NSB204MENTAL HEALTH: Self and OthersASSESSMENT TASK 2This document contains:• Assessment requirements.• Detailed instructions forcompleting the task.• Criterion ReferenceAssessment (CRA) Rubricthat markers use to gradethe assessment task.NSB204 – Assessment Task 2 Page 2 of 12Assessment Task 2 Assessment name:Case StudyTask description:This assignment aims to help you to begin to use your professional and clinicaljudgement and to think like nurses working in a mental health settings and/or inrelation to the mental health needs of people regardless of the setting.Choose one of the four case scenarios below, of a person who is experiencingdifficulties related to a mental health disorder.1. Case scenario one: Mary- Depression2. Case scenario two: Cormac- Schizophrenia3. Case scenario three: Jayan- Risk of suicide4. Case scenario four: Arnold – ManiaDescriptionThis is an individual assignment of 1,800 words in two parts, each with severalsteps. Follow the steps for each part carefully.Related to the person in your selected case scenario your assignment willdemonstrate your understanding of the following:• Mental Status Examination (MSE)• A clinical formulation including biopsychosocial history and your ownMSE observations leading to the clinical formulation• A nursing handover• Recognising and responding to the mental health needs of the identifiedperson by identifying best practice nursing interventions• How to engage a person in a therapeutic relationship• The application of cultural safety• The application of the Australian mental health recovery modelYou will need to justify your assignment points with reference to relevantliterature. Students who plan to do well in this assignment, will read and use theunit text and readings as well as additional relevant evidence-based practice.resources.What you need to do:Please follow the steps outlined below to answer this assignment question.PART 1: Holistic assessment and planning: (1000 words +/- 10%)Part 1 does not always require full paragraphs.Use appropriate templates/tables to set out the Mental Status Examination(MSE) and Clinical formulation-5Ps.For Part 1 there is no need for an introduction or conclusion. The openingstatement must clearly state your chosen case study.1.a The Mental Status Examination [250 words +/- 10%] NSB204 – Assessment Task 2 Page 3 of 12 • Using the MSE format from your weekly tutorial guide, provide acomplete MSE of the person, linked to the data from your chosencase study.• Use health terms accurately (e.g. Instead of ‘talks fast’, use thecorrect term ‘pressure of speech’).• In-text references are not needed in this section.• Use information gathered from the case study to complete a ClinicalFormulation under the headings of Presenting, Precipitating,Predisposing, Perpetuating and Protective factors (5 Ps).• Relate this to biological, psychological, and social factors relevant to thepresentation of the person described in your chosen case study.• Supported your responses with in-text peer reviewed references.• Identify two (2) priority nursing interventions (non-pharmacological) forthe person and briefly justify why each is a priority, drawing from peerreviewed evidence. 200 words.• Identify one long-term intervention that may be indicated for this person’s• Synthesize the results of your MSE and clinical formulation to constructa paragraph describing the person and their main concerns that youcould present at a clinical handover.• Use SBAR format.• No intext references required. 1.b Clinical Formulation Table [250 words +/- 10%]1.c Plan for Nursing Care [400 words +/- 10%].long term goals. Justify selection drawing on peer reviewed evidence 150words.Convert the above into a SMART goal framework. 50 words.** NOTE: In part two you will be explaining how you would develop and use atherapeutic relationship with this person, and how cultural safety and theAustralian recovery model influenced your nursing care and choice ofinterventions.1.d Clinical handover [100 words +/- 10%]Note: This is not merely a repetition of the case study material – it is ananalysis and synthesis of the case study material and the MSE to produce theclinical formulation that answers:- ‘why this person, why now, why with thispresenting situation’. This is the information your colleagues need to know sothey can continue working with the person when you go home. Remember tokeep a nursing focus.PART 2: Therapeutic engagement and clinical interpretation of your casestudy (800 words +/- 10%)Part 2 builds on your work in Part 1. Use academic writing style for this section.Sub-heading are permitted.2.a Identify and discuss one strategy that you would use to developa therapeutic relationship with the (selected person) and justify why thisstrategy is important for this person? 400 words. NSB204 – Assessment Task 2Page 4 of 12 2.b Describe how the specific nursing strategy relates to theRecovery Model in Mental Health.2.c Identify one challenge that you may encounter when workingwith this person.2.d Discuss one strategy that you can use to overcome thechallenge.Draw from appropriate sources of peer reviewed evidence. 400 wordsConclusion: There is no requirement for a conclusion for this assignment.•Use QUT APA referencing for citing academic literature.• Be submitted in electronic format via Turnitin.• Use QUT APA referencing for citing academic literature.Standard UG SON written assessment formatYour assignment should be written in academic style and prepared as follows:• Has a cover sheet with the assessment title, your name, student number,tutor name and word count. Coversheet template is recommended.• Include a ‘footer’ on each page with your name, student number, unitcode and page number.• 3 cm margins on all sides, double-spaced text.• Times new roman, font size 12.• APA style referencing (see http://www.citewrite.qut.edu.au/)• Other referencing style (e.g. for specific assessments such as numericalreferencing on a poster)Add additional requirement specific to assignment:o Headings can be used to structure your assignment logically.• Be submitted in electronic format via Turnitin.Learning outcomesassessed:1. Apply principles of cultural safety and reflect on self to articulate therole of self in person-centred mental health care and therapeutic use ofself.2. Demonstrate and apply knowledge of the challenges and factors that cancompromise mental health for ourselves and others in order to promotepositive mental health and wellbeing.3. Conduct a biopsychosocial and mental status assessment to create aclinical formulation, informed by the recovery model, to enhance theprovision of consumer focused care.4. Describe key mental health issues and work with consumers and carersto address needs and promote recovery across the care continuumapplying the Recovery Model.5. Explain and apply knowledge of the Mental Health Act and mentalhealth standards for practice.Length:1,800 words +/- 10% (word length includes in-text referencing and excludes yourreference list and appendices)Estimated time tocomplete task:50 hoursWeighting:40 %How will I be assessed:7-point grading scale using a rubricDue date:Sunday 6th September 2020- submitted via Turnitin in your NSB204 Blackboardsite by 2359 hours. More information about Turnitin is available on the FAQsabout Turnitin page.Presentationrequirements:This assessment task 2 requirements are:• Cover sheet must be included as the first page of your document.• Assignment to be submitted as a word document, pdf documentswill not be marked.• Use Times new roman, 12-point font.• Use double line spacing.• Include page numbers.• Be written in academic style using full sentences and paragraphs.• Have headings to guide your work. (if appropriate)• The assignment word count includes any words in the body of theassignment, including headings, in-text references, and quotations. Itdoes not include the title page, reference list.• Include a reference list on a new page using QUT Version X APAreferencing.• In-text referencing is to include specific page number.http://www.citewrite.qut.edu.au/• Be submitted in word doc electronic format via Turnitin. NSB204 – Assessment Task 2 Page 5 of 12 Academic IntegrityThe School of Nursing takes academic integrity very seriously. All worksubmitted must be your own work and work not previously submitted forother study. The work of others needs to be correctly acknowledged andreferenced according to the APA guidelines.There are serious consequences that will be imposed should you be found tobreach academic integrity. Make sure you are familiar with the MOPP C/5.3Academic Integrity and view the Academic Integrity video and explore theAcademic Case Studies available on your Blackboard site.Maintaining academic integrity is your responsibility. If in doubt, check itcarefully. NSB204 – Assessment Task 2 Page 6 of 12Case scenario one: Mary- DepressionMaryMary is a 41-year-old woman who lives with her husband Jim and three children (James, aged 17, Elyssa, aged 14and Matthew, aged 10 years). Mary holds a responsible position in a large accounting firm and loves the work shedoes. Jim is a partner in a legal firm and is very supportive of Mary. They have been married for 20 years. Theyhave a large, comfortable home in Clayfield and the children all attend private schools.Mary describes moments of despair where she is tearful and has little or no energy to move from her bed. Shebelieves she is a burden to her family. At these times, she lacks motivation to complete simple activities such aseating and dressing. In the past, Mary has always looked smart and ensured she showered on a daily basis yet overthe last month, Mary’s family have noticed that she sits in her dressing gown for long periods of time and herpersonal hygiene has deteriorated. She is currently on sick leave from work.Mary’s husband Jim reports that Mary often talks of feeling worthless and hopeless and has made comments in thepast that she cannot see how she will manage to get through another day. These thoughts appear to be occurringmore frequently. Jim also reports that Mary is having difficulty sleeping and he often finds her awake staring atthe window in the early hours of the morning.On assessment, Mary appears clean and tidy. She is dressed in fashionable jeans and t-shirt with sandals. Her short,dark hair is brushed but is lank and greasy looking. She wears no makeup and sits quietly with her hands clasped inher lap, her eyes downcast and her speech slow and monosyllabic. Attempts at engaging her are met with briefresponses although she is orientated to time, place, and person. Mary mentions that she belongs to her local churchand usually attends weekly as well as volunteering time to special events held in her community. Mary admits thatover the past month she has not been to church and has not responded to phone calls from her friends. She says shegets little pleasure from her usual church activities and feels too tired to go to services.Mary says she is physically well. She was diagnosed with depression three years ago and was hospitalized for fiveweeks but has been well since then. She was treated with Citalopram (an antidepressant) but decided to stop takingit a year ago because she felt she no longer needed it. Mary does not drink alcohol, use illicit drugs, or take anyprescribed medication. She regularly sees her GP for health checks.The family is very concerned about Mary’s health because she has had a previous admission to hospital fordepression and her mother suffered depression for 35 years before taking her own life nine months ago. However,they are reluctant to have her admitted to hospital against her wishes as she says there is nothing wrong with her andshe does not want to trouble anyone. She is adamant that she needs to be at home to look after the children and cookmeals for her husband.Case scenario two: Cormac- SchizophreniaNSB204 – Assessment Task 2 Page 8 of 12CormacCormac is a 24-year-old single man. Cormac’s childhood was unremarkable, but he has never had a strong networkof friends. He was an average student and graduated from high school along with his classmates. He commencedstudies in electronics but soon dropped out as he tended to not finish work, could not get on with the other studentsand he did not trust the feedback his tutors gave him about assessments. When he was 20, he had his first admissionto a psychiatric hospital, precipitated by a relationship breakdown. He was diagnosed with schizophrenia,hospitalised for three weeks and stabilised on Olanzapine. Today, four years later, he has been brought to thehospital by the police, accompanied by his parents with whom he lives, after becoming threatening towards hismother.His parents say that over the past weeks Cormac has become increasingly withdrawn, agitated and irritable and herefuses to go to work where he is a salesman in a store that sells audio-visual equipment. They also say that heceased his medication at least six weeks ago. This has been the source of considerable conflict between him and hisparents and when they told him he should stay on medication he became hostile and shouted “it makes me terrible”and “there is nothing wrong with me”. His parents also say he has been smoking marijuana several times a day.The nurse notices that he has a beard, his long, blonde hair is greasy and matted, and he has a washcloth on hishead; his clothes are crushed and stained; he is very thin and he avoids eye contact. When interviewed by the nurseCormac is cooperative. His replies are brief; often not relevant to the question asked and usually given in amonotonous tone. He is unable to remain seated for long and often gets up and goes to the window to look out. Heshows little emotion when relating his story, but sometimes laughs for no apparent reason. He says he has stoppedtaking his medication because he felt tired all the time, had a dry mouth, and had trouble passing urine.While being interviewed it is noted that Cormac’s lips occasionally move silently as if he is talking to someone andthat he turns his head