CNA152: Health Assessment 1 Task 2B

CNA152: Health Assessment 1 Task 2B

CNA152: Health Assessment 1 Task 2B

1. Consider the patient situation and collect cues/information • Demonstrate a

beginner’s level understanding and application of clinical reasoning cycle.

5 marks

• Forms an initial impression about what might be occurring at the time.

• Correctly determines all cues that are relevant to collect from the patient scenario.

• Differentiates between subjective and objective cues.

• Correctly identifies all subjective and objective cues.

• Forms an initial impression about what might be occurring at the time.

• Determines most cues that are relevant to collect from the patient scenario.

• Correctly identifies most subjective and objective cues.

• Forms an initial impression about what might be occurring at the time.

• Determines many cues which are relevant to collect from the patient scenario.

• Correctly identifies many subjective and objective cues.

• Forms an initial impression about what might be occurring at the time.

• Determines some cues that are relevant to collect from the patient scenario.

• Correctly identifies some subjective and objective cues.

• Does not develop an initial impression of the person in the case.

• Lists cues provided in the case but cannot determine which cues are relevant to collect from the patient scenario.

• Does not identify or incorrectly identifies subjective and objective cues.

2. Process information • Demonstrate a

beginner’s level understanding and application of clinical reasoning cycle, and

• able to apply relevant knowledge to demonstrate a clear understanding of the assessment findings in relation to the patient’s context.

20 marks

• Identifies all relevant normal and abnormal cues.

• Analyses the cues that have been collected.

• Narrows down all the important information about the cues collected.

• Demonstrates an outstanding understanding of the assessment findings and patient’s condition in relation to the principles of anatomy and physiology.

• Compares the current situation to the previous situation including patient’s past history.

• Forms a logical opinion about what the patient is experiencing.

• Identifies all relevant normal and abnormal cues.

• Analyses some of the cues that have been collected.

• Narrows down most of the important information about the cues collected. CNA152: Health Assessment 1 Task 2B

• Demonstrates an understanding of the assessment findings and patient’s condition in relation to the principles of anatomy and physiology.

• Compares the current situation to the previous situation.

• Forms a logical opinion about what the patient is experiencing.

• Identifies most normal and abnormal cues.

• Narrows down some important information about the cues collected.

• Demonstrates some understanding of the assessment findings in relation to the principles of anatomy and physiology.

• Compares the current situation to the previous situation.

• Attempts to form a logical opinion about what the patient is experiencing.

• Identifies some normal and abnormal cues.

• Demonstrates a limited understanding of the assessment findings in relation to the principles of anatomy and physiology.

• Some attempt at comparing the current situation to the previous situation.

• Forms a limited logical opinion about what the patient is experiencing.

• Does not identify normal or abnormal cues.

• Narrowing down of important cues has not occurred.

• Does not demonstrate an understanding of the assessment findings in relation to the principles of anatomy and physiology.

• No comparison of the current or previous situation.

• No logical opinion is formed.

CNA152: Health Assessment 1 Assessment Task 2B – Clinical reasoning report (40%)

2

3. Critically reflect, at a beginner’s level, on your skills performance, using scholarly sources to support your reflection. 10 marks

• Demonstrates comprehensive reflection and insight.

• Identifies one strength during the skills assessment and briefly explains why this promotes a positive patient outcome.

• Identifies one aspect of your practice for improvement and explains: a) what you should do differently next time, and b) why this is important for promoting a positive patient outcome.

• Outlines one course of action for improving this aspect of your practice with relevant connections to the current literature.

• Demonstrates solid reflection and insight throughout.

• Identifies one strength during the skills assessment and briefly explains why this promotes a positive patient outcome.

• Identifies one aspect of your practice for improvement and explains: a) what you should do differently next time, and b) why this is important for promoting a positive patient outcome.

• Outlines one course of action for improving this aspect of your practice with some connections to the current literature.

• Demonstrates some reflection and insight throughout.

• Identifies one strength during the skills assessment and briefly explains why this promotes a positive patient outcome.

• Identifies one aspect of your practice for improvement and explains what you should do differently next time.

• Outlines one course of action for improving this aspect of your practice with limited connections to the current literature.

• The reflection is mostly a description of the learning experience but some attempt to provide justification for events or actions which have happened.

• Identifies one strength during the skills assessment and briefly explains why this promotes a positive patient outcome.

• Identifies one aspect of your practice for improvement and briefly explains what you should do differently next time.

• Outlines one course of action for improving this aspect of your practice.

• The reflection provides a description of the skills performance only.

• The reflection does not identify any actions or identifies irrelevant actions to improve the situation (the practical skills).

4. Writes in a structured, succinct and well informed manner with references to appropriate academic literature, current research and evidence- based clinical practice guidelines. Using correct Harvard referencing style 5 marks

• A high level of academic writing with strong evidence of planning.

• The paper is exceptionally logical, insightful and balanced and is consistently expressed in a clear and fluent manner.

• Accurately references all sources using the Harvard style.

• Academic writing with strong evidence of planning.

• The paper is logical and balanced and expressed in a clear and fluent manner.

• Accurately references the majority sources using the Harvard style

• Academic writing with clear evidence of planning with a logical flow.

• Discussion is generally expressed in a clear and fluent manner.

• Accurately references the majority sources using the Harvard style.

• Academic writing using coherent and partly cohesive expression.

• Semi-structured using some academic literature to support the paper.

• Accurately references most sources using the Harvard style.

• Multiple punctuation, sentence structure and formatting errors which impact on readability.

• Non-academic sources are utilised. • Inaccurate referencing style or

does not use the Harvard style. • Uses few or no references to

support work. CNA152: Health Assessment 1 Task 2B

 

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