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NGR 5700 Shared Decision Making Paper Assignment Example

NGR 5700 – Shared Decision-Making Paper Assignment

NGR 5700 DBX-DL01: Decision Making Course

Florida National University

Course Information

Course Number: NGR 5700

Course Title: Decision Making

Course Credits: 3.0000

NGR 5700 Shared Decision Making Paper Assignment Brief

Assignment Instructions Overview

This written assignment requires students to explore the implementation of Shared Decision-Making (SDM) as a routine practice in a chosen healthcare setting, such as a clinic or hospital. The paper must be 6–8 pages in length (excluding the title and reference pages) and follow APA 7th edition formatting. A minimum of 8–10 scholarly references (outside of course readings) is required. Students will compare and contrast at least two SDM models, identify a preferred model for implementation, and detail strategies for integration at organizational, professional, and personal levels. The submission must be in Word format only and must comply with SafeAssign similarity index guidelines (<20%).

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Understanding Assignment Objectives

This assignment aims to deepen your understanding of SDM and its essential role in enhancing patient-provider collaboration. The paper will assess your ability to:

• Describe the significance of SDM in clinical decision-making.
• Evaluate and compare two SDM models.
• Propose implementation strategies specific to your healthcare setting.
• Identify the resources, tools, and staff training needs.
• Address potential challenges and benefits of SDM integration.
• Demonstrate scholarly writing, organization, and APA proficiency.

The Student’s Role

As a graduate nursing student and emerging advanced practice nurse (APN), you are expected to critically appraise SDM theory and apply it to a real-world clinical context. Your role includes:

• Independently researching evidence-based SDM frameworks.
• Using your clinical judgment to tailor SDM models to a practice setting.
• Designing strategic approaches for implementation and training.
• Engaging in reflective analysis of barriers and enablers to SDM adoption.
• Writing a unique, plagiarism-free paper that clearly communicates your ideas.

Competencies Measured

This assignment assesses the following advanced nursing competencies:

• Leadership in systems-based practice through proposing organizational-level changes.
• Evidence-based practice by integrating the latest literature on SDM.
• Collaboration and communication in multidisciplinary care planning.
• Clinical decision-making supported by patient-centered models.
• Professional accountability and advocacy through ethical patient engagement.

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NGR 5700 Shared Decision Making Paper Assignment Example

Introduction

Shared decision-making (SDM) is a collaborative process that allows healthcare providers and patients to make health-related decisions together, integrating clinical evidence and patient preferences. In the context of a hospital surgical unit, where patients often face complex choices regarding surgical interventions, the use of SDM is crucial for promoting informed consent, enhancing patient satisfaction, and improving outcomes. Advanced Practice Nurses (APNs) play a vital role in implementing SDM, acting as patient advocates and clinical leaders. This paper explores the significance of SDM in surgical care, compares two leading SDM models, and outlines a comprehensive strategy to integrate SDM at organizational, professional, and personal levels. It also highlights tools, training resources, challenges, and benefits, offering an evidence-based roadmap to strengthen patient-centered care within surgical settings.

Background and Significance of Shared Decision-Making in Healthcare

SDM represents a paradigm shift from the traditional, paternalistic model of care to one that values and incorporates the patient’s voice in clinical decisions. This approach is especially pertinent in surgical units, where patients may be presented with multiple treatment options, each carrying different risks and benefits. Research shows that SDM leads to better alignment between chosen treatments and patients’ values, which subsequently enhances trust, adherence to treatment, and overall satisfaction with care (Stacey et al., 2017).

From the provider’s perspective, SDM fosters meaningful engagement, reduces decisional conflict, and strengthens the therapeutic alliance (Elwyn et al., 2012). For APNs, SDM is a practice-aligned responsibility that intersects with core competencies such as patient education, advocacy, evidence-based practice, and ethical decision-making (American Association of Nurse Practitioners [AANP], 2020).

The importance of SDM is further emphasized in national healthcare policies and standards. The Institute of Medicine advocates for SDM as a critical element of high-quality care (IOM, 2011), while the Agency for Healthcare Research and Quality (AHRQ) promotes its integration across clinical settings. In surgical environments, where high-stakes decisions are common, SDM ensures that patients are not only informed but also actively involved in choosing interventions that align with their values and goals.

Overview and Comparison of Two Shared Decision-Making Models

The Three-Talk Model

The Three-Talk Model, developed by Elwyn et al. (2017), structures the SDM conversation into three phases: team talk, option talk, and decision talk. This model begins with “team talk,” where clinicians invite the patient to be part of the decision-making process. “Option talk” involves the clinician presenting treatment options using clear, balanced information. Lastly, “decision talk” is the collaborative stage where the provider supports the patient in exploring preferences and making a decision.

This model is particularly useful in time-sensitive environments like surgical units because it is concise, adaptable, and easy to implement during pre-operative consultations. It supports active listening and transparency while maintaining the clinical efficiency often required in hospitals.

The SHARE Approach

Developed by the AHRQ, the SHARE Approach is a five-step process: Seek your patient’s participation, Help your patient explore and compare treatment options, Assess your patient’s values and preferences, Reach a decision with your patient, and Evaluate the decision (AHRQ, 2014). Unlike the Three-Talk Model, the SHARE Approach offers a more detailed and structured framework, including tools for documentation, patient education, and decision aids.

This model is best suited for comprehensive, multidisciplinary discussions involving complex or chronic surgical cases. It allows for greater depth in value clarification and can be extended across multiple encounters. However, it may be time-consuming and less suitable for fast-paced surgical assessments.

Comparison and Suitability for Surgical Units

Both models support the principles of patient-centered care, but their structure and focus differ. The Three-Talk Model is streamlined and pragmatic, aligning well with the high-pressure environment of surgical units. It ensures patients are heard without overwhelming the provider with additional procedural steps. In contrast, the SHARE Approach is ideal for elective or non-urgent surgeries, where time permits deeper value exploration.

Given the urgent and procedural nature of hospital surgical units, the Three-Talk Model emerges as the most practical and effective approach for implementation. It aligns with the workflow, accommodates provider constraints, and fosters meaningful patient engagement without disrupting clinical operations.

Implementation of SDM in the Hospital Surgical Unit

Organizational Level

At the organizational level, implementing SDM requires leadership commitment, policy development, and integration into clinical pathways. Hospital administration must prioritize SDM in strategic goals and allocate resources for training, tools, and staffing. Policies should mandate SDM discussions before all surgical procedures, embedded within electronic health records (EHRs) for documentation and quality tracking (Barry & Edgman-Levitan, 2012).

Standardized protocols for informed consent should be updated to include SDM principles, ensuring patients are presented with multiple treatment options and associated outcomes. Multidisciplinary teams—including surgeons, APNs, anesthetists, and patient educators—should collaborate to implement SDM as part of routine preoperative care.

Professional Level

On the professional level, surgeons and APNs need skill development in communication, cultural competency, and evidence presentation. Training programs should include role-playing, workshops, and use of validated decision aids. Continuing education credits can incentivize participation. Interprofessional collaboration must be encouraged to ensure that SDM is not seen as a sole responsibility of the nurse or surgeon but as a shared task across the care team.

APNs, in particular, should take the lead in coordinating SDM conversations, providing patients with reliable information, and clarifying any doubts prior to surgery. Their holistic approach and longer interaction time with patients make them ideal SDM facilitators.

Personal Level

At a personal level, healthcare providers must embrace a mindset shift from being authoritative decision-makers to facilitators of patient choices. Reflective practice, feedback sessions, and peer review can help clinicians evaluate and improve their SDM conversations. Providers must also remain aware of their biases, ensuring that their recommendations are balanced and not coercive.

Personal accountability includes ensuring that every surgical consultation respects patient autonomy and actively seeks their input. For APNs, personal strategies such as using SDM checklists, attending reflective practice groups, and engaging in peer mentoring can reinforce these behaviors.

Tools, Resources, and Patient Engagement Strategies

To ensure successful SDM integration, both staff and patients require appropriate tools and resources. Decision aids are essential, especially in surgical contexts. These include brochures, videos, online platforms, and printed option grids that outline surgical choices, risks, recovery timelines, and alternative therapies (O’Connor et al., 2009).

EHR templates should prompt providers to record SDM discussions and patient preferences. Visual aids and risk communication tools, such as pictographs or risk calculators, can help patients understand statistical information.

Patient engagement is enhanced through structured pre-operative education sessions led by APNs. These sessions can be group-based or individual and should be culturally sensitive and linguistically appropriate. Offering patients printed questions to bring to consultations encourages active participation.

Training for providers must cover the use of these tools, supported by simulation-based learning, e-learning modules, and mentorship programs. These ensure consistent practice and confidence in facilitating SDM.

Strategies to Build Competency Among APNs and Providers

Competency development should begin with formal SDM training included in APN orientation and ongoing professional development. Key strategies include:

• Simulation-based learning: Role-play scenarios with standardized patients improve communication skills.
• Workshops and seminars: Regular educational sessions provide evidence-based updates and practical guidance.
• Peer mentoring: Pairing experienced APNs with novices helps reinforce SDM in real-time settings.
• Audit and feedback: Reviewing SDM documentation in EHRs and providing feedback helps refine practice.
• Online modules: Self-paced programs accommodate busy schedules and ensure theoretical understanding.

APNs should also be involved in research and quality improvement initiatives related to SDM, promoting a culture of inquiry and evidence-based practice. Certification programs and credentialing that recognize SDM competency can further validate these skills.

Challenges and Benefits of Implementing SDM

Challenges

Despite its benefits, implementing SDM in surgical units presents several challenges. These include:

• Time constraints: Surgical consultations are often brief, making it difficult to engage in extended discussions.
• Provider resistance: Some clinicians may be skeptical of SDM, perceiving it as undermining clinical authority.
• Lack of training: Many providers lack formal education in SDM techniques.
• Documentation issues: Integrating SDM into EHRs without adding to administrative burden is challenging.
• Patient variability: Patients differ in their desire and ability to participate, requiring personalized approaches.

Benefits

Conversely, the benefits are significant:

• Enhanced patient satisfaction: Patients feel heard and respected, increasing trust.
• Improved outcomes: Engaged patients are more likely to adhere to postoperative instructions and report better recovery experiences.
• Reduced decisional regret: Patients who participate in decisions are less likely to experience regret or dissatisfaction.
• Professional growth: APNs develop advanced communication and leadership skills.
• Compliance with standards: SDM supports ethical practice, accreditation requirements, and legal standards for informed consent.

Conclusion

Shared decision-making is a vital practice innovation that enhances surgical care delivery by aligning treatments with patient values and preferences. This paper has explored the importance of SDM, compared two leading models, and proposed a comprehensive strategy to implement the Three-Talk Model within a hospital surgical unit. Implementation at the organizational, professional, and personal levels, supported by tools, training, and ongoing reflection, ensures the sustainability of this patient-centered approach. Though challenges exist, the benefits to both patients and providers make SDM an essential standard of care in modern surgical practice.

