NURS3002: Nursing Standards and Decision Making Case Study Analysis

This report presents a comprehensive analysis of a nursing case study involving a 75-year-old Nepali-speaking woman (Mrs. X) admitted to the general ward with exacerbated COPD and influenza A. The case study focuses on the application of nursing standards, including critical thinking, therapeutic relationships, and maintaining the capability of practice. The nurse's actions, such as the use of an interpreter for effective communication and the decision to catheterize the patient, are examined in relation to the Nursing and Midwifery Board of Australia (NMBA) standards and the National Safety and Quality Health Service Standards (NSQHSS). The report also addresses the importance of patient education, cultural sensitivity, and assessment in providing patient-centered care, including the management of acute urinary retention and the process of trial of voiding. The student nurse's involvement in the case, including self-education and seeking guidance from a mentor, is highlighted to demonstrate adherence to professional standards and the importance of continuous learning. The report emphasizes the need for comprehensive assessment, including monitoring vital signs and conducting relevant tests, to ensure optimal patient outcomes.

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Standards and Decision Making Paper
A Nepali speaking 75 years old woman (Mrs. X) was transferred from the emergency
department to the general ward for exacerbation of COPD (chronic obstructive pulmonary
disease) along with influenza A. The urinary catheter was removed from four days after the
admission in the general ward in order to ensure the normal function of the urinary bladder.
The patient was monitored for trial of voiding with the help of catheterization as documented
on the patients' notes. During the trial session of voiding the output of urine, the approximate
output was 100 mls in 2 days (48 hours). Patients complained of pain in the lower side of the
abdomen along with no further urge for urination. The abdominal assessment revealed a
distended abdomen. The scan of the bladder was done and it was found that 530 mls of urine
is still inside the bladder.
The main standards of practice that is required at this time include critical thinking to
highlight the clinical priority followed by a consultation of the allied healthcare professionals.
The decision made by the nurse is the removal of the stored urine from the urinary bladder
with the help of the catheter. Proper documentation was done to denote the amount of fluid
input and output along with documentation of the vital signs of the patients to denote any
possible implications for deterioration.
Social history
Mrs. X lives alone in her rented unit in South Australia after the death of her husband.
She receives a pension from Centrelink. She was a house-wife and is not well-equipped in
English and also has restricted the ability to perform activities of daily living. She also has a
limited social life because of her difficulty in walking while maintaining the body balance
and inability to communicate correctly in English. She is more comfortable in Nepali.
Name: MUHAMMAD HUMAYNUL ISLAM NURS3002 Assignment 3 Student ID: 2164328

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Part 1: Nursing Standards
1. Critical thinking and analysis of nursing practice
According to the Nursing and Midwifery Board of Australia (NMBA) (2017), the
standard one of nursing practice it is the duty of the nurse to comply and practice as per the
prevalent legilations and local polices. Under this standard critical thinking, highlighting
clinical priority of the patient and clear yet accurate documentation of patients’ health
statistics is also important. Documentation of the patients’ health parameters in legible and
accurate format is again supported by the National Safety and Quality Health Service
Standards (NSQHSS) by the Australian Commission on Safety and Quality in Healthcare
(ACSQH) (2012). As per the NSQHS Clinical Handover (standard 6) is an important aspect
of improving safety quotient in the therapy plan. The event of care that aligns with this
nursing professional standard is documentation of the health parameter of patient X. The
registered nurse asked me to maintain comparative documentation of the patients’ urine
output, the volume of the abdomen (distended abdomen if any) and the results of USG
(ultrasound scan) test. Documentation is done in the context of the size, and the condition of
the distended bladder will help to compare the results of the urine excretion and the size of
the abdomen. The documentation of the amount of urine excretion while under trial of
voiding assisted technique will help to understand the functional status of the kidneys.
Documentation of the urine input and output data and comparing with the USG report of the
patients will help to understand internal pathophysiology of the abdomen and the rate of
excretion of urine through catheter and state of urine obstruction (Novaes et al., 2017). `the
overall understanding of the renal functioning of the kidneys as revealed from the process of
effective documentation of patients physical parameters will help in the generation of patient
centred care plan (Mackey & Bassendowski, 2017). Thus the nursing practice highlighted in
the case study goes in accordance with the highlighted nursing standards.
