosen CPG to identify highlights or limitations in care

– Ensure that your sources are all contemporary (within the last five years) and from evidence based sources)

– Read all instructions and the rubric very carefully

Case study – Care of the dying patient CPG

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