References

Agency for Healthcare Research and Quality. (2014). The SHARE approach: A model for shared decisionmaking. https://www.ahrq.gov/health-literacy/professional-training/shared-decision/index.html

American Association of Nurse Practitioners. (2020). Standards of practice for nurse practitioners. https://www.aanp.org/practice/clinical-resources/standards-of-practice

Barry, M. J., & Edgman-Levitan, S. (2012). Shared decision making—the pinnacle of patient-centered care. New England Journal of Medicine, 366(9), 780–781. https://doi.org/10.1056/NEJMp1109283

Elwyn, G., Frosch, D., Thomson, R., Joseph-Williams, N., Lloyd, A., Kinnersley, P., … & Barry, M. (2012). Shared decision making: A model for clinical practice. Journal of General Internal Medicine, 27(10), 1361–1367. https://doi.org/10.1007/s11606-012-2077-6

Elwyn, G., Durand, M. A., Song, J., Aarts, J., Barr, P. J., Berger, Z., … & Frosch, D. L. (2017). A three-talk model for shared decision making: Multistage consultation process. BMJ, 359, j4891. https://doi.org/10.1136/bmj.j4891

Institute of Medicine (US). (2011). Crossing the quality chasm: A new health system for the 21st century. National Academies Press.

O’Connor, A. M., Bennett, C. L., Stacey, D., Barry, M., Col, N. F., Eden, K. B., … & Thomson, R. (2009). Decision aids for people facing health treatment or screening decisions. Cochrane Database of Systematic Reviews, 3(3), CD001431. https://doi.org/10.1002/14651858.CD001431.pub2

Stacey, D., Légaré, F., Lewis, K., Barry, M. J., Bennett, C. L., Eden, K. B., … & Trevena, L. (2017). Decision aids for people facing health treatment or screening decisions. Cochrane Database of Systematic Reviews, 4, CD001431. https://doi.org/10.1002/14651858.CD001431.pub5

Detailed Assessment Instructions for the NGR 5700   Shared Decision Making Paper Assignment

Shared Decision-Making Paper Assignment

The assignment will require you to write a 6-8 page paper formatted using APA 7th edition (this does not include the title or references page). Be sure to review the grading rubric and criteria for the assignment carefully and to include all aspects that are required as part of the assignment grade. It should go without saying that NO two papers should look the same, meaning that the choice of implementation strategies, selection of SDM , the patient and population and specific strategies are unique in every paper AND those papers submitted with numerous similarities will be looked at closely and closely reviewed for any evidence of academic. Students these and all paper assignments need to be original with your own ideas and your individual search of sources and literature to support the paper proposal. Remember the paper must be submitted in a Word formatted APA 7th edition format failure to submit or to submit as a PDF will be returned ungraded. Pay attention when submitting the assignment to SafeAssign that the similarity index is not higher or close to 20% per the Syllabus guidelines.

As an APN working as part of a team, you have been asked by your director to adopt a shared decision-making approach to be used as part of routine practice in your healthcare organization (you may choose if this is a hospital or a clinic setting). This involves describing how shared decision making is implemented from an organizational, professional and personal level to improve the care of patients. What processes are required to implement a successful shared decision-making approach to the current practice environment? Part of this involves determining which SDM of care would be best suited to the selected practice environment and patient population (you are required to describe in- depth at least two different models of SDM comparing and contrasting the two and linking the choice of which model would be best for your practice setting; make sure the description of the practice setting and patients in included in the paper). What is the purpose of SDM, how does it impact patient and provider care? How does SDM help the APN to make decisions in patient care? How does the adoption of the SDM model of care meet the standards of practice for APN/NP?

What resources and training needs would be required both by staff and patients to ensure comprehensive integration of this type of decision making into practice (this needs to be a detailed discussion about specific patient tools and approaches). Additionally, describe specific and detailed strategies that would be implemented to build competency among the APN and provider staff that facilitates adoption of this method. Identify key challenges that you may face in implementing this into the care setting and key benefits to integrating a SDM into care.

Must contain a minimum of 8-10 references not found in your course readings, introduction, summary and be APA formatted.

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NURS FPX 4040 Assessment Informatics and Nursing Sensitive Quality Indicators

Capella NURS FPX 4040 Assessment 4: Informatics and Nursing-Sensitive Quality Indicators

Assignment Brief: NURS FPX 4040 Assessment Informatics and Nursing Sensitive Quality Indicators

Course: NURS FPX 4040 Managing Health Information and Technology

Assignment Title: Assessment Informatics and Nursing Sensitive Quality Indicators

Assignment Overview:

This assignment aims to deepen your understanding of informatics and its role in Nursing Sensitive Quality Indicators (NSQIs). Focusing on the National Database of Nursing Quality Indicators (NDNQI) framework, you will explore the significance of nursing-sensitive indicators, their impact on patient outcomes, and the integration of informatics to enhance nursing care.

Understanding Assignment Objectives:

This assignment aims to enhance your comprehension of nursing-sensitive quality indicators, emphasizing the role of informatics in optimizing patient care outcomes. You will explore theoretical frameworks, legal considerations, and the practical application of technology in healthcare settings.

The Student’s Role:

As a student, your role is to engage critically with the NDNQI framework, select a specific nursing-sensitive quality indicator, and analyze its implications for patient care and organizational performance. Investigate the challenges faced by nurses and the potential benefits of informatics in addressing these challenges. Additionally, explore the legal and ethical responsibilities associated with accurate data reporting.

Detailed Assessment Instructions for the NURS FPX 4040 Assessment Informatics and Nursing Sensitive Quality Indicators Assignment

Prepare an 4-5 page paper on the importance of nursing-sensitive quality indicators.

As you begin to prepare this assessment you are encouraged to complete the Conabedian Quality Assessment Framework activity. Quality healthcare delivery requires systematic action. Completion of this will help you succeed with the assessment as you consider how the triad of structure (such as the hospital, clinic, provider qualifications/organizational characteristics) and process (such as the delivery/coordination/education/protocols/practice style or standard of care) may be modified to achieve quality outcomes.

The American Nursing Association (ANA) established the National Database of Nursing Quality Indicators (NDNQI®) in 1998 to track and report on quality indicators heavily influenced by nursing action.

NDNQI® was established as a standardized approach to evaluating nursing performance in relation to patient outcomes. It provides a database and quality measurement program to track clinical performance and to compare nursing quality measures against other hospital data at the national, regional, and state levels. Nursing-sensitive quality indicators help establish evidence-based practice guidelines in the inpatient and outpatient settings to enhance quality care outcomes and initiate quality improvement educational programs, outreach, and protocol development.

The quality indicators the NDNQI® monitors are organized into three categories: structure, process, and outcome. Theorist Avedis Donabedian first identified these categories. Donabedian’s theory of quality health care focused on the links between quality outcomes and the structures and processes of care (Grove, Gray, Jay, Jay, & Burns, 2015).

Nurses must be knowledgeable about the indicators their workplaces monitor. Some nurses deliver direct patient care that leads to a monitored outcome. Other nurses may be involved in data collection and analysis. In addition, monitoring organizations, including managed care entities, exist to gather data from individual organizations to analyze overall industry quality. All of these roles are important to advance quality and safety outcomes.

The focus of Assessment 4 is on how informatics supports the monitoring of nursing-sensitive quality indicator data. You will develop an 8–10 minute audio (or video) training module to orient new nurses in a workplace to a single nursing-sensitive quality indicator critical to the organization. Your recording will address how data are collected and disseminated across the organization along with the nurses’ role in supporting accurate reporting and high-quality results.

Reference

Grove, S. K., Gray, J. R., Jay, G.W., Jay, H. M., & Burns, N. (2015). Understanding nursing research: Building an evidence-based practice (6th ed.). St. Louis, MO: Elsevier.

Demonstration of Proficiency

By successfully completing this assessment, you will demonstrate your proficiency in the course competencies through the following assessment scoring guide criteria:

Competency 1: Describe nurses’ and the interdisciplinary team’s role in informatics with a focus on electronic health information and patient care technology to support decision making.

Describe the interdisciplinary team’s role in collecting and reporting quality indicator data to enhance patient safety, patient care outcomes, and organizational performance reports.

Competency 3: Evaluate the impact of patient care technologies on desired outcomes.

Explain how a health care organization uses nursing-sensitive quality indicators to enhance patient safety, patient care outcomes, and organizational performance reports.

Competency 4: Recommend the use of a technology to enhance quality and safety standards for patients.

Justify how a nursing-sensitive quality indicator establishes evidence-based practice guidelines for nurses to follow when using patient care technologies to enhance patient safety, satisfaction, and outcomes.

Competency 5: Apply professional, scholarly communication to facilitate use of health information and patient care technologies.

Deliver a professional and effective audio tutorial on a selected quality indicator that engages new nurses and motivates them to accurately report quality data in a timely fashion.

Follow APA style and formatting guidelines for citations and references.

Preparation

This assessment requires you to prepare a 4-5 page paper on the importance of nursing-sensitive quality indicators. To successfully prepare for your assessment, you will need to complete the following preparatory activities:

Select a single nursing-sensitive quality indicator that you see as important to a selected type of health care system.

Conduct independent research on the most current information about the selected nursing-sensitive quality indicator.

Interview a professional colleague or contact who is familiar with quality monitoring and how technology can help to collect and report quality indicator data. You do not need to submit the transcript of your conversation, but do integrate what you learned from the interview into the audio tutorial. Consider these questions for your interview:

What is your experience with collecting data and entering it into a database?

What challenges have you experienced?

How does your organization share with the nursing staff and other members of the health care system the quality improvement monitoring results?

What role do bedside nurses and other frontline staff have in entering the data? For example, do staff members enter the information into an electronic medical record for extraction? Or do they enter it into another system? How effective is this process

Instructions

For this assessment, imagine you are a member of a Quality Improvement Council at any type of health care system, whether acute, ambulatory, home health, managed care, et cetera. Your Council has identified that newly hired nurses would benefit from comprehensive training on the importance of nursing-sensitive quality indicators. The Council would like the training to address how this information is collected and disseminated across the organization. It would also like the training to describe the role nurses have in accurate reporting and high-quality results.

The Council indicates a recording is preferable to a written fact sheet due to the popularity of audio blogs. In this way, new hires can listen to the tutorial on their own time using their phone or other device.

As a result of this need, you offer to create an audio tutorial orienting new hires to these topics. You know that you will need a script to guide your audio recording. You also plan to incorporate into your script the insights you learned from conducting an interview with an authority on quality monitoring and the use of technology to collect and report quality indicator data.