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2. Engaging in therapeutic and professional relationships
According to standard 2 of NMBA (2017), it is the duty of the nursing professional to
engage in a therapeutic relationship with the client. The generation of therapeutic
relationships helps to improve the overall outcome of patients’ care by increasing the level of
trust among nursing professionals and the patient. In other words, it can be said that the
therapeutic relationship is the primary component of healthcare interactions that facilitates
the development of proper patient-clinician experiences. Standard therapeutic interpersonal
relationships can change the overall experience of the patient in the healthcare service.
Alternatively, with the increase in focus over the patient-centred care, it is imperative for the
healthcare professionals to indulge therapeutically with the patients for improving health-
related outcomes (Kornhaber, Walsh, Duff & Walker, 2016). To develop a therapeutic
relationship with Mrs. X, the nurse executed the use of effective communication. Mrs. X is
Nepali and is not well-versed in English; thus, a professional interpreter is used for the
execution of effective communication skills and the development of a therapeutic
relationship. This again coincides with the standard 1 of nursing practice (1.3). 1.3 specifies
that the nursing professional has to respect the culture and experience of all the patients
irrespective of their ethnicity and cultural backgrounds. The use of transcultural nursing
practises helps to improve the overall performance of the patients (Neilly et al., 2016). Since
my patient was from Nepali origin, my mentor nurse asked me to take help from a
transcultural nurse proficient in Nepali language while communicating with patient X. The
transcultural nurse not only acted as an interpreter but also guided me with the spiritual and
ethical values of the Asian peoples. This understanding further helped to refine my approach
of effective communication and patient education. Patient education is a part of clinical
governance. According to standard 1 of NSQHSS (2012), clinical governance plays a vital
role in improving the safety and quality of the healthcare service. Clinical governance can be
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achieved by educating the patients about the prospective outcome of care and the path of
disease prognosis. Nabilou, Feizi and Seyedin (2015) stated that educating the patient about
the process of disease progression, helping improve the awareness of the patients about the
disease and thus imposing patients’ engagement. Here, engagement with patient’s X was
done under the presence of transcultural nurse. The presence of transculatural nurse helped to
execute collaborative patient care (2.1 of nursing standards). Mrs. X is suffering from the
exacerbation of COPD (chronic obstructive pulmonary disease) along with influenza A. Thus
education of Mrs. X was directed towards the prognosis of COPD and how healthy lifestyle
habits post-release from the hospital will help to control the severity of the disease. Mrs. X
was educated about the transmission of influenza, contagious disease, and how it can be
controlled. Grohskopf (2016) stated that taking seasonal vaccination for influenza would help
to control disease development. I was aware that the use of the urinary catheter increases the
chances of getting affected with the catheter-associated infection, a form of hospital-acquired
infection (HAIs). Urinary tract infections are one of the common HAIs with 80 to 70%
accounts for catheter-associated urinary tract infections (CAUTIs). The increase in the
domain of patient awareness and patient engagement in the areas like indwelling urinary
catheters and the associated consequences can be effectively improved under the hospitalised
settings. Proper use of the educational program and incorporating the preference of the
patient is likely to enhance the involvement of the patients in the decision-making process
regarding the urinary catheters. So while educating the patients about the catheter and urine
excretion, I also took preference of the patients like whether she is comfortable with opposite
sex nurse in availing the healthcare service and education (Safdar et al., 2016). Thus I
demonstrated respect to patient’s X rights and wishes (2.4 of NMBA standards).
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3. Maintaining the capability of practice
Acute urinary retention (AUR) is one of the severe complications among older adults;
the overall risks of AUR increases with age. The immediate management of these
complications is urethral catheterization. Transurethral prostate resection (TURP) is used as a
gold standard for definitive treatment. However, studies have shown that the trail voiding
without catheter is more successful in comparison to catheter-associated voiding of the
urinary bladder. Trail of voiding without catheter is defined as point at which the patient can
able to regain self-voiding and recover from AUR (Das et al., 2018). During my initial
placement in the general word of the Lyell McEwin Hospital in South Australia, I was not
aware of the process of trial voiding.
According to standard 3 of the NMBA professional code of conduct (2017), it is the
duty of the attending nurses to provide safe practice by demonstrating commitment to
lifelong learning of self and others. The study conducted by Pool et al. (2015) highlighted
that having a scope for continuous professional development by the nursing professionals
help to increase the knowledge of the nurses about the current approaches highlighted under
the evidence-based practice guidelines and thereby helping to improve the outcome of care.
Price and Reichert (2017) further stated that a student and the early-career nurses are
expected to attain adequate training and education to facilitate the transition under the
workplace. A role of the student nurse or the novice nursing professionals also includes
creating scope for continuing education opportunities throughout their career. Here the event
of care includes self-education or creating scope in increase my knowledge about trial of
voiding.
During my placement in the general ward, I got immense support from my mentor,
registered nursing professional. It is she who helped me to understand the difference between
the catheters associated voiding of the urinary bladder or voiding of the bladder in the
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absence of catheter. I also approached her proactively to clear my doubts and thus helping me
to get a clear perspective of the urinary bladder clearance and role of catheter for in urine
clearance. Thus I recognised and approached when capability of practice is impaired.
Increase in my knowledge about trial of voiding and renal function helped me to understand
quickly the clinical emergency. Thus when I found 530 mls of urine is still inside the bladder,
I immediately alerted by senior nurse telling her that patient’s health requires additional
interventions.
4. Conduction of assessment in a comprehensive manner
Assessment is defined as the systematic and continuous collection, validation and
documentation of information. The information includes the need of the patient, healthcare
problems associated with the patients, lifestyle problems and values (Lewis et al. 2015).
Optimal assessment of an older adult like Mrs. X will focus on her complex needs. As per the
guidelines stated by Clarke and Ketchell (2016), the assessment of an older adult who is
suffering from renal complications or urine retention include the amount to fluid intake, the
output of the urine and the salt or the electrolyte balance within the both. Thus in the general
ward, the assessment of the patient mainly covered the measurement of fluid intake and
output along with blood serum assessment to estimate the slat electrolyte balance. Since Mrs.
X is suffering from an exacerbation of COPD, further assessment can be undertaken in order
to have a detailed perspective of the respiratory status and the cardiac output of the patient.
The risk factor that triggers the development of COPD among the older adults includes
smoking, bronchiectasis causing limitations in the airflow. The presence of bacterial or viral
infection within the pulmonary airways also increases the risk factors for developing COPD.
In the case of Mrs. X it can be said that she is suffering from influenza A thus there is a
visible sign of viral infection within the body. As she is been shifted from emergency to the
general, her viral load in the body might have been reduced but it is the duty of the nursing
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professional to monitor the vital signs of the patients and conduct CRP test (C-reactive
protein) test. Viniol and Vogelmeier (2018) stated the CRP tests helps to ascertain the level of
septicemia within the body. Vital signs monitoring include respiratory rate, heart rate, oxygen
saturation rate (SpO2) within the body. Pavord et al. (2016) recommend pharmacotherapy
like the use of inhaled corticosteroids, phosphodiesterase-4 inhibitors, mucolytics and long-
term antibiotics to provide effective control of COPD in the long-term. Further assessment
can be conducted to reduce denote the level of hypoxaemia and hypercapnia to reduce the
exacerbations of COPD.
5. Development of plan for nursing practice
The development of nursing practice must be done by following the best available
evidence. It is the duty of the nursing professionals to collaboratively construct the plan for
nursing practice depending on the goals and priorities of care. The nurse must also plan and
negotiate how the practice will be evaluated and the time of engagement (Gale et al., 2014).
Initially, I was unsure regarding the process of evaluation and setting of goals based on the
priorities care. My mentor or register nursing professional helped me to understand that since
Mrs. X is shifted from emergency unit to the general ward for urine retention and distended
abdomen, the main priorities of care will be directed towards voiding of the urinary bladder.
Here the main event of care as executed by me was preparing patient for trail voiding. Trial
voiding was followed by assessment of kidney function. The evaluation of the urine clearance
will be done by conducting the USG of the lower part of the abdomen. USG or Ultrasound is
increasingly used for evaluation of the lower abdomen among the children and older adults.
Recent improvements in the USG technique enable a detail evaluation of the pathophysiology
lower abdominal region (Gale et al., 2014). This relatively low-cost examination that is
devoid of ionization radiation will be helpful for the older adults as it will impart no
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significant side-effects. Moreover, the technique does not demand sedation (Gale et al.,
2014).
6. Provides safe and appropriate and responsive nursing care
According to the NMBA code of professional conduct (2017), RN provides and might
delegate, quality along with ethical goal-directed actions. The sixth professional code of
conduct, mainly emphasizes on the establishment of human rights under the nursing practice.
It is the moral duty of a nurse to respect the dignity and equality of the patient irrespective of
his or her culture, ethnicity, beliefs and religion. Milesky et al. (2015) stated that the nursing
professionals make remarkable contribution in the domain of patient’s safety and quality
along with the implementation of patient-centred care.
Mrs. X requires proper care and patient-centred support for the promotion of faster
health recovery. This patient-centred support includes both physiological health and
psychological health. Since Mrs X is from Nepali origin and is not well-versed in English and
thus to uphold the dignity and to respect the ethical and spiritual demands of Mrs. X, my RN
nurse assigned an interpreter who would assist me in understanding the real concerns of Mrs.
X. I was also assisted with a transcultural nurse who helped me to understand the cultural and
the spiritual needs of Mrs. X. The understanding of the cultural and spiritual needs of Mrs. X
will help to devise a diet plan for Mrs. X as per her cultural and religious values. Like Patient
X reported that her religion do not allow her to take beef thus I replaced beef with meat of
chicken.
To achieve the goal within the specified time span, NSQHSS (2012), recommends
partnering with the consumers that are the healthcare service users. The use of effective
communications skills by my mentor RN helped me to understand the importance of
therapeutic communication in the domain of effective patient engagement. Malhotra et al.
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(2018) stated that patient engagement helped to improve the therapy adherence and thus
helping to decrease the length of stay in the hospital.
7. Evaluation of the outcome to inform the nursing practice
Under this practice standard, the nursing profession has to take responsibility for the
process of evaluation of the practice based on the agreed priorities of care, plans and goal.
The nursing professional also has to communicate the further priorities, goals and outcomes
to the patient or his or her family members. However, Mrs X lives alone, and thus, there is no
scope for the education to the family. The registered nursing professional recommended for
assisted living for Mrs. X at the time of discharge. Man-Ging et al. (2018) stated that assisted
living or residential living among the older adults help to improve the overall health and well-
being by helping the older adults to abide by the therapy and to conduct daily living
activities.
Decision Making Theory Used
Decision making is a complex process. It requires a wide range of factors in order to
achieve the desired set of results or goals. According to the study conducted by Shaban
(2015), under the healthcare system, the primary decision-makers are the nursing
professionals. It is the judgement of the nurses that can affect the health care system either
positively or negatively. The effective judgement is done by the nursing professionals help to
reduce the overall healthcare costs, the length of stay at the hospital. It also helps to promote
healthy ageing. Overall, it can be said that nurses play an important role in improving the
quality of healthcare by the implementation of evidence-based practice. As a student nurse in
the hospital unit and having the placement in the general ward, my clinical decision making is
extremely essential for promoting good experience to practice by the application of the
different type of theories during the entire tenure of my placement.
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Being a nursing professional and novice in this domain, proper application of
“information processing theory” is regarded as one of the common decision-making theory
(DMT) that is frequently applicable in my placement (Reedy, 2015). According to the
research, the information processing theory works by delivering a new set of information in
three different stages of memory. It focuses on the act of processing the new information that
comes under the environment or surroundings (Reedy, 2015). The role of the human brain is
to carry that information, process it and then store the information under the long term
memory that will be ready for use.As a nursing student, I learned the required lessons and the
topics in my class and under the self-duty readings. It helped to enrich my stored memory and
apply the same under the practice settings (Reedy, 2015). According to the study conducted
by Aliakbari et al. (2015), one of the advantages of this model is to help the students with the
proper understanding of the structure and process of the short term memory processing of the
brain. For example, during the process of the clinical handovers, the mind mainly receives
information and goes through it over and over again until the mind is accustomed to that
information. This information is then stored in the long term memory and this used in future
for improving future care.
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References
Aliakbari, F., Parvin, N., Heidari, M., &Haghani, F. (2015). Learning theories application in
nursing education. Journal of Education and Health Promotion, 4.
Australian Commission on safety and Quality in Healthcare. (2012). National Safety and
Quality Health Service Standards (NSQHS). Access date: 3rd July 2019. Retrieved
from: https://www.safetyandquality.gov.au/sites/default/files/migrated/NSQHS-
Standards-Sept-2012.pdf
Clarke, D., & Ketchell, A. (Eds.). (2016). Nursing the acutely ill adult. Macmillan
International Higher Education.
Das, R. K., Deb, P. P., Basu, S., Dey, R. K., Gupta, R., & Choudhary, A. (2018). Factors
Predicting Outcome of Trial without Catheter in Patients with Acute Urinary
Retention Secondary to Prostatic Enlargement. Journal of Clinical & Diagnostic
Research, 12(1).
Gale, H. I., Gee, M. S., Westra, S. J., &Nimkin, K. (2016). Abdominal ultrasonography of the
pediatric gastrointestinal tract. World journal of radiology, 8(7), 656.
Grohskopf, L. A. (2016). Prevention and control of seasonal influenza with
vaccines. MMWR. Recommendations and Reports, 65.
Kornhaber, R., Walsh, K., Duff, J., & Walker, K. (2016). Enhancing adult therapeutic
interpersonal relationships in the acute health care setting: an integrative
review. Journal of multidisciplinary healthcare, 9, 537.
Lewis, S. L., Dirksen, S. R., Heitkemper, M. M., Bucher, L., & Camera, I. (2015). Medical-
Surgical Nursing-E-Book. Elsevier Health Sciences.
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Mackey, A., &Bassendowski, S. (2017). The history of evidence-based practice in nursing
education and practice. Journal of Professional Nursing, 33(1), 51-55.
Malhotra, A., Crocker, M. E., Willes, L., Kelly, C., Lynch, S., &Benjafield, A. V. (2018).
Patient engagement using new technology to improve adherence to positive airway
pressure therapy: a retrospective analysis. Chest, 153(4), 843-850.
Man-Ging, C. I., ÖvenUslucan, J., Frick, E., Büssing, A., &Fegg, M. J. (2018). Meaning in
life of older adults living in residential and nursing homes. Journal of Religion,
Spirituality & Aging, 1-18.
Milesky, J. L., Baptiste, D. L., Foronda, C., Dupler, A. E., & Belcher, A. E. (2015).
Promoting a culture of civility in nursing education and practice. Journal of Nursing
Education and Practice, 5(8), 90-94.
Nabilou, B., Feizi, A., &Seyedin, H. (2015). Patient safety in medical education: Students’
perceptions, knowledge and attitudes. PloS one, 10(8), e0135610.
Neilly, C. H., Rader, A., Zielinski, S., Wehbe-Alamah, H., & Murray-Wright, M. (2019).
Using Transcultural Nursing Education to Increase Cultural Sensitivity and Cultural
Assessment Documentation by Staff in an In-Home Chronic Disease Self-
Management Program. Journal of Doctoral Nursing Practice, 12(1), 16-23.
Novaes, A. K. B., Carmo, W. B. D., Figueiredo, A. A. D., Lopes, P. C., Dias, Z. M. M., Silva,
L. A. L., & Bastos, M. G. (2017). Point of care kidney ultrasonography and its role in
the diagnosis of urinary obstruction: a case report. Brazilian Journal of
Nephrology, 39(2), 220-223.