as if to hear someone speaking. When asked whether he can hear someone, he admits that hecan hear “strangers talking about me.” He says the “voices are real, they’re not in my mind.” He is oriented to time,place and person and his memory for recent events seems intact. Cormac states that the voices say he is “no good”and that his boss has been taping all his conversations with customers to catch him making mistakes. Cormacspends hours scrutinising videos which he believes contain information about him. He has also been behavingstrangely with customers, telling them not to buy certain brands of equipment because they contain recordings ofthe conversations, he is had with the national spy agency. He believes that he can send and receive messages fromGod through the radio and television.NSB204 – Assessment Task 2 Page 9 of 12Case scenario three: Jayan- Risk of suicideJayanJayan is a 27-year-old Aboriginal man who has been brought into an inpatient psychiatric unit in a rural area by thecommunity nurse because he is at risk of suicide. Jayan grew up with his mother and his three younger sisters inBarcaldine. Their father died prematurely of leukemia when Jayan was just four years old. Jayan did not like schoolwhere he was bullied and subject to racist taunts. His siblings, cousins and himself often found themselves inplayground fights that started when someone insulted one of them or their family. Somehow it always seemed to bethe Aboriginal kids that were dragged up to the Principal’s office, in trouble for starting the fights. At home, hisMum always did her best to make sure the kids were housed and well fed, and he loved playing football and beingwith his family and mates. He was talent-scouted as a young teenager to join a city football club but as the eldestand only male at home it was not a good time to move away from home.Today Jayan works as a station hand which he enjoys as he loves horses, cattle and being out in the bush. Thecommunity nurse states she was asked to see Jayan by his mother who reported that Jayan was “not looking afterhimself properly and drinking too much.” She also described him as being “very moody” since his girlfriend Tessleft to study in Brisbane about two months ago. The community nurse believes Jayan is depressed.Jayan looks much younger than his stated age; he has long, shaggy, dark hair which reaches to his shoulders. Hewears a cowboy hat and is dressed in dusty jeans, a grubby long-sleeved shirt and worn out riding boots. He has theword LOVE spelled out in tattoos on each of the fingers of his left hand. The fingers on his right hand have tattoosthat spell TESS. He is very thin. He says he has no appetite. Jayan is initially very reluctant to speak to the nurseand says, “What’s the point anyhow?” When asked who he talks to most easily, he becomes teary and tells thenurse about his girlfriend Tess leaving to study in Brisbane two months ago and his fears that she will not love himanymore.He speaks quietly, answers mostly in monosyllables and presents as flat and depressed. He admits to feeling sad andto “always thinking about Tess”. He says “What she wants to go down there for? Who she with”? He also tells thenurse about his cousin, Michael, who committed suicide by hanging about a year ago. Jayan says, “Michael found away out.”When the nurse tells him about his mother’s concern, he says “Well she won’t have to worry about me for muchlonger.” When asked what he means by this statement tears fill his eyes and he say, “I feel terrible now Tess inBrisbane… just hopeless.” When asked whether he has had any thoughts of wanting to kill himself he replies, “I’vethought about it a lot. I know how to do it too”.NSB204 – Assessment Task 2 Page 10 of 12ArnoldArnold is a 39-year-old divorced man who lives with his elderly widowed mother in a house he is still paying off inthe inner suburbs of Brisbane. Arnold’s 15-year-old daughter Rosie sometimes stays with them and his ex-wifeMaria maintains a supportive relationship with Arnold and lives nearby. Arnold has no other family as he was anonly child. Arnold is clearly intelligent and articulate and has a Diploma of Business Administration and runs hisown small garden nursery business that he took over when his father passed away three years ago. He and Maria’srelationship suffered and broke down not long after he took over the business. Although generally successful, therehas been a severe drought and the business is in financial difficulty. He had to make several of his staff redundantover the past few months and has been attempting to do all their roles by himself. He has no previous history ofmental illness but has not been coping well recently with all the stress and has tended to neglect this health,interests, and friendships in a desperate attempt to save his Dad’s business.Arnold came to the attention of the police when he dumped a four-ton truck load of new garden tools at the gate ofthe Brisbane international airport at 4 o’clock in the morning. He was brought by police to the EmergencyDepartment where he was assessed by nurses at the Psychiatric Emergency Centre [PEC] in Maria’s presence. Shehad arrived after Arnold had asked the police to contact her and let her know where he was.Arnold presents as disheveled with various small cuts and abrasions on his hands and his business suit is coveredin concrete dust. He is impatient with the assessment and keeps insisting that the police should take him back tothe airport immediately as he must get the truck and another load of tools. Arnold says a private plane is due toarrive at the airport to collect him and the tools for a multi-million dollar gardening business that he says he ownsand is about to launch “on a global scale”.As the assessment progresses, he becomes more agitated and restless and talks constantly about a number of themesthat seem unrelated. In amongst talking about the business and the tools at the airport, he talks about the threedams’ project in China and the destruction of the orangutans’ rain forest in South East Asia. He frowns and raiseshis voice at Maria when she told staff that he had paid $10 000 on the credit card for the tools even though he hadnot met his last two mortgage payments and his daughter’s school fees are overdue. Arnold insists that he feels“on top of the world” although he has not slept well for a week and his dry lips and mouth suggest dehydration. Heis not able to recall what he was doing two days ago. Arnold was admitted involuntarily under the QueenslandMental Health Act (2016) following assessment. He did not believe he needed assistance or that anything waswrong. He has a rapid pulse and elevated blood pressure. NSB204 Mental Health: Self and OtherNSB204 Assessment Task 2 NSB204 – Assessment Task 2 Page 11 of 12Name:Learning outcomes assessed: Learning Outcomes: 1,2,3,4 and 5 Weighting: 40% CriteriaMSE (1.1) & ClinicalFormulation (1.2)Weighting: 20%Planning and PrioritisingCare (1.3, 1.4)Weighting: 25%7+, 7, 7-In your assessment you:Used the MSE effectivelyto present a completemental status assessment& accurately developedand presented a tableaddressing all 5Ps,always using examplesfrom the case studymaterials.You clearly referencedmajor terms andapplied themaccurately.Accurately assessedissues / problems.Complete understandingdemonstrated throughaccurate prioritising ofcare.Provided acomprehensive, entirelyrelevant clinical handover.6+, 6, 6-In your assessment you:Used the MSE appropriatelyto present a mental statusassessment & accuratelydeveloped and presented atable that mostly addressedthe 5Ps often usingexamples from the casestudy materials. Youreferenced major terms andused them accurately.Provided a substantialassessment of issues /problems.A high level ofunderstandingdemonstrated throughaccurate prioritising of care.Provided a thorough, veryrelevant clinical handover.5+, 5, 5-In your assessment you:Used the MSE to present apartial mental statusassessment & developed atable that partially addressedthe 5Ps using examples fromthe case study materials. Youmostly used and referencedpsychiatric terms.Provided an assessmentof issues/problems.A good level of understandingdemonstrated throughprioritisation of care.Provided a very relevantclinical handover.Some minor omissions.4+, 4, 4-In your assessment you:Used the MSE to presentaspects of a mental statusassessment & attempted a tableof the 5Ps, occasionally usingexamples from the case study toillustrate several items in theMSE. You sometimes used andreferenced psychiatric termsaccurately.Identified some needs but theywere not correctly prioritised.A sound level of understandingdemonstrated by someprioritisation. More than halfcorrect. Some omissions orincorrect elements in handover.Provided an adequate clinicalhandover.3In your assessment you:Failed to use/misunderstoodthe MSE & misunderstoodthe 5Ps & did not useexamples from the casestudy to illustrate the itemsin the MSE. You usedvernacular only and/ormisunderstood/ misusedpsychiatric concepts and didnot reference them.Incorrectly identified needsand incorrectly prioritisedthose needs.Little or no understandingdemonstrated. More thanhalf incorrect. Majoromissions or incorrectelements in handover.Poorly constructed clinicalhandover.2 – 1In yourassessmentyou: Did notmeet therequirements ofthe set task.Did not meettherequirementsof the set task.Therapeutic