You determine that you will cover the following topics in your audio tutorial script:

Introduction: Nursing-Sensitive Quality Indicator

What is the NDNQI®?

What are nursing-sensitive quality indicators?

Which particular quality indicator did you select to address in your tutorial?

Why is this quality indicator important to monitor?

Be sure to address the impact of this indicator on quality of care and patient safety.

Why do new nurses need to be familiar with this particular quality indicator when providing patient care?

Collection and Distribution of Quality Indicator Data

According to your interview and other resources, how does your organization collect data on this quality indicator?

How does the organization disseminate aggregate data?

What role do nurses play in supporting accurate reporting and high-quality results?

As an example, consider the importance of accurately entering data regarding nursing interventions.

Additional Requirements

References: Cite a minimum of three scholarly and/or authoritative sources.

APA: Submit along with the recording a separate Reference page that follows APA style and formatting guidelines. For an APA refresher, consult the APA Style and Formatpage on Campus.

NURS FPX 4040 Assessment Informatics and Nursing Sensitive Quality Indicators Example

Introduction

Welcome to this comprehensive tutorial on Nursing Informatics and Nursing-Sensitive Quality Indicators. I’m [Your Name], and in this session, we’ll explore why nursing-sensitive quality indicators are crucial, focusing on patient safety, quality care outcomes, and the essential role of health informatics. Let’s dig into the dynamic relationship between healthcare structures, processes, and outcomes, emphasizing the importance of evidence-based practice and technology in nursing.

Nursing-Sensitive Quality Indicators: A Foundation for Quality Care

Nursing-sensitive quality indicators, as defined by the American Nursing Association (ANA), are crucial measures reflecting the quality of organizational structures, processes, and outcomes in nursing care. These indicators play a vital role in enhancing patient safety and satisfaction while influencing organizational performance. For our tutorial, we will spotlight the nursing-sensitive quality indicator of patient falls.

Importance of Patient Falls as a Quality Indicator

Patient falls are a significant quality indicator due to their impact on patient safety and healthcare outcomes. According to the ANA, patient falls can lead to severe consequences, including extended hospitalization, physical injuries, and, in severe cases, fatalities. The rates of patient falls serve as a barometer for assessing the effectiveness of nursing practices and the overall safety of healthcare environments.

Collection and Distribution of Quality Indicator Data

Data Collection Through Health Information Systems

To monitor and improve patient safety practices, robust data collection mechanisms are crucial. Health information systems, including Electronic Health Records (EHRs), are instrumental in gathering and managing data related to nursing-sensitive quality indicators. During an interview with a senior information system executive, insights were gained into the role of technology in data collection and reporting.

Challenges and Opportunities in Data Collection

While health information systems provide a streamlined approach to data collection, challenges such as unrepresentative samples, lower response rates, and limited follow-up data persist. Our interviewee emphasized the need for continuous improvement in data collection tools, citing the benefits of web-based systems in accessing diverse populations and reducing costs.

Nurse’s Role in Accurate Reporting

Nurses play a pivotal role in supporting accurate reporting and achieving high-quality results. The accuracy of data, especially regarding nursing interventions, is crucial for informed decision-making. Integrating data into electronic medical records and other systems requires precision, and frontline staff’s effectiveness in this process contributes significantly to the reliability of quality indicator data.

Nursing Informatics: Empowering the Interdisciplinary Team

Nursing informatics encompasses the application of information technology in patient care, education, and organizational management. Let’s explore how nursing informatics empowers the interdisciplinary team:

Role of Nursing Informatics in Patient Care

Nursing informatics facilitates efficient data documentation, supports interdisciplinary collaboration, and enhances communication across different healthcare settings. Through electronic systems, nurses can collect, analyze, and report data, contributing to evidence-based decision-making in patient care.

Impact of Patient Care Technologies

Health information systems, including Electronic Health Records, have demonstrated transformative effects on patient care outcomes. Studies show that these systems reduce human errors, improve clinical outcomes, and enhance interdisciplinary coordination. The standardization of documentation procedures in EHRs contributes to positive patient outcomes, reducing information omissions and improving handover processes.

Technology for Quality and Safety: Electronic Health Records

Electronic Health Records (EHRs) are integral to enhancing quality and safety standards for patients. The adoption of EHRs has become widespread, with 96% of U.S. hospitals implementing these systems. The benefits of EHRs include increased organizational productivity, reduced documentation time, and improved access to complete and accurate patient information.

Evidence-Based Practice Guidelines

Nursing-sensitive quality indicators, such as patient falls, serve as a foundation for evidence-based practice guidelines. The systematic collection and analysis of data through EHRs enable organizations to identify areas for improvement. By implementing evidence-based guidelines derived from quality indicators, healthcare leaders can develop targeted interventions to prevent patient falls and enhance overall patient safety.

Conclusion

In conclusion, nursing-sensitive quality indicators are invaluable tools for measuring and improving organizational structures, processes, and outcomes in healthcare. Our focus on patient falls as a quality indicator highlights its significance in assessing patient safety and the effectiveness of nursing practices. Leveraging health informatics, particularly through EHRs, enhances the collection, analysis, and dissemination of quality indicator data, contributing to evidence-based practice and improved patient care outcomes.

Thank you for joining this tutorial on Nursing Informatics and Nursing-Sensitive Quality Indicators. As healthcare professionals, your commitment to understanding and applying these concepts is essential for ensuring the delivery of high-quality and safe patient care.

References

Agency for Healthcare Research and Quality – AHRQ (2019, September 7). Falls. Retrieved from https://psnet.ahrq.gov/primer/falls.

Agency for Healthcare Research and Quality – AHRQ (2013). 5. How do you measure fall rates and fall prevention practices? Retrieved from https://www.ahrq.gov/professionals/systems/hospital/fallpxtoolkit/fallpxtk5.html.

Alotaibi, Y., and Federico, F. (2017). The Impact of Health Information Technology on Patient Safety. Saudi Medical Journal, 38(12), 1173–1180. https://doi.org/10.15537/smj.2017.12.20631.

Dellinger, A. (2017). Older Adult Falls: Effective Approaches to Prevention. Current Trauma Reports, 3(2), 118–123. https://doi.org/10.1007/s40719-017-0087-x.

Health IT. (2019). Improved Diagnostics and Patient Outcomes. Retrieved from https://www.healthit.gov/topic/health-it-and-health-information-exchange-basics/improved-diagnostics-patient-outcomes#footnote-1.

NURS FPX 4040 Assessment Informatics and Nursing Sensitive Quality Indicators Example Two

Hello everyone, I’m Rebecca, and I’m excited to welcome you to the RWJBarnabas Health nursing team. In this tutorial, I’ll help you understand how our facility uses Nursing Sensitive Quality Indicators (NSQIs). NSQIs measure and assess the quality of nursing care, capturing elements influenced by nursing interventions. These indicators act as measures of effectiveness and outcomes, aiding in identifying areas for improved patient care.

Importantly, NSQIs, like pressure ulcers and patient satisfaction, help healthcare organizations spot areas of concern and implement targeted interventions to enhance patient care. They also inform evidence-based practice and evaluate the effectiveness of nursing interventions. Analyzing NSQI data reveals patterns, trends, and relationships, advancing nursing knowledge and best practices.

Now, let’s have a look at the National Database of Nursing-Sensitive Quality Indicators (NDNQI).

NDNQI, developed by Press Ganey and the American Nurses Association (ANA), is a comprehensive database collecting data on various nursing-sensitive indicators. It enables facilities to benchmark performance, track progress, and classify information into structure, process, and outcome indicators for standardized assessment.

Here’s how our nursing staff uses NDNQI ratios and an acuity system for staffing. The charge nurse assesses patient complexity using an acuity system, adjusting staffing levels accordingly. NDNQI includes nurse-to-patient ratios, monitored regularly to ensure adherence to guidelines. If ratios indicate inadequate staffing, adjustments are made for effective and safe patient care.

For instance, our facility addresses the increase in pressure ulcers among certain patient groups. Pressure ulcers impact care quality, Medicare reimbursement, and patient satisfaction. They also pose a financial burden on hospitals. Nurses actively engage in prevention through monthly training programs, staff meetings, and reporting data in Press Ganey surveys, contributing to NDNQI.

The interdisciplinary team, including nurses, plays a crucial role in data collection. Using tools like the Braden Scale, they assess patient risk factors, documenting in EHRs for reporting to NDNQI. This data informs quality improvement initiatives, resource allocation, and staff education, promoting a culture of safety.

As nurses, your role is vital. Using the Braden Scale, you assess, document, and report pressure ulcer data. This data drives quality improvement, resource allocation decisions, and staff education, contributing to positive patient outcomes.

Your actions impact healthcare on a broader scale. The data you provide supports research, informs evidence-based practice, and aids in protocols and guideline development. It also influences Medicare reimbursements, helping the facility thrive in the evolving healthcare landscape.

In conclusion, your role in NDNQI contributes to enhanced nursing practice, patient outcomes, and the future of healthcare. Welcome to the organization, and thank you for your dedication to making a difference in patients’ lives.

References:

Afaneh, T., Abu-Moghli, F., & Ahmad, M. (2021). Nursing-sensitive indicators: A concept analysis. Nursing Management, 28(3), 28–33.

Madaris, S. (2023, January 12). Your comprehensive guide to the Press Ganey National Database of Nursing Quality Indicators (NDNQI).

Padula, W. V., & Delarmente, B. A. (2019). The national cost of hospital-acquired pressure injuries in the United States. International Wound Journal, 16(3), 634–640.

Paulsen R. A. (2018). Taking nurse staffing research to the unit level. Nursing Management, 49(7), 42–48.

Smith, S., Snyder, A., McMahon, L. F., Jr, Petersen, L., & Meddings, J. (2018). Success in hospital-acquired pressure ulcer prevention: A tale in two data sets. Health Affairs, 37(11), 1787–1796.

NURS FPX 4040 Assessment Informatics and Nursing Sensitive Quality Indicators Example Three

Introduction

Ensuring high-quality care and patient safety is a fundamental goal for healthcare providers, with a focus on nursing staff and hospital administration. The American Nurses Association (ANA) addressed this by establishing the National Database of Nursing Quality Indicators (NDNQI). This database reports unit-level performance data regularly to assist medical facilities in evaluating their nursing care delivery. This paper explores the significance of a specific nursing-sensitive quality indicator (NSI), Nosocomial Infections, in relation to patient safety, care outcomes, and organizational performance. It also examines the role of nurses in supporting accurate reporting and high-quality results, along with the collection and dissemination of nursing-sensitive quality indicator data across healthcare organizations.

Nursing Quality Indicators

NDNQI primarily focuses on collecting and assessing process, structure, and outcome indicators related to healthcare to enable nursing leadership and staff to review their performance regarding patient outcomes. Process indicators involve techniques of nursing interventions and patient assessment, such as nursing job satisfaction or Pediatric Pain Assessment, Intervention, Reassessment (AIR) Cycle. Structural indicators include nursing staff supply and their education, skill, and certification levels. Outcome indicators represent patient results sensitive to nursing care, such as falls and pressure ulcers. This paper specifically examines the nosocomial infections rate as it reflects medical quality and patient safety in hospitals.

Nosocomial Infection Indicator

Nosocomial infections, or Healthcare-associated infections (HCAIs), pose a significant global public health problem due to their impact on mortality and morbidity among hospitalized patients. In the USA alone, the Centers for Disease Control and Prevention reports approximately 1.7 million cases of Healthcare-Acquired infections, resulting in over 98,000 deaths annually. Patients with surgical-associated infections spend an additional average of 6.5 days in the hospital. The outbreak of the COVID-19 pandemic has further emphasized the critical importance of this issue for patient outcomes and safety.

Resilience to antibiotics is a concerning aspect, with about 50 percent of surgical-associated infections, especially Staphylococcus aureus and gram-negative bacilli, being antibiotic-resistant. Various types of HCAIs include Catheter-associated Urinary Tract Infection (CAUTI), Surgical Site Infection (SSI), Central Line-Associated Bloodstream Infection (CLABSI), and Ventilator-Associated Pneumonia (VAP). Nursing staff, at the forefront of patient care, directly contribute to reducing infection transmission by following essential prevention procedures like hand hygiene, surface sanitation, sterilization, and using protective equipment.

Data Collection on the Quality Indicator

To address human factor-related errors, healthcare personnel need advanced technology support, such as the Health Information System (HIS). HIS is a documentation tool designed to manage, collect, store, and transmit healthcare data, including the patient’s electronic medical record (EMR) and Clinical Decision Support Systems (CDSS). EMR replaces traditional paper-based methods, providing accurate patient history, test results, and treatment information. CDSS offers health-related information, clinical guidelines, and diagnostic support, promoting decision-making.

HIS contributes to accuracy in documentation by aggregating information from different sources, selecting required tests for diagnosis, and facilitating clinical workflow. Despite challenges such as usability, interoperability, and scalability, HIS significantly improves staff expertise and computer literacy. It aids in monitoring and obtaining information about nosocomial infections, allowing healthcare organizations to develop a comprehensive picture of potential problem areas and provide excellent service.

Nurse’s Role in Supporting Accurate Reporting and High-Quality Results

An interdisciplinary team, including nurses, physicians, pediatricians, and clinical pharmacists, is crucial for the accurate collection and reporting of NSIs. Nurses play a key role in reporting adverse reactions to medications, changes in patients’ conditions, and entering relevant data into electronic medical records. Other stakeholders, such as office staff, managers, patients, and their families, are also responsible for providing correct information.

In conclusion, this paper emphasizes the importance of collecting and reporting data on nursing-sensitive quality indicators, focusing on Nosocomial Infections. HCAIs have significant implications for patient safety and outcomes, and the Health Information System serves as a vital tool in this context. Nurses, as part of interdisciplinary teams, contribute to accurate reporting, ensuring high-quality results and promoting patient safety.

References

Haque, M., Sartelli, M., McKimm, J., & Bakar, M. A. (2018). Health care-associated infections–an overview. Infection and Drug Resistance, 11, 2321-2333.

Healthcare-Acquired Infections (HAIs). (n.d.). PatientCareLink.

Infection prevention and control (n.d.). WHO.

Oliver, M. (2019). Communication devices and electronic aids to activities of daily living (5th ed.). In Atlas of Orthoses and Assistive Devices (pp. 403-417). Elsevier.

Sutton, R. T., Pincock, D., Baumgart, D. C., Sadowski, D. C., Fedorak, R. N., & Kroeker, K. I. (2020). An overview of clinical decision support systems: Benefits, risks, and strategies for success. NPJ Digital Medicine, 3(1), 1-10.

NURS FPX 4040 Assessment Informatics and Nursing Sensitive Quality Indicators Example Four

At Community Hospital, our dedication to continuously assess and enhance patient care is unwavering. We are fortunate to contribute to the Nebraska Hospital Association (NHA), a state organization that collects and analyzes nursing data. Collaborating with other agencies, the NHA strives to develop effective processes for hospital nurses, fostering improvements in patient care. The NHA’s mission is to assist Nebraska hospitals in becoming leaders in the quality of care and safety they provide to patients. Currently, 61 Nebraska hospitals have pledged to lead in healthcare best practices, ensuring the quality and safety of every patient, as per information from Nebraskahospitals.org.

The NHA sends us annual quality surveys, crucial for gathering necessary data. Once obtained, the NHA provides facility-specific reports containing statistics and data. This information empowers us to implement processes that enhance the quality of care, patient safety, and staff performance. For instance, human resources utilizes these reports to assess staff retention, patient satisfaction, and other areas. Subsequently, appropriate departments receive these reports, initiating the development of plans to enhance patient care quality and safety. The data, collected from nurses actively engaged in their work, aids in retaining skilled nurses and ensuring the delivery of quality care.

One notable outcome of these efforts is the increase in patient satisfaction scores in various departments, including outpatient infusion, inpatient services, and the emergency department. Additionally, the focus on reducing 30-day readmission rates, which incur penalties for hospitals, has proven beneficial. Hospitals face reimbursement reductions for readmissions within 30 days, impacting both financials and the quality of care. Nurses, through their research and data analysis, have identified causes of readmissions, emphasizing their crucial role in patient safety.

Nurses, as key contributors, are responsible for collecting and reporting data to the NHA, playing an essential role in the interdisciplinary team. The data collected contributes significantly to improving patient safety and the overall patient experience. The simplicity of survey data entry ensures all team members can easily participate. Community Hospital’s quality team oversees data related to readmission rates, length of stay, incident reports, catheters, infections, and more.

Nurses at Community Hospital are entrusted with providing quality care based on best practices, thorough documentation, patient education, and identifying areas for further education. The impact of their work and data collection is substantial, potentially reducing readmissions and contributing to patients’ longer, healthier lives at home.

The data submitted for surveys provides valuable insights into patient care, influencing interventions and significantly impacting patient outcomes. The hospital’s quality improvement team utilizes this data to create and implement plans that enhance patient outcomes and safety. The team communicates updates to the NHA, outlining their plans for the collected data.

Through the CMS Value-Based Purchasing Program, acute care facilities receive incentive money for higher performance quality measures and improvements in quality and safety. Nurses’ efforts contribute to increased reimbursement and financial benefits for the facility, demonstrating the direct impact of their care.

In conclusion, our collaboration with the NHA offers a unique opportunity to positively influence nursing practices and enhance patient care and safety across the state. Nurses are urged to ensure complete and accurate documentation and timely completion of surveys. Nurse managers are committed to supporting nurses in these efforts, focusing on quality improvement and sharing data received. Every team member plays a crucial role in elevating the quality of patient care and safety, and their contributions are highly valued.

References:

CMS.gov – https://cms.gov

Nebraska Hospital Association – https://nha.org

Upadhyay, S., Stevenson, A., & Smith, D. (2019). Readmission rates and their impact on hospital financial performance. https://ncbi.nlm.nih.gov

NURS FPX 4040 Assessment Informatics and Nursing Sensitive Quality Indicators Example Five

Greetings esteemed members, I am Julian Nkem, and it is a pleasure to welcome some of the brightest minds in this field to contribute to our patients’ well-being. Today, I am excited to discuss our advancements in the healthcare system and how we are leveraging the Nursing Sensitive Quality Indicators (NDNQI) approach to enhance the quality of care at Vila Health Hospital.

The NDNQI, introduced in 1998 by the National Database of Nursing Quality Indicators, serves to track and report quality indicators influencing nurses’ performance in healthcare organizations (Merkley, 2018).

NDQI and Nursing Quality Indicators

At Vila Health Hospital, we utilize the NDNQI framework to assess hospital performance, comparing nursing actions against relevant data. This data aids in establishing evidence-based practice guidelines, enhancing both inpatient and outpatient strategies. Today’s presentation is part of our ongoing efforts to improve nursing care through educational and outreach programs.

Quality indicators under the NDNQI encompass structure, processes, and outcomes. Avedis Donabedian initially integrated these elements into the NDNQI framework. The four types of nursing-sensitive quality indicators include nurse-focused outcomes, patient-focused outcomes, organizational-focused indicators, and nursing-focused interventions and processes.

Chosen Indicator and Its Importance

Addressing the growing issue of medical errors causing stress and fatigue among nurses (Kieft, 2018), our focus is on Outcome Indicators related to the quantity and quality of nursing care. This choice aims to establish a link between nursing outcomes and organizational processes, emphasizing the need for nurses to be informed about these indicators.

Role of Nurses in Accurate Data Reporting

Nurses, integral to accurate data reporting, spend vital time on documentation and reporting. The Data Protection Act of 1988 emphasizes their responsibility to ensure patient safety through accurate record-keeping. Nurses play a crucial role in the legal, ethical, and professional duty of storing patient records accurately in the Electronic Health Record (EHR) system, preventing misunderstandings, and promoting quality care.

Importance of the Indicator

Leveraging technology, such as Electronic Health Records (EHR), enhances nurses’ ability to handle daily tasks efficiently, ensuring error-free work and improved patient care outcomes (Gao, 2018). This nursing-sensitive quality indicator is essential for promoting evidence-based practices at Vila Health Hospital.

Why Nurses Need to Be Aware of This Indicator

Clinical documentation using IT systems, as suggested by Merkley (2018), aids in effective patient information presentation and medication accounting. It significantly contributes to the chosen nursing-sensitive quality indicator, impacting both the quantity and quality of nursing care at our hospital.

Collection and Distribution of Quality Indicator Data

The interview with Dr. Raymond Dallas, in charge of our ICU and psychiatric ward, emphasizes the importance of data collection speed. Nurses play a vital role in collecting and reporting data for NDNQI, ensuring accurate and timely entry through online surveys. Data is then analyzed and entered into the system to improve nursing care in our hospital.

Conclusion

In conclusion, Vila Health Hospital’s adoption of IT informatics positively impacts the quality of nursing care and patient safety. The chosen nursing-sensitive quality indicator, “nursing quality of care outcomes using IT informatics,” highlights the significance of accurate data entry by nurses to drive improvements in quality.

References:

Alharbi, J., Jackson, D., & Usher, K. (2020). Compassion fatigue in critical care nurses and its impact on nurse-sensitive indicators in Saudi Arabian hospitals. Australian Critical Care, 33(6), 553-559.

Gao, J. L., Liu, X. M., Che, W. F., & Xin, X. (2018). Construction of nursing-sensitive quality indicators for haemodialysis using Delphi method. Journal of clinical nursing, 27(21-22), 3920-3930.

Kieft, R. A. M. M., Stalpers, D., Jansen, A. P. M., Francke, A. L., & Delnoij, D. M. J. (2018). The methodological quality of nurse-sensitive indicators in Dutch hospitals: A descriptive exploratory research study. Health Policy, 122(7), 755-764.

Merkley, J., Amaral, N., Sinno, M., Jivraj, T., Mundle, W., & Jeffs, L. (2018). Developing a Nursing Scorecard Using the National Database of Nursing Quality Indicators®: A Canadian Hospital’s Experience. Nursing Leadership (Toronto, Ont.), 31(4), 82-91.

Myers, H., Pugh, J. D., & Twigg, D. E. (2018). Identifying nurse-sensitive indicators for stand-alone high acuity areas: A systematic review. Collegian, 25(4), 447-456.

Start, R., Matlock, A. M., Brown, D., Aronow, H., & Soban, L. (2018). Realizing momentum and synergy: Benchmarking meaningful ambulatory care nurse-sensitive indicators. Nursing Economics, 36(5), 246-251.

Thomas-Hawkins, C., Latham, C. E., & Hain, D. J. (2017). Emphasizing the Value of Nephrology Nursing Through Nursing-Sensitive Indicators: A Call for Action. Nephrology Nursing Journal, 44(4).

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NRSG266 Principles of Nursing Contexts of Ageing Assessments Examples

NRSG266 Principles of Nursing Contexts of Ageing Assessments Assignments

NRSG266 – Principles of Nursing: Contexts of Ageing Course

NRSG266 Principles of Nursing Contexts of Ageing Assessments Assignment Briefs

Assignment Instructions Overview

NRSG266 comprises two key assessments that require students to apply theoretical knowledge to promote best nursing practices for older adults. Assessment One is a written essay focused on analysing the registered nurse’s role in empowering older adults to achieve healthy ageing, drawing on the World Health Organisation’s (2015) framework. Assessment Three is a case-study-based academic essay where students critically respond to six structured questions drawn from three diverse clinical scenarios. Each response must demonstrate integration of pathophysiology, evidence-based nursing care, person-centred principles, and ethical and legal considerations relevant to gerontological practice.

Both assessments are designed to be completed in third-person academic writing, use current and credible references, and be submitted via the designated LEO dropboxes by the due dates outlined. Presentation guidelines are strict, requiring standard academic formatting and adherence to APA 6th Edition referencing.

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Understanding Assignment Objectives

These assessments aim to foster students’ ability to critically reflect on the ageing process and the registered nurse’s pivotal role in supporting ageing populations across various healthcare settings. Students are expected to analyse how the biological, psychological, sociocultural, spiritual, and environmental factors impact older adults and influence care decisions. The assignments encourage critical engagement with current research, application of clinical reasoning, and alignment with national and international aged care standards. Through these tasks, students will develop competencies necessary for delivering respectful, dignified, and evidence-informed care that enhances functional ability and quality of life in older age.

The Student’s Role

Students are expected to demonstrate an evolving understanding of nursing responsibilities through the lens of gerontological care. In Assessment One, students act as advocates for healthy ageing, drawing on evidence to propose practical strategies for promoting independence, dignity, and wellness among older individuals. In Assessment Three, students function as problem-solvers, critically addressing real-world clinical issues such as mobility decline, adverse drug reactions, pain management, labelling, and pressure injury risks. These assessments require students to synthesise learning, research, and professional standards to deliver compassionate, person-centred care solutions tailored to the unique needs of ageing individuals.

Competencies Measured

The NRSG266 assessments are structured to evaluate the following core competencies:

• Critical Analysis: Students must evaluate complex health concepts such as healthy ageing and functional ability, identifying nursing interventions that align with best practice principles.
• Theoretical Application: Demonstrated through integration of the Roper-Logan-Tierney model, students are required to link theory with practical nursing care in ageing contexts.
• Evidence-Based Practice: Each response must be informed by contemporary, peer-reviewed literature to support clinical decisions and health promotion strategies.
• Ethical and Legal Reasoning: Particularly in Assessment Three, students must show awareness of professional standards, autonomy, consent, and ethical care for vulnerable older adults.
• Person-Centred Approach: A recurring focus is maintaining dignity, respecting diversity, and supporting individual values throughout all stages of ageing and care delivery.

These competencies reflect both the learning outcomes of the unit and the graduate attributes of Australian Catholic University—ensuring that nursing graduates are equipped with insight, empathy, and professional impact across gerontological settings.

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NRSG266 Principles of Nursing Contexts of Ageing Assessments Examples

NRSG266 Principles of Nursing Contexts of Ageing Assessment One: Written Assessment

Healthy Ageing and the Role of the Registered Nurse

The World Health Organization (2015) defines healthy ageing as the process of developing and maintaining functional ability that enables well-being in older age. This involves empowering older adults to live a life that they value. The concept of functional ability includes the capacity to meet basic needs, make decisions, remain mobile, build and maintain relationships, and contribute to society. As the global population ages, promoting healthy ageing has become a central public health focus. Registered nurses (RNs) play a vital role in promoting the functional ability and well-being of older adults through evidence-based, person-centred care that addresses physical, psychological, social, cultural, and spiritual dimensions.

Understanding Healthy Ageing

Healthy ageing is influenced by the interplay of genetic, environmental, lifestyle, and social factors throughout a person’s life. It is not simply the absence of disease but a holistic approach to maintaining autonomy, independence, and quality of life (Beard et al., 2016). Functional ability is impacted by intrinsic capacity, including physical and mental capabilities, and the environment in which the individual lives. For nurses, understanding these complex interactions allows for targeted interventions that promote resilience and adaptability in older adults.

The Australian Institute of Health and Welfare (AIHW, 2021) highlights that older Australians are increasingly living longer with chronic illnesses. Therefore, healthy ageing involves managing long-term conditions, reducing risks of disability, and enhancing participation in daily life. A strengths-based approach recognises older adults’ capabilities and supports their decision-making.

The Role of the Registered Nurse in Promoting Healthy Ageing

Registered nurses contribute significantly to healthy ageing through health promotion, disease prevention, early intervention, and coordinated care. Nurses provide education, facilitate access to resources, and advocate for policies that support older adults. Empowerment is central to nursing practice, requiring that care be inclusive, respectful, and collaborative (Australian College of Nursing [ACN], 2020).

One of the primary roles of nurses is to educate older adults about healthy behaviours, such as balanced nutrition, physical activity, smoking cessation, and medication adherence (Kendig et al., 2017). Nurses use motivational interviewing techniques to assess readiness to change and promote autonomy. For example, by involving older adults in goal-setting and care planning, nurses support their sense of control and dignity.

In clinical settings, nurses screen for risk factors like falls, malnutrition, depression, and social isolation. Early identification and intervention can prevent decline in functional ability. The implementation of comprehensive geriatric assessment (CGA) is an evidence-based strategy that allows multidisciplinary teams to tailor care to individual needs (Ellis et al., 2017). Nurses play a crucial role in conducting assessments and coordinating care across services.

Person-Centred and Culturally Responsive Care

Person-centred care is essential to promoting healthy ageing. It involves recognising the values, preferences, and life history of older adults. Nurses must be sensitive to the cultural and spiritual needs of older people, particularly in Australia where there is a diversity of cultural backgrounds, including Aboriginal and Torres Strait Islander communities (Department of Health, 2019).

Culturally responsive care enhances trust and engagement. For instance, incorporating cultural practices into care plans and involving family or community supports can significantly impact outcomes. Registered nurses require ongoing training in cultural safety and communication to effectively engage with diverse populations (Best & Fredericks, 2018).

Promoting Social Participation and Mental Wellbeing

Social engagement is a key determinant of healthy ageing. Loneliness and isolation are associated with poorer health outcomes, including depression and cognitive decline (Holt-Lunstad et al., 2015). Nurses can support older adults by facilitating connections with community resources, support groups, and volunteering opportunities.

Mental health is equally important. The stigma surrounding mental illness in older adults can lead to underdiagnosis and undertreatment. Nurses are in a position to identify signs of depression, anxiety, or cognitive impairment and to refer clients to appropriate services. Cognitive stimulation activities and maintaining meaningful roles in society can preserve mental function and enhance self-worth (Prince et al., 2015).

Supporting Functional Ability and Independence

Maintaining mobility, managing chronic conditions, and supporting self-care are crucial aspects of functional ability. Nurses assess activities of daily living (ADLs), implement mobility plans, and use assistive devices to support independence. They collaborate with physiotherapists, occupational therapists, and dietitians to design care plans that enhance older adults’ physical functioning (WHO, 2015).

Medication management is another area where nurses make a substantial impact. Polypharmacy is common in older adults and increases the risk of adverse drug events. Nurses conduct medication reviews, educate patients on correct usage, and liaise with pharmacists and prescribers to reduce harm (Maher et al., 2014).

Fall prevention strategies are also central to promoting functional ability. These include home safety assessments, exercise programs like tai chi, and vision screening. Registered nurses educate clients and families on risk factors and create safer living environments (Sherrington et al., 2019).

Advocacy and Policy Engagement

Nurses are advocates for older adults, ensuring their rights and preferences are respected in all care settings. Advocacy extends to influencing health policies that support access to aged care services, funding for community programs, and age-friendly urban planning. The voice of nurses is crucial in shaping systems that support healthy ageing at a population level (ACN, 2020).

Ageism remains a significant barrier to healthy ageing. Nurses challenge stereotypes and promote positive images of ageing through their interactions and health promotion efforts. By addressing discrimination and advocating for inclusivity, nurses contribute to social change and improved outcomes for older adults (Officer & de la Fuente-Núñez, 2018).

Conclusion

Healthy ageing is a dynamic process that requires collaboration between individuals, families, communities, and health professionals. Registered nurses are central to this process, using a holistic, evidence-based approach to empower older adults and enhance their functional ability. By addressing physical, psychological, social, cultural, and spiritual factors, nurses promote independence, dignity, and well-being in ageing populations. Continuous education, advocacy, and cultural competence enable nurses to meet the complex needs of older adults and foster environments that support healthy ageing at both individual and societal levels.

References

Australian College of Nursing. (2020). Nurses and healthy ageing position statement. https://www.acn.edu.au

Australian Institute of Health and Welfare. (2021). Older Australia at a glance. https://www.aihw.gov.au/reports/older-people/older-australia-at-a-glance

Beard, J. R., Officer, A. M., Cassels, A. K., & Sadana, R. (2016). The World report on ageing and health: A policy framework for healthy ageing. The Lancet, 387(10033), 2145-2154. https://doi.org/10.1016/S0140-6736(15)00516-4

Best, O., & Fredericks, B. (2018). Yatdjuligin: Aboriginal and Torres Strait Islander nursing and midwifery care. Cambridge University Press.