Nursing and Midwifery Board of Australia (NMBA). (2017) Registered Nurses Standards
For Practice.Access date: 3rd July 2019. Retrieved from:
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https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/
Professional-standards/registered-nurse-standards-for-practice.aspx
Pavord, I. D., Jones, P. W., Burgel, P. R., & Rabe, K. F. (2016). Exacerbations of
COPD. International journal of chronic obstructive pulmonary disease, 11(Spec Iss),
21.
Pool, I. A., Poell, R. F., Berings, M. G., & ten Cate, O. (2015). Strategies for continuing
professional development among younger, middle-aged, and older nurses: A
biographical approach. International journal of nursing studies, 52(5), 939-950.
Price, S., & Reichert, C. (2017). The importance of continuing professional development to
career satisfaction and patient care: meeting the needs of novice to mid-to late-career
nurses throughout their career span. Administrative Sciences, 7(2), 17.
Reedy, G. B. (2015). Using cognitive load theory to inform simulation design and
practice. Clinical Simulation in Nursing, 11(8), 355-360.
Safdar, N., Codispoti, N., Purvis, S., & Knobloch, M. J. (2016). Patient perspectives on
indwelling urinary catheter use in the hospital. American journal of infection
control, 44(3), e23-e24.
Shaban, R. (2015). Theories of clinical judgment and decision-making: A review of the
theoretical literature. Australasian Journal of Paramedicine, 3(1).
Viniol, C., &Vogelmeier, C. F. (2018). Exacerbations of COPD. European Respiratory
Review, 27(147), 170103.
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NURS3002
Assessment 3 – Professional Standards & Decision Making Theory reflective paper
Marking rubric
Part 1
Event of care outline and response to professional standards
Assessment Criteria Excellent Good Satisfactory Unsatisfactory
Name: MUHAMMAD HUMAYNUL ISLAM NURS3002 Assignment 3 Student ID: 2164328

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Selects and outlines an
appropriate event of
care (20%)
17-20
Event clearly outlined with
appropriate detail.
Evidence of student
involvement throughout
event.
Event selected will allow
student to demonstrate
practice in all 7 standards.
14-16
Event outlined well.
Evidence of student
involvement in majority of
event.
Event selected will allow
student to demonstrate
practice in all 7 standards.
10-13
Event outlined with
excessive detail or missing
detail.
Evidence of student
involvement in majority of
event.
Event selected will allow
student to demonstrate
practice in all 7 standards.
0-9
Event not clearly outlined.
Lack of clarity around
student involvement in
event.
Event not capable of
allowing student to
demonstrate practice in all
7 standards.
Thinks critically and
analyses nursing
practices relating to this
event of care (20%)
17-20
Clearly explains fully
which legislation is
relevant to the example
provided and provides
14-16
Explains which legislation
is relevant to the example
provided and provides
supporting references
10-13
Describes which legislation
is relevant to the example
provided and provides
supporting references
0-9
Little or no understanding
of the legislation is relevant
to the example provided.
Includes little relevant
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supporting references
Distinctly rationalises the
legal implications of the
nursing interventions
involved in the examples
provided with supporting
references
Extensive critical analysis
of research findings in
support of the example
presented
Succinct and relevant
reflection on own practice
including identification of
professional development
needs
Discusses the legal
implications of the nursing
interventions involved in
the example provided with
supporting references
Critical analysis of
research findings in
support of the example
presented
Relevant reflection on own
practice including
identification of
professional development
needs
Identifies the use
importance of respect for
Discusses the legal
implications of the nursing
interventions with some
connection to the example
provided with supporting
references
Some critical analysis of
research findings in support
of the example presented
Little reflection on own
practice or identification of
professional development
needs
Identifies some aspects of the
importance of respect for
culture and experience of the
information about the legal
implications of the nursing
interventions involved in
the example
Little or no critical analysis
of research findings in
support of the example
presented
No reflection on own
practice or identification of
professional development
needs
Does not mention the
importance of respect for
culture and experience of
the patient and their family.
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Identifies the importance
of respect for culture and
experience of the patient
and their family.
culture and experience of
the patient and their
family.
patient and their family.
Reflects on own
practice and how this
impacted on the patient
(20%)
17-20
Provides comprehensive
and concise reflection on
own practice with clear
comprehensive discussion
on the impact this had on
the patient.
14-16
Provides good reflection
on own practice with
strong discussion on the
impact this had on the
patient.
10-13
Provides limited reflection
on own practice with limited
discussion on the impact this
had on the patient.
0-9
Provides no reflection on
own practice with no
discussion on the impact
this had on the patient.
Demonstrates a clear
link between each
professional standard
and their own practice
in this event of care
17-20
Provides comprehensive
and concise discussion
detailing the link between
their practice in this event
14-16
Provides good discussion
detailing links between
their practice in this event
of care and each of the 7
10-13
Provides limited discussion
on the link between their
practice in this event of care
and each of the 7 standards.
0-9
Provides incomplete or
absent link between own
practice and each standard
of care. Does not link back
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(20%) of care and each of the 7
standards.
Equal weighting on all 7
standards.
standards. Good weighting
across all 7 standards.
Balance of focus needs to be
more evenly distributed
between the 7 standards.
to the previously identified
single event of care. Own
role unclear. Demonstration
of standards unclear.
Presentation, Structure,
Grammar (10%)
9-10
Discussion is logical and
engaging.
Well structured.
Adheres to word count.
Makes no errors in
punctuation.
7-8
Discussion is mostly
logical.
Adheres to word count
however content not
balanced throughout.
Includes <3 errors in
punctuation.
Includes <5 errors in
spelling or grammar.
5-6
Contains occasional illogical
statements, flow disrupted
and confusing.
Significantly over or under
word count.
>3 errors in punctuation.
>5 errors in spelling or
grammar
0-4
Contains mostly illogical
statements with poor
connection and disjointed
flow.
Significantly over or under
word count.
Frequent punctuation
errors.
Frequent errors in spelling
and/ or grammar.
Referencing &literature 9-10 7-8 5-6 0-4
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selection (10%) Use of credible sources.
Correct use of APA 6
referencing throughout.
All material requiring
support has correct
citation.
Uses mostly credible
sources.
Correct use of APA 6
referencing throughout.
Minimal errors in
referencing.
Most material requiring
support has correct
citation.
Uses some credible sources.
Satisfactory use of APA 6
referencing.
Various errors in referencing.
Significant material requiring
support not cited correctly.
Uses few or no credible
sources.
Lack of consistent use of
APA 6 referencing.
Various errors in
referencing.
Material requiring
supportive
Name: MUHAMMAD HUMAYNUL ISLAM NURS3002 Assignment 3 Student ID: 2164328

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Name: MUHAMMAD HUMAYNUL ISLAM NURS3002 Assignment 3 Student ID: 2164328

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Part 2
Decision Making Theory applied to event of care
Name: MUHAMMAD HUMAYNUL ISLAM NURS3002 Assignment 3 Student ID: 2164328

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Assessment Criteria Excellent Good Satisfactory Unsatisfactory
Link the DMT to the event of
care by identifying theory and
giving examples of own
practice influenced by this
DMT (40%)
32-40
Comprehensive, coherent
discussion explicitly
detailing how the DMT is
applied throughout this
event of care and linked to
the students behaviours and
practice.
27-32
Comprehensive, coherent
discussion explicitly
detailing how the DMT is
applied throughout this
event of care with limited
link to the students
behaviours and practice.
20-26
Coherent discussion
detailing how the DMT
is applied throughout
this event of care with
limited link to the
students behaviours and
practice.
0-19
Incoherent or absent
discussion on how the
identified DMT is linked to
this event of care and to the
students behaviours and
practice.
Gives examples of strengths
of this DMT (20%)
17-20
Clear, comprehensive
discussion on strengths of
use in a clinical context well
supported by literature.
14-16
Strong discussion on the
strengths of this DMT with
one key point missed or
incomplete.
10-13
Limited or disjointed
discussion on strengths
of this DMT in a
clinical context.
0-9
No discussion on limitations
of this DMT in a clinical
context.
