NRSG372 Chronic Illness and Disability Written Assignment Example

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.

Check out another task that our nursing essay writing services have assisted another student on NRSG266 Principles of Nursing Contexts of Ageing Assessments Examples.

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

ASSESSMENT INFORMATION
Assessment Title	Written Assignment
Purpose	This assessment will provide students with an opportunity to engage with a health consumer, to gain insight into the impact chronic illness and/or disability has on the consumers life, and to plan person-centered care in partnership with a consumer. Students will have the opportunity to apply specific frameworks to demonstrate critical thinking, clinical reasoning and the principles of caring for people with a chronic illness or disability. Written consent from your interviewee to conduct your interview is required.
Stream A Due Date	Wednesday, 24th March 2021
Stream B Due Date	Wednesday, 5th May, 2021
Time Due	9am
Weighting	50%
Length	1750 words (+/- 10%; includes intext citations, excludes reference list)
Assessment Rubric	Appendix A of the NRSG372 unit outline
LEO Resource	Written Assignment Unpacking video, NRSG372 LEO assessment tile
LOs Assessed	LO1, LO2, LO3, LO6
Task	You are required to conduct a phone or video call interview with a real person in your community who has a chronic illness or disability to discover the impact this has on their life. You will need to prepare for your interview. McGrath, Palmgren & Liljedahl (2019) suggest twelve steps for conducting research interviews; this article is linked on the NRSG372 reading list for Module one.   Identify two (2) care priorities for your interviewee. Present each priority using the Levett-Jones (2018) Clinical Reasoning Cycle, completing the cycle for each priority as outlined in the paragraph structure section of this document. For each priority, identify and rationalise where the person sits on the Roper-Logan- Tierney (RLT) model of nursing independence to dependence continuum. It is expected that appropriate evidence-based literature will be used to support your assignment.
Consent Form	You will need to gain written consent from your interviewee PRIOR to conducting your interview and inform your interviewee they may be called at random by the LIC to confirm consent. There must be evidence that you have interviewed (via phone or video call) a real person in your community, demonstrated by the consent form and unique circumstances outlined in your essay. If there is evidence that students have not conducted a genuine interview an NN grade for the assessment will be awarded.

 

Safety	Confidentiality must be maintained. You must de-identify your interviewee in your paper, by use of a pseudonym, and state this clearly in your paper. Any identifiable location, organisation, or workplace must be deidentified.   This assessment does not encourage you to diagnose conditions or suggest treatments to your interviewee.   Those under 18 years of age, carers, or currently enrolled students at Australian Catholic University, are not to be interviewed.   Students are not to approach strangers for interviews, or to put themselves into situations of risk. Please be aware of the impact of conducting an interview on your interviewee. Should your interviewee become upset, please finish the interview at that point, and contact the LIC for further advice.
Paragraph Structure	Introduction: Introduce the interviewee with a pseudonym (and clearly state it is a pseudonym), their health status and condition(s), introduce your two care priorities, outline the frameworks used, finishing with goals associated with each care priority with a focus on patient centred care. (max 10% of word count). Para 1: What is your first priority? What information have you used to arrive at this? Where on the RLT dependence/independence continuum (by way of equipment, treatments, or interventions) Be specific and explain the priority in depth here. Para 2: What will the consequences be if you do not address this as your priority? This is where you need to justify this being your priority- use evidence to support. Para 3: What is your goal as the nurse in relation to the identified care priority? And what will your intervention be? You will need to substantiate this with evidence and a rationale and bring in the NSQHS partnering with consumers standard. Para 4: What is your second priority? What information have you used to arrive at this? Where on the RLT dependence/independence continuum (by way of equipment, treatments, or interventions) Be specific and explain the priority in depth here. Para 5: What will the consequences be if you do not address this as your priority? This is where you need to justify this being your priority- use evidence to support. Para 6: What is your goal as the nurse in relation to the identified care priority? And what will your intervention be? You will need to substantiate this with evidence and a rationale and bring in the NSQHS partnering with consumers standard. Conclusion: What have you done throughout the paper? What are the next steps? Evaluation of the interventions will demonstrate what? (max 10% of word count).
Submission

 

	1.        Consent Form is to be submitted to the “Assessment One Consent Form” LEO dropbox on your campus tile. Please ensure you submit to the dropbox assigned to your stream.   2.        Written assignment is to be submitted to the “Assessment One Written Assignment” LEO dropbox on your campus tile. Please ensure you submit to the dropbox assigned to your stream.
FORMATTING
File format	.doc or .docx (not .pdf files)
Margins	2.54cm, all sides
Font and size	11-point Calibri or Arial
Spacing	1.5 spacing
Paragraph	Aligned to left margin, indent first line of each paragraph 1.27cm
Title Page	Not to be used
Level 1 Heading	Centered, bold, capitalize each word (14-point Calibri or Arial)
Level 2 Headings	Not to be used
Structure	Introduction, main paragraphs, conclusion, reference list
Direct quotes	Always require page number. No more than 10% of WC in direct quotes
Header	Page number top right corner (9 point Calibri or Arial)
Footer	Name – Student Number – Ax1 – NRG372 – 2021 (in 9 point Calibri or Arial)
REFRENCING
Referencing Style	APA 7th
Minimum References	A minimum of 17 high quality resources are to be used.
Age of References	Published in the last 5 years as this area of knowledge is rapidly developing
List Heading	“References” is centered, bold, on a new page. (in 14 point Calibri or Arial)
Alphabetical Order	References are arranged alphabetically by author family name
Hanging Indent	Second and subsequent lines of a reference have a hanging indent
DOI	Presented as functional hyperlink
Spacing	Double spacing the entire reference list, both within and between entries

ADMINISTRATION

Late penalties 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.

Penalty Timeframe	Penalty	Marks Deducted
09:01am Wednesday to 9am Thursday	5% penalty	5 marks
09:01am Thursday to 9am Friday	10% penalty	10 marks
09:01am Friday to 9am Saturday	15% penalty	15 marks
Received after 09:01 Saturday	No mark allocated

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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