Department of Health. (2019). Aged care diversity framework. https://www.health.gov.au

Ellis, G., Whitehead, M. A., Robinson, D., O’Neill, D., & Langhorne, P. (2017). Comprehensive geriatric assessment for older adults admitted to hospital. Cochrane Database of Systematic Reviews, (9), CD006211. https://doi.org/10.1002/14651858.CD006211.pub3

Holt-Lunstad, J., Smith, T. B., Baker, M., Harris, T., & Stephenson, D. (2015). Loneliness and social isolation as risk factors for mortality: A meta-analytic review. Perspectives on Psychological Science, 10(2), 227-237. https://doi.org/10.1177/1745691614568352

Kendig, H., Wells, Y., O’Loughlin, K., & Heese, K. (2017). Australian perspectives on global ageing. Springer.

Maher, R. L., Hanlon, J., & Hajjar, E. R. (2014). Clinical consequences of polypharmacy in elderly. Expert Opinion on Drug Safety, 13(1), 57-65. https://doi.org/10.1517/14740338.2013.827660

Officer, A., & de la Fuente-Núñez, V. (2018). A global campaign to combat ageism. Bulletin of the World Health Organization, 96(4), 295. https://doi.org/10.2471/BLT.17.202424

Prince, M., Comas-Herrera, A., Knapp, M., Guerchet, M., & Karagiannidou, M. (2015). World Alzheimer report 2016: Improving healthcare for people living with dementia. Alzheimer’s Disease International.

Sherrington, C., Fairhall, N. J., Wallbank, G. K., Tiedemann, A., Michaleff, Z. A., Howard, K., … & Lord, S. R. (2019). Exercise for preventing falls in older people living in the community: An abridged Cochrane systematic review. British Journal of Sports Medicine, 53(17), 905-911. https://doi.org/10.1136/bjsports-2018-099509

World Health Organization. (2015). World report on ageing and health. https://www.who.int/ageing/events/world-report-2015-launch/en/

NRSG266 Principles of Nursing Contexts of Ageing Assessment Three: Case Study

Question One

Labelling older adults with terms like “acopia”—a non-specific diagnosis implying functional decline without clear pathology—can contribute to ageism and diagnostic overshadowing in clinical settings (McLean, 2015). This label may prevent further investigations into underlying causes of decline, such as infection, delirium, or medication side effects. It can also affect the way nurses and other healthcare professionals perceive and interact with the patient, potentially leading to delayed or inadequate care (Stolz et al., 2021).

When patients like Edith are labelled as having “acopia,” there is a risk that their condition will be treated with less urgency or empathy. This can impact the therapeutic relationship, reduce patient dignity, and negatively influence health outcomes (Royal College of Physicians, 2012). From a nursing perspective, critical thinking is essential to challenge such labels and advocate for comprehensive assessments that explore physical, psychological, and social contributors to functional decline (Boltz et al., 2020).

Additionally, the nurse has a key role in supporting holistic care planning for patients like Edith. Recognising the implications of language used in diagnoses, nurses must champion a respectful, person-centred approach that values older adults’ experiences and supports optimal recovery (De Vries et al., 2021).

Question Two

The ageing process results in physiological changes that significantly increase the risk of pressure injury in older adults, particularly in hospital settings. In Edith’s case, prolonged immobility on an ED trolley, combined with age-related changes such as decreased skin elasticity, reduced subcutaneous fat, and impaired microcirculation, heightens her susceptibility (Jaul & Calderon-Margalit, 2015).

Additionally, muscle atrophy and reduced sensory perception in older adults may delay recognition of discomfort or pressure, increasing the duration of unrelieved pressure on bony prominences (Barakat-Johnson et al., 2020). Skin becomes drier and more fragile with age, further compromising its ability to withstand mechanical stress.

From a nursing perspective, early risk assessment using tools like the Braden Scale is essential (Haesler, 2019). Regular repositioning, use of pressure-relieving devices, and skin inspection are fundamental nursing interventions. Nurses must also advocate for timely ward transfer or ensure appropriate pressure care can be provided in ED, reducing the risk of hospital-acquired pressure injuries and enhancing patient safety (Australian Commission on Safety and Quality in Health Care [ACSQHC], 2020).

Question Three

Chronic pain, such as that experienced by Amita from her venous ulcer, can significantly impair an older adult’s ability to maintain a safe environment. Pain often results in reduced mobility, increased fatigue, sleep disturbances, and impaired concentration, all of which compromise her ability to perform daily activities safely (Molton & Terrill, 2014).

Cognitive effects of persistent pain may include forgetfulness and reduced attention, increasing the risk of accidents such as falls or medication errors (Morlion, 2020). In Amita’s case, isolation and living alone may exacerbate these risks. Pain may also lead to fear of movement (kinesiophobia), which promotes sedentary behaviour and muscle deconditioning.

The nurse’s role includes regular pain assessments using validated tools like the Abbey Pain Scale or Numeric Rating Scale and implementing a multidisciplinary pain management plan. Nurses should provide education on safe home environments, such as removing hazards and ensuring assistive devices are used appropriately. Monitoring for side effects of analgesics, especially opioids like codeine, is critical to prevent falls or cognitive changes that may further threaten safety (Australian Institute of Health and Welfare [AIHW], 2021).

Question Four

Older adults like Amita are more vulnerable to adverse drug events (ADEs) due to physiological changes associated with ageing. Decreased renal and hepatic function affects the metabolism and clearance of medications, increasing the risk of toxicity, especially for drugs like codeine, which can accumulate in the system (Mangoni & Jackson, 2004).

Polypharmacy, which is common in managing multiple chronic conditions, further elevates this risk by increasing the likelihood of drug-drug interactions and medication non-adherence (Maher et al., 2014). Cognitive impairment, visual or hearing deficits, and physical limitations may hinder the correct administration of medications.

Nurses must conduct comprehensive medication reviews regularly and collaborate with pharmacists to identify potential risks. Education for Amita on medication timing, side effects, and safe storage is essential. Strategies such as using pill organisers and medication calendars can enhance adherence and reduce errors. Importantly, nurses must advocate for deprescribing where appropriate, focusing on patient-centred care to enhance quality of life and minimise harm (Scott et al., 2015).

Question Five

Normal age-related changes in the respiratory system predispose older adults like Oliver to pneumonia during hospitalisation. These changes include decreased chest wall compliance, weakened respiratory muscles, and reduced alveolar surface area, which impair effective ventilation and gas exchange (Meyer et al., 2021).

Additionally, ciliary function and cough reflex diminish with age, reducing the clearance of secretions and increasing susceptibility to infection (Ezzie & Parsons, 2020). Immobility, as seen in Oliver’s case due to IVAB therapy and cellulitis, further compromises lung expansion and promotes secretion retention, creating an environment conducive to pneumonia.

Nurses play a crucial role in pneumonia prevention through interventions such as encouraging deep breathing and coughing exercises, administering prescribed incentive spirometry, and facilitating regular repositioning to enhance lung expansion. Monitoring for early signs of infection and collaborating with the interdisciplinary team to optimise hydration and nutrition are also essential nursing responsibilities (AIHW, 2021).

Question Six

Increasing mobility in hospitalised older adults like Oliver has numerous benefits. It reduces the risk of complications such as pneumonia, deep vein thrombosis, constipation, and functional decline (Brown et al., 2004). Mobility supports the maintenance of muscle mass, joint flexibility, and cardiovascular function, thereby promoting faster recovery and reducing hospital length of stay.

From a nursing perspective, promoting incidental exercise—small movements performed during daily activities—can be particularly effective. Nurses should encourage Oliver to sit out of bed for meals, walk short distances with supervision, and perform gentle limb exercises while seated. Incorporating mobility into routine care, such as walking to the bathroom instead of using a bedpan, helps normalise physical activity and supports independence (Boltz et al., 2020).

It is essential for nurses to collaborate with physiotherapists and occupational therapists to tailor mobility plans according to Oliver’s capabilities. Educating the patient and family on the importance of movement and providing reassurance and pain management can enhance adherence to mobility plans, supporting holistic and person-centred care.

References

Australian Commission on Safety and Quality in Health Care. (2020). Preventing pressure injuries. https://www.safetyandquality.gov.au/standards/nsqhs-standards/preventing-and-controlling-healthcare-associated-infection-standard/pressure-injuries

Australian Institute of Health and Welfare. (2021). Older Australians. https://www.aihw.gov.au/reports/older-people/older-australians

Barakat-Johnson, M., Barnett, C., Wand, T., White, K., & Coyer, F. (2020). The role of nurses in preventing pressure injuries in the emergency department. Journal of Wound, Ostomy and Continence Nursing, 47(2), 129-134. https://doi.org/10.1097/WON.0000000000000626

Boltz, M., Capezuti, E., Shabbat, N., & Hall, K. (2020). Going home better not worse: older adults’ views on physical function during hospitalization. International Journal of Nursing Practice, 26(4), e12843. https://doi.org/10.1111/ijn.12843

Brown, C. J., Friedkin, R. J., & Inouye, S. K. (2004). Prevalence and outcomes of low mobility in hospitalized older patients. Journal of the American Geriatrics Society, 52(8), 1263–1270. https://doi.org/10.1111/j.1532-5415.2004.52354.x

De Vries, K., Drury-Ruddlesden, J., & Gaul, C. (2021). Person-centred care in nursing homes: context, practice and outcomes. International Journal of Older People Nursing, 16(1), e12330. https://doi.org/10.1111/opn.12330

Ezzie, M. E., & Parsons, J. P. (2020). Pulmonary issues in older adults. Clinics in Geriatric Medicine, 36(3), 405–417. https://doi.org/10.1016/j.cger.2020.04.004

Haesler, E. (Ed.). (2019). Evidence-based practice in nursing (4th ed.). Elsevier.