Gives examples of limitations 17-20 14-16 10-13 0-9
Name: MUHAMMAD HUMAYNUL ISLAM NURS3002 Assignment 3 Student ID: 2164328

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of this DMT (20%) Clear, comprehensive
discussion on imitations of
use in a clinical context well
supported by literature.
Strong discussion on the
limitations of this DMT
with one key point missed
or incomplete.
Limited or disjointed
discussion on
limitations of this DMT
in a clinical context.
No discussion on limitations
of this DMT in a clinical
context.
Presentation, structure,
Grammar (10%)
9-10
Discussion is logical and
engaging.
Well structured.
Adheres to word count.
Makes no errors in
punctuation.
Makes no errors in
grammar.
Makes no errors in spelling.
7-8
Discussion is mostly logical.
Adheres to word count
however content not
balanced throughout.
Includes <3 errors in
punctuation.
Includes <5 errors in
spelling or grammar.
5-6
Contains occasional
illogical statements,
flow disrupted and
confusing.
Significantly over or
under word count.
>3 errors in
punctuation.
>5 errors in spelling or
grammar
0-4
Contains mostly illogical
statements with poor
connection and disjointed
flow.
Significantly over or under
word count.
Frequent punctuation errors.
Frequent errors in spelling
and/ or grammar.
Referencing & literature 9-10 7-8 5-6 0-4
Name: MUHAMMAD HUMAYNUL ISLAM NURS3002 Assignment 3 Student ID: 2164328

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selection (10%) Use of credible sources.
Correct use of APA 6
referencing throughout.
All material requiring
support has correct citation.
Uses mostly credible
sources.
Correct use of APA 6
referencing throughout.
Minimal errors in
referencing.
Most material requiring
support has correct citation.
Uses some credible
sources.
Satisfactory use of APA
6 referencing.
Various errors in
referencing.
Significant material
requiring support not
cited correctly.
Uses few or no credible
sources.
Lack of consistent use of
APA 6 referencing.
Various errors in
referencing.
Material requiring
supportive citations are not
correctly cited.
Part 1 mark 40/100 Part 2 mark 5/100
Overall Part 1 –Mohammed – you have provided a great deal of excellentinformation about many different aspects of care and a great deal of research but
Name: MUHAMMAD HUMAYNUL ISLAM NURS3002 Assignment 3 Student ID: 2164328

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comments the main problem is that 1 event of care(EOC) is required and I couldn’t see what that was. This is a requirement of the assignment. Please look at
the titles of your research articles – they must be relevant to the topic under discussion. There were some that I couldn’t see the relevance.
You will need to choose 1 event only if you plan on a resubmission.
Part 2 - for this section you must identify 1 IPT, explain what it is, how you applied it to your EOC and then explain the strengths and limitations of
the Theory
I have highlighted in yellow – problems with sentence structure and punctuation or words that are either incorrectly spelled or not in context with
what is written. Please review these for your next essay. Some links to help - Professional language development (Amanda
Muller)https://flo.flinders.edu.au/course/view.php?id=4234Please also refer to the Studiosity website on FLO. It is there o help you specifically with
this aspect of writing. It is located above your list of topics in ‘additional’ https://flo.flinders.edu.au/course/view.php?id=50034
Referencing -. I have highlighted in green – problems with referencing where information is either not cited or not cited correctly or formatted
incorrectly - please see my feedback. Some links to help you - SLC http://www.flinders.edu.au/current-students/slc/
APA ref guidehttp://www.flinders.edu.au/for_current_students_files/Documents/APA%20Referencing%202018.pdf
Academic integrity http://flo.flinders.edu.au/course/view.php?id=104
Name: MUHAMMAD HUMAYNUL ISLAM NURS3002 Assignment 3 Student ID: 2164328

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Name of
marker
Sue Leslie Marker
email
[e-mail]
Name: MUHAMMAD HUMAYNUL ISLAM NURS3002 Assignment 3 Student ID: 2164328

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Name: MUHAMMAD HUMAYNUL ISLAM NURS3002 Assignment 3 Student ID: 2164328