Relationship& Cultural Safety (2.1, 2.2)Weighting: 20%Accurately describedissues concerning thetherapeutic relationshipand cultural safety. Youfully understood keyissues and related theseto the person discussed.Your discussion wasalways supported byreference to high qualityliterature.Accurately described issuesconcerning the therapeuticrelationship and culturalsafety. You mostlyunderstood key issues andrelated these to the persondiscussed. Your discussionwas often supported byreference to high qualityliterature.Provided a mostly accuratedescription of the issuesconcerning the therapeuticrelationship and cultural safety.You partially understood keyissues and related these to theperson discussed. Yourdiscussion was mostlysupported by reference to goodquality literature.Provided an adequatedescription of the issuesconcerning the therapeuticrelationship and cultural safety.You superficially understoodsome of the issues related to theperson discussed. More than halfof your discussion wassupported by reference to validliterature.Did not provide adescription of the issuesconcerning the therapeuticrelationship and culturalsafety. You did notdemonstrate understandingof many of the issuesrelated to the persondiscussed. Your discussionhad limited valid literature.Did not meettherequirementsof the set task. NSB204 Mental Health: Self and Other NSB204 – Assessment Task 2 Page 12 of 12 Recovery-oriented NursingCare (2.3)Weighting: 20%Provided accurate,comprehensive nursinginterventions for each ofthe two priorities of care,carefully supported byquality literature.Accurately linked nursingcare to the Australiarecoverym o d e l / principles todemonstrate recoveryoriented care.Provided well developednursing interventions foreach of the two priorities ofcare, well supported by theliterature.Accurately linked nursingcare to the recoveryprinciples to demonstraterecovery-oriented care.Provided good nursinginterventions for each of thetwo priorities of care, wellsupported by the literature.Accurately linked nursing careto the recovery principles todemonstrate recovery-orientedcare.Provided adequate nursinginterventions for each of the twopriorities of care, with occasionalreference to the literature.Linked more than half ofnursing care to the recoveryprinciples to demonstraterecovery-oriented care.Provided nursinginterventions that were notwell linked to the person’snursing care needs. Morethan half incorrect. Majoromissions or incorrectelements.Did not demonstrate anunderstanding of recoveryoriented nursing care.Did not meet therequirements ofthe set task.Communicates in writingincorporating expectedinformation literacystandards (All)Weighting: 15%Maintained appropriatestandards of academicintegrity.Met the presentationrequirements.Consistently usedprofessionalnon-discriminatorylanguage.Expressed your ideasclearly, concisely andfluently with correctspelling and grammar.Consistently andaccurately cited sources &applied QUT APA style ofreferencing.Kept to word limit.Maintained appropriatestandards of academicintegrity.Met, for the most part, thepresentation requirements.Almost always usedprofessionalnon-discriminatorylanguage.Expressed your ideasconcisely and fluently withcorrect spelling andgrammar.Almost always cited sourcescorrectly & applied QUTAPA style of referencing.Kept to word limit.Maintained appropriatestandards of academicintegrity.Met several aspects of thepresentation requirements.Mostly used professionalnon-discriminatory language.Usually expressed your ideasclearly with correct spelling andgrammar.Mostly cited sources correctlyand applied QUT APA style ofreferencing.Kept to word limit.Maintained appropriatestandards of academic integrity.Met a few aspects of thepresentation requirements.Sometimes used professionalnon-discriminatory language.Expressed your ideas clearly.Occasionally cited sources andsometimes correctly appliedQUT APA style of referencing.Kept to word limit.Suspected failure tomaintain appropriatestandards of academicintegrity.Met few aspects of thepresentation requirements.Rarely used professionalnon-discriminatorylanguage.Ideas were not expressedclearly.Rarely cited sources orcorrectly applied QUT APAstyle of referencing.Was under or over the wordlimit.Suspected failureto maintainappropriatestandards ofacademicintegrity.Ignoredpresentationrequirements.Did not useprofessional nondiscriminatorylanguage.Ideas were notexpressed clearly.Rarely cited sourcesor correctly appliedQUT APA style ofreferencing.Was significantly underor over the requiredword limit. Satisfactorily complied with the Academic Integrity standards outlined in the MOPP C/5.3 Academic Integrity.
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