Recent Question/Assignment

2.4.2 Concept Map and Guided question response
Weight: 40%
Type of Collaboration: Individual
Due: Week 12, Saturday 13th October 2018 at 12 midnight
Submission: Refer to Section 2.5 of the LG - General Submission Requirements
Format: Concept Map (250 words) and Guided question response (1250 words)
Total 1500 words
Unit Learning Outcomes: 1,2,3,4
Length: 250 words plus 1250 words (1500 words in total)
Curriculum Mode:
Word Count
There is a word limit of 1500 words. Use your computer to total the number of words used in your assignmen-
t. However, do not include the reference list at the end of your assignment in the word count. In-text citations will be included in the additional 10% word count. If you exceed the word limit by more than 10% the marker will stop marking at 1500 words plus 10%.
Aim of assessment
The purpose of this assessment is to enable students to:
1. Explain in visual format (concept map) the causes, pathogenesis, clinical manifestations, diagnostic procedures, management, course, prognosis, and prevention of Acute Severe Asthma (Learning outcomes 1 and 5).
2. Explain the underlying pathophysiology of the clinical manifestations of an Acute Severe Asthma (Learning outcomes 1 and 5).
3. Discuss nursing strategies and evidence-based rationales to manage a patient with Acute Severe Asthma (Learn-ing outcomes 2, 4 and 5).
4. Describe the nursing role and responsibilities in the use of pharmacological interventions related to Acute Severe Asthma (Learning outcomes 3 and 5).
Assessment Details
You are to develop a concept map and answer three questions related to Acute Severe Asthma. References are to include three (3) recent, relevant journal articles as well as textbook material and evidence-based resources (to a total of at least 6 references).
Concept Map (250 words)
– The concept map must be computer generated.
– When researching the topic, use the pathophysiology template that is on the unit vUWS site to assist you in organising your information. The template will also assist in identifying key concepts and their relationships.
– Concept boxes should have titles with relevant content summarised within the box.
– The summarised content may be in point format and size 10 font (Arial or Times New Roman) may be used on the concept map.
– Concept boxes must be linked using lines and linking words/phrases to demonstrate logical relationships between concepts.
– For conciseness, numbers may be used to replace traditional APA referencing within concept boxes. If you use numbers, you must include a reference list in numerical order, corresponding to your references immediately after the concept map.
– Critical thinking and creativity are essential components of the concept map. The map design needs to be visually stimulating.
Case study
Jackson Smith, a 18 year-old male, was admitted to the Emergency Department at 9pm with severe breathless-ness. His family informed you that the patient has a history of Asthma that had been diagnosed when he was two years old. On admission to the Emergency Department the clinical manifestations were:
– Severe dyspnoea, inability to speak sentences in one breath
– Respiratory rate of 32 breaths/minute
– SpO2 90%, on room air
– BP 150/85 mmHg
– Pulse rate of 130 beats/minute
– Auscultation of lungs identifies diminished breath sounds and widespread wheeze
A chest x-ray was performed and showed a clear and hyper-inflated lung fields.
A blood gas was taken:
pH : 7.35
PaO2: 60mmHg
PaCO2: 50mmHg
HCO3: 25mEq/L
Lactate: 1
SaO2 90%
A diagnosis of Acute Severe Asthma was made.
Question 1. (650 words) (Learning outcome 1 and 5)
Explain the pathogenesis causing the clinical manifestations with which Jackson Smith presented with.
Question 2. (300 words) (Learning outcomes 2, 4 and 5)
Discuss two high priority nursing strategies to manage Jackson and provide evidence-based rationales for these strate-gies.
Question 3. (300 words) (Learning outcome 3 and 5)
Three of the drugs that were given to Jackson were continuous nebulised Salbutamol and nebulised Ipratropium bromide (4/24) and IV Hydrocortisone 100mg (6/24).
a. Discuss the mechanism of action of these drugs, and relate to the underlying pathogenesis of an Acute Severe Asthma. And,
b. Describe the nursing implications (monitoring for and responding to adverse e?ects, and evaluating therapeutic e?ect) when administering these drugs to a patient with an Acute Severe Asthma.
When answering questions:
– Responses are to use full sentences, paragraphs, correct spelling and grammar.