Maher, R. L., Hanlon, J. T., & Hajjar, E. R. (2014). Clinical consequences of polypharmacy in elderly. Expert Opinion on Drug Safety, 13(1), 57–65. https://doi.org/10.1517/14740338.2013.827660

Mangoni, A. A., & Jackson, S. H. D. (2004). Age-related changes in pharmacokinetics and pharmacodynamics: basic principles and practical applications. British Journal of Clinical Pharmacology, 57(1), 6–14. https://doi.org/10.1046/j.1365-2125.2003.02007.x

McLean, A. (2015). The problem with ‘acopia’. BMJ, 350, h1765. https://doi.org/10.1136/bmj.h1765

Meyer, K. C., Franciosi, J. P., & Gibson, K. F. (2021). Pulmonary defense mechanisms and the aging lung. Clinics in Geriatric Medicine, 37(2), 295–312. https://doi.org/10.1016/j.cger.2021.01.004

Molton, I. R., & Terrill, A. L. (2014). Overview of persistent pain in older adults. American Psychologist, 69(2), 197–207. https://doi.org/10.1037/a0035794

Morlion, B. (2020). Chronic pain: The role of the nurse. British Journal of Nursing, 29(5), S16–S22. https://doi.org/10.12968/bjon.2020.29.5.S16

Royal College of Physicians. (2012). Acute care toolkit 3: Acute medical care for frail older people. https://www.rcplondon.ac.uk/guidelines-policy/acute-care-toolkit-3-acute-medical-care-frail-older-people

Scott, I. A., Hilmer, S. N., Reeve, E., Potter, K., Le Couteur, D., Rigby, D., Jansen, J., & Martin, J. H. (2015). Reducing inappropriate polypharmacy: the process of deprescribing. JAMA Internal Medicine, 175(5), 827–834. https://doi.org/10.1001/jamainternmed.2015.0324

Stolz, K., Mayer, H., & Riedl, D. (2021). Ageism and the nursing care of older people. Journal of Clinical Nursing, 30(1-2), e16–e24. https://doi.org/10.1111/jocn.15525

Detailed Assessment Instructions for the NRSG266 Principles of Nursing Contexts of Ageing Assessments

NRSG266 Principles of Nursing Contexts of Ageing Assessment One: Written Assessment

School of Nursing, Midwifery and Paramedicine

Faculty of Health Sciences Australian Catholic University

NRSG266 Assessment One: Written Assessment

NRSG266 _ Assessment One: Written Assessment _ Semester Two, 2020 _ Page 1 of 1

NRSG266 Principles of Nursing Contexts of Ageing Assessment Three: Case Study

School of Nursing, Midwifery and Paramedicine

Faculty of Health Sciences Australian Catholic University

NRSG266 Assessment Three: Case Study

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NRSG372 Chronic Illness and Disability Written Assignment Example

NRSG372 Chronic Illness and Disability Written Assignment

NRSG372 – Principles of Nursing: Chronic Illness and Disability Course

NRSG372 Chronic Illness and Disability Written Assignment Brief

Assignment Instructions Overview:

This assessment task invites students to engage directly with an individual in the community who lives with a chronic illness or disability. The primary goal is to understand the lived experience of managing such a condition and to use that understanding to plan person-centred care. The task requires students to apply two clinical frameworks—the Levett-Jones Clinical Reasoning Cycle and the Roper-Logan-Tierney (RLT) Model of Nursing—to identify and justify two care priorities relevant to the interviewee. Students must also integrate evidence-based practice, demonstrate clinical reasoning, and align their work with national safety and quality standards. The paper is to be written in a formal academic style, adhering to strict formatting and referencing guidelines.

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Understanding Assignment Objectives:

The purpose of this assignment is to develop students’ capacity to critically assess and address the needs of individuals living with chronic illness or disability. It fosters the application of person-centred care principles, encourages engagement with real-world experiences, and promotes safe and ethical nursing practice. Through this process, students will:

• Explore how chronic conditions impact individuals’ lives physically, emotionally, socially, and functionally.
• Use clinical reasoning to assess, plan, and evaluate care in a structured, evidence-based manner.
• Apply theoretical models to support patient autonomy and independence.
• Practice respectful communication, cultural sensitivity, and advocacy through consumer partnership.

The Student’s Role:

Students take on the role of a thoughtful and ethical nurse-in-training who seeks to understand, not diagnose. Their responsibilities include:

• Identifying and gaining informed written consent from a suitable interviewee.
• Conducting a safe and respectful phone or video interview.
• Ensuring strict confidentiality and de-identification throughout the assignment.
• Demonstrating empathy and professionalism during the interview process.
• Analysing data using relevant frameworks and justifying clinical decisions with scholarly literature.
• Submitting both the consent form and the written paper on time, following academic integrity and formatting expectations.

Competencies Measured:

This assessment aligns with several Learning Outcomes (LO1, LO2, LO3, LO6) and evaluates the following core competencies:

• Clinical Reasoning and Critical Thinking: Ability to apply the Clinical Reasoning Cycle to real patient scenarios, justify care priorities, and anticipate outcomes of nursing interventions.
• Person-Centred Care Planning: Demonstrating how to collaborate with the health consumer to create achievable, culturally appropriate goals.
• Application of Theoretical Frameworks: Competently incorporating the Roper-Logan-Tierney model to assess the level of dependence and required support for each care priority.
• Evidence-Based Practice: Integration of current and credible sources (minimum 17) to support arguments and justify nursing interventions.
• Professional Communication: Structuring the assignment according to academic conventions, maintaining clear paragraph logic, and adhering to APA 7th referencing style.
• Ethical and Safe Practice: Maintaining patient confidentiality, securing consent, and showing awareness of professional boundaries.

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NRSG372 Chronic Illness and Disability Written Assignment Example

Introduction

This paper explores the impact of chronic illness on an individual’s life through the lens of a real community interview. Anna (pseudonym), a 49-year-old woman living with multiple sclerosis (MS), shared her lived experience with this progressive neurological condition. MS is a chronic autoimmune disorder affecting the central nervous system, leading to a wide range of symptoms, including fatigue, mobility issues, and cognitive impairment (Moss-Morris et al., 2020). Based on the interview, two care priorities were identified: (1) management of fatigue and (2) support for emotional wellbeing. These priorities were explored using Levett-Jones’ (2018) Clinical Reasoning Cycle and assessed against the Roper-Logan-Tierney (RLT) model of independence to dependence continuum. This paper emphasizes person-centred care and aligns with the National Safety and Quality Health Service (NSQHS) standards, particularly Partnering with Consumers, to ensure evidence-based and collaborative care planning.

Care Priority One: Fatigue Management

Fatigue emerged as Anna’s most debilitating symptom, significantly affecting her quality of life. She described it as “like dragging a lead weight all day,” particularly on warm days or after minimal physical activity. This aligns with the literature, as 80% of MS patients experience chronic fatigue, which is often the most disabling symptom (Branas et al., 2021). Anna reports difficulty completing daily tasks such as cooking, walking short distances, or even concentrating on conversations. On the RLT continuum, she demonstrated partial dependence in the “mobilising” and “maintaining a safe environment” activities of daily living, requiring mobility aids and home modifications to maintain independence (Roper et al., 2001).

Consequences of Not Addressing Fatigue

Failure to address fatigue could lead to increased functional decline, heightened dependence on carers, social isolation, and mental health deterioration (Strober, 2020). Fatigue contributes to reduced participation in physical activity, which in turn can worsen MS symptoms through deconditioning. Moreover, unmanaged fatigue often results in unemployment, as seen in Anna’s case—she had to resign from her role as a schoolteacher, which deeply impacted her sense of identity and purpose. Research highlights a correlation between untreated fatigue and higher healthcare utilisation due to falls, infections, and exacerbations of MS symptoms (Braley & Chervin, 2019).

Goal and Intervention

The nursing goal is to enhance Anna’s functional capacity and improve energy conservation through collaborative planning. A comprehensive fatigue management program incorporating occupational therapy, energy conservation techniques, and physical activity tailored to tolerance levels is essential. Evidence supports graded aerobic exercise and cognitive behavioural strategies for reducing fatigue in MS (Kjølhede et al., 2018). Nurses can coordinate referrals and implement fatigue diaries, promoting patient education on activity pacing. Partnering with consumers (NSQHS Standard 2) ensures that Anna’s goals and preferences are incorporated, empowering her to manage her condition and maintain autonomy in daily life (ACSQHC, 2023).

Care Priority Two: Emotional Wellbeing and Coping

Anna disclosed frequent episodes of low mood, hopelessness, and withdrawal from social activities. She described grieving her pre-diagnosis life and expressed anxiety about disease progression. The emotional toll of MS is well-documented, with over 50% of patients experiencing depression and anxiety (Boeschoten et al., 2017). On the RLT continuum, Anna showed increasing dependence in “communication” and “maintaining social relationships,” withdrawing from previously enjoyed community groups and friendships due to stigma and fatigue.

Consequences of Not Addressing Emotional Health

Ignoring Anna’s emotional wellbeing may worsen her mental health and diminish treatment adherence. Depression is associated with increased MS relapses and greater disability progression (Mohr et al., 2018). Without psychological support, Anna risks social isolation, caregiver burden on her partner, and potentially harmful coping strategies such as substance misuse or neglecting medical appointments. A holistic approach is essential to mitigate these risks, supporting both physical and psychosocial aspects of her condition.

Goal and Intervention

The goal is to promote emotional resilience and coping capacity. Nursing interventions include referral to a clinical psychologist for cognitive behavioural therapy, introduction to peer support groups, and regular mental health screening using the Hospital Anxiety and Depression Scale (HADS). Evidence supports multidisciplinary care models that incorporate mental health professionals into chronic illness management (Gunn et al., 2021). Nurses play a key role in therapeutic communication, normalising emotional responses, and ensuring Anna’s voice is central to decision-making, aligned with NSQHS Standard 2. Collaborative care planning fosters trust and allows Anna to reframe her life with MS from a place of acceptance and empowerment.

Conclusion

This paper has examined the lived experience of Anna, a woman managing the complexities of multiple sclerosis. Two care priorities—fatigue and emotional wellbeing—were explored through the Clinical Reasoning Cycle and contextualised within the RLT model of independence. Interventions were grounded in evidence and aligned with NSQHS standards. Moving forward, the nursing role in ongoing assessment, education, and interprofessional coordination is vital to achieving meaningful, person-centred outcomes. Evaluation of these interventions will help ensure they remain responsive to Anna’s evolving needs, enhancing both her autonomy and quality of life.

References

Australian Commission on Safety and Quality in Health Care (ACSQHC). (2023). NSQHS Standards: Partnering with consumers. https://www.safetyandquality.gov.au/

Boeschoten, R. E., Braamse, A. M., Beekman, A. T., Cuijpers, P., van Oppen, P., Dekker, J., & Uitdehaag, B. M. (2017). Prevalence of depression and anxiety in multiple sclerosis: A systematic review and meta-analysis. Journal of the Neurological Sciences, 372, 331–341.

Braley, T. J., & Chervin, R. D. (2019). Fatigue in multiple sclerosis: Mechanisms, evaluation, and treatment. Sleep, 42(8), zsz117.

Branas, P., Jordan, H., Fry-Smith, A., Burls, A., & Hyde, C. (2021). Treatments for fatigue in multiple sclerosis: A rapid and systematic review. Health Technology Assessment, 7(27), 1-61.

Gunn, J., Palmer, V., Dowrick, C., Herrman, H., Griffiths, F., Kokanovic, R., & Furler, J. (2021). Embedding mental health care in chronic disease management: An Australian case study. The British Journal of General Practice, 71(703), e53–e60.

Kjølhede, T., Vissing, K., & Dalgas, U. (2018). Multiple sclerosis and progressive resistance training: A systematic review. Multiple Sclerosis Journal, 24(6), 703–716.

Levett-Jones, T. (2018). Clinical reasoning: Learning to think like a nurse (2nd ed.). Pearson.

Mohr, D. C., Hart, S. L., Julian, L., Cox, D., & Pelletier, D. (2018). Association between depressive symptoms and clinical outcomes in multiple sclerosis. Multiple Sclerosis Journal, 24(1), 34–41.

Moss-Morris, R., Norton, S., & McCrone, P. (2020). A randomized controlled trial of internet-based cognitive behavioural therapy for distress in people with multiple sclerosis. Journal of Behavioral Medicine, 43(3), 590–602.

Roper, N., Logan, W. W., & Tierney, A. J. (2001). The Roper-Logan-Tierney model of nursing: Based on activities of living. Elsevier Health Sciences.

Detailed Assessment Instructions for the NRSG372 Chronic Illness and Disability Written Assignment

ADMINISTRATION

Late penalties will be applied from 9:01am 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 receive feedback but will not not be allocated a mark.

Late Penalties

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.

Return of Marks

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

Final Assignment

Marks for the final assessment (assessment two) of NRSG372 will be withheld until after grade ratification and grade release.

Assessment template project informed by ACU student forums, ACU Librarians and the Academic Skills Unit.

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NRSG372 Principles of Nursing Chronic Illness and Disability Health Education Narrated PowerPoint Example

NRSG372 Principles of Nursing Chronic Illness and Disability Health Education Narrated PowerPoint Assignment Example

NRSG372 Health Education Narrated PowerPoint

NRSG372 – Principles of Nursing: Chronic Illness and Disability Course

NRSG372 Principles of Nursing Chronic Illness and Disability Health Education Narrated PowerPoint Assignment Brief

Assignment Instructions Overview:

This assessment task requires students to develop an 8–10 minute narrated PowerPoint presentation. Students will explore a modifiable risk factor behaviour in the context of a person living with multiple chronic conditions or disabilities. Using one of two provided case studies, students will focus on one key risk factor and deliver a health education presentation that reflects critical thinking, evidence-based strategy, and patient-centred care.

Students must include:

• A concise summary of the case study and risk factor
• Contributing factors and the impact on the individual’s chronic condition(s)
• A relevant behaviour change theory
• A practical at-home strategy with the Registered Nurse’s (RN) role
• A local real-world support service, including how it assists and the RN’s role

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Understanding Assignment Objectives:

This assignment is designed to deepen students’ understanding of the complex relationship between chronic illness or disability and modifiable behaviours such as diet, exercise, substance use, or medication adherence. It challenges students to:

• Recognise factors affecting independence and quality of life
• Apply behavioural theories to guide educational interventions
• Use person-centred, evidence-based approaches
• Advocate for accessible health strategies and support systems

The Student’s Role:

Students act in the role of a future Registered Nurse, applying critical reasoning and empathetic communication to:

• Explain why a behaviour occurs
• Identify its health implications
• Suggest practical and tailored interventions
• Support behaviour change using nursing knowledge and external resources

The presentation should reflect the student’s clinical judgment and ability to integrate patient education into real-world care.

Competencies Measured:

This assessment addresses key learning outcomes by evaluating students’ ability to:

• Analyse and interpret chronic illness presentations in complex community and home settings
• Apply health behaviour models and nursing interventions to promote positive change
• Demonstrate cultural sensitivity and a strengths-based perspective
• Incorporate community resources and interdisciplinary collaboration
• Communicate clearly and effectively through digital presentation

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NRSG372 Principles of Nursing Chronic Illness and Disability Health Education Narrated PowerPoint Example

Slide 1: Title Slide

Narration Note:

“Hello, and welcome to this health education presentation for NRSG372. Today, I’ll be focusing on the case of Alan, a 75-year-old man living with multiple chronic conditions. The primary focus will be on his modifiable risk factor—physical inactivity—and how targeted strategies, supported by nursing care and community resources, can help Alan improve his health outcomes and quality of life.”

Slide 2: Introduction

This presentation addresses modifiable risk factor behaviour change for Alan, a 75-year-old man with multiple chronic illnesses. Alan’s case highlights physical inactivity, which contributes to his ongoing health challenges. This presentation will discuss the behaviour, contributing factors, its impact on chronic illness, an applicable health behaviour theory, one practical at-home intervention, and a real-life community service to support Alan’s behaviour change. The role of the registered nurse in supporting this behaviour modification will also be explored throughout.

Narration Note:

“This presentation explores how behaviour change strategies can assist a person with chronic illness—in this case, Alan—in managing their health. We’ll begin with a summary of Alan’s situation and the chosen risk factor, then examine why this behaviour occurs and how it affects his health. A behaviour change model will be introduced, followed by an at-home strategy and a relevant support service. Throughout, the role of the registered nurse will be highlighted.”

Slide 3: Case Study Summary and Modifiable Risk Factor

Alan is a 75-year-old retired public servant with chronic illnesses and limited mobility. He lives alone, does not drive, and has a BMI of 34.9. His sedentary lifestyle is the modifiable risk factor identified. Physical inactivity contributes to the progression of his hypertension, obesity, and osteoarthritis (Australian Institute of Health and Welfare [AIHW], 2020).

Narration Note:

“Alan is 75 and lives alone in a second-floor apartment. He has multiple chronic illnesses including osteoarthritis, hypertension, hepatitis C, skin cancer, and polycystic kidney disease. His BMI is 34.9, indicating obesity. Alan rarely leaves his home and spends most of his day sedentary, watching Netflix or playing games on his iPad. His only outings are brief visits to the GP and the nearby petrol station. The risk factor chosen here is physical inactivity, which directly impacts Alan’s chronic disease progression and independence.”

Slide 4: Contributing Factors and Impact of Behaviour

Contributing factors to Alan’s inactivity include environmental limitations, chronic pain, social isolation, lack of transport, and possible mental wellbeing issues (World Health Organization [WHO], 2020). Inactivity exacerbates chronic conditions, increases fall risk, promotes weight gain, and reduces independence and quality of life.

Narration Note:

“Several factors contribute to Alan’s inactivity: limited mobility due to osteoarthritis, vision issues, lack of transport, and a home environment not conducive to physical activity. Psychosocial factors like isolation and possible low mood may also play a role. Inactivity exacerbates his obesity, worsens hypertension and joint health, increases fall risk, and leads to a cycle of declining function and increasing dependence. Addressing this behaviour is critical for his overall wellbeing.”

Slide 5: Health Behaviour Theory – Health Belief Model (HBM)

The Health Belief Model (HBM) is used to understand health behaviours (Champion & Skinner, 2018). Key elements include perceived susceptibility, severity, benefits, barriers, cues to action, and self-efficacy. It helps tailor interventions by addressing Alan’s beliefs and motivations about physical activity.

Narration Note:

“The Health Belief Model helps explain why people engage in—or avoid—health behaviours. It looks at how individuals perceive their susceptibility to illness, the severity of their condition, the benefits and barriers to changing a behaviour, and their confidence in making a change. For Alan, we need to assess whether he recognises the dangers of inactivity and if he believes a change will benefit him. By using this model, the nurse can tailor communication and strategies that resonate with Alan’s beliefs and motivations.”

Slide 6: Practical Strategy: Chair-Based Exercise

A home-based, guided chair-exercise program is an ideal strategy for Alan. It improves strength and mobility while minimising fall risk. The RN’s role includes education, assessment, goal-setting, resource provision, and monitoring progress.

Narration Note:

“A suitable and safe strategy for Alan is a home-based chair exercise program. These exercises are low-impact and reduce the risk of falls, yet can improve circulation, strength, flexibility, and overall mobility. As a nurse, the role is to introduce this option to Alan, provide resources such as online videos or printed routines, and encourage small, achievable goals. Regular check-ins can reinforce motivation, monitor progress, and adapt the plan as needed.”

Slide 7: Community Support Service: My Aged Care

My Aged Care, via the Commonwealth Home Support Programme, offers tailored in-home services such as physiotherapy and transport. The RN coordinates referrals, advocates for Alan, and ensures service alignment with his needs.

Contact Details:

• Website: https://www.myagedcare.gov.au
• Phone: 1800 200 422

Narration Note:

“My Aged Care offers a range of support services, including physiotherapy at home and transport assistance through the Commonwealth Home Support Programme. These services are government-funded and tailored to help older Australians stay independent. As a nurse, referring Alan through My Aged Care and assisting him in accessing these supports is essential. The nurse also acts as an advocate, ensuring services are delivered according to Alan’s needs and preferences. More information is available at www.myagedcare.gov.au.”

Slide 8: Conclusion

Alan’s physical inactivity is a modifiable risk factor that impacts his chronic conditions. By applying the HBM, implementing chair exercises, and connecting with community resources, the RN can support meaningful behaviour change and promote Alan’s independence and wellbeing.

Narration Note:

“In summary, Alan’s inactivity is a key modifiable risk factor contributing to his complex health profile. By applying the Health Belief Model, initiating a practical home-based activity, and involving community resources like My Aged Care, nurses can help Alan regain some independence and improve his quality of life. Supporting behaviour change requires empathy, education, and a partnership approach—principles central to nursing care.”

Slide 9: References

Australian Institute of Health and Welfare (AIHW). (2020). Australia’s health 2020: In brief. https://www.aihw.gov.au/reports/australias-health/australias-health-2020-in-brief

Champion, V. L., & Skinner, C. S. (2018). The health belief model. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behavior: Theory, research, and practice (5th ed., pp. 75–94). Jossey-Bass.

World Health Organization. (2020). Guidelines on physical activity and sedentary behaviour. https://www.who.int/publications/i/item/9789240015128

My Aged Care. (2024). Commonwealth Home Support Programme. https://www.myagedcare.gov.au

Detailed Assessment Instructions for the NRSG372 Principles of Nursing Chronic Illness and Disability Health Education Narrated PowerPoint Assignment

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Making Nursing Assignments a Breeze

Whether you’re tackling complex topics, facing tight deadlines, or dealing with specific instructions, we’ve got you covered. From creating custom nursing research papers to assisting with nursing assignments, our professionals are here to support you.

How We Can Help

Our pro nursing writers excel at crafting outstanding nursing essay papers from scratch, addressing any topic, meeting any deadline, and following your specific instructions. At ReliablePapers.com, we recognize the significance of your academic success.

Why Choose Us?

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• Originality Guaranteed: Bid farewell to plagiarized papers. Our nursing experts create original and customized nursing essays for your academic success.
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