– The word limit for the guided questions is 1250 words. Use your computer to total the number of words used. In-text citations will be included in the additional 10% of the word count. If you exceed the word limit by more than 10% the marker will stop marking.
– Provide a reference list in APA 6th Edition style with a minimum of 6 academic references which could include journal articles, textbooks, government websites and reports, and creditable organisational websites (such as the Agency for Clinical Innovation (
– Appropriate resources must be selected and accurately used. The cited references must support your discussion or explanation.
– Ensure that your concept map and guided questions are one document to upload through Turnitin.
i. Examples may be available on the vUWS site.
ii. There are a number of textbooks and resources available through the Western Sydney University Library that may assist you. Please refer to the unit’s vUWS site for specific unit resources.
Marking Criteria:
Concept Map
Criteria Mark High Distinction Distinction Credit Pass Fail
Criteria 1 - Accurately, clearly Accurately, clearly Most of the key One or two Minimal
Clearly, accurately and concisely and concisely concepts concepts have information
and concisely summarises all summarises all accurately been omitted or a included with
summarises the key concepts with the key concepts summarised but number of key omissions, lack of
key concepts all information with information some relevant concepts lack clarity. Sources of
(aetiology, supported by supported by information has clarity and information not
pathogenesis, appropriate appropriate been omitted or conciseness. always evident.
clinical authoritative authoritative lacks clarity. Sources of (6-9.)
manifestations, sources. sources. There Information is information may Most concepts
diagnosis, are minor supported by not always poorly or
treatment, course, omissions from relevant sources. evident. inaccurately
prognosis and one or two of the summarised.
prevention) of key concepts. Significant
Acute Severe omissions of
Asthma relevant
information with
sources either not
identified, unclear
or predominantly
/15 13-15 11.5-12.5 10-11 7.5-9.5 =7
Criteria 2 - The relationships Relationships Relationships Some links are Links between
Clearly and between all between most between concepts clear and accurate most concepts
accurately concepts are concepts are are generally but a number may lack accuracy,
demonstrates the accurately, clearly accurately and identifiable but be incomplete clarity and logic.
relationships/links and logically clearly some links may and/or clarity and
between the demonstrated demonstrated be incomplete or logic is di?cult to
concepts. using arrows/lines using arrows/lines lack clarity. identify easily.
and linking word- and linking word-
s/statements. s/statements.
/5 4.5-5 4 3.5 2.5-3 =2
Criteria 3 - The layout and The layout and Concept map The layout of the The layout of the
Presents the organisation of organisation of generally well map is adequate map is poor with
concept map in a the map is the map is clear organised and but lacks clarity lack of clarity and
manner that the exceptionally clear with appropriate visually and visual organisation and
layout and and professional use of colour and stimulating. stimulation. fails to capture
organisation of using graphics graphics. attention.
data stimulate, and colour
capture and e?ectively.
maintain the
attention of the
reader with the
appropriate use of
colour and
/5 4.5-5 4 3.5 2.5-3 =2
Guided Questions
Criteria Mark High Distinction Distinction Credit Pass Fail
Guided Question Analyses Analyses Analyses Using information Using one or two
1 - information from information from information from from relevant references gives a
Demonstrates a discerning a discerning relevant sources references superficial
selection of selection of and generally provides a basic description of the
comprehensive sources and sources and provides an description of the pathogenesis of
and detailed provides an accurately accurate pathogenesis of an acute
knowledge of the accurate and clear explains the explanation of the an acute exacerbation of
pathogenesis of explanation of the pathogenesis pathogenesis exacerbation of Asthma with a
an acute pathogenesis causing the causing the Asthma with number of
exacerbation of causing the clinical clinical some links to the significant
Asthma, and clinical manifestations of manifestations of clinical inaccuracies,
relates the clinical manifestation of the patient in the the patient in the manifestations repetition or lack
manifestations to the patient in the case study. case study. presented by the of clarity. Has not
the pathogenesis. case study. Mostly synthesises The explanation is patient in the accurately related
The explanation the information mostly developed case study. the clinical
is developed in a e?ectively in own in a logical There may be manifestations to
logical sequence words and in a sequence but minor the pathogenesis.
and incorporates logical sequence there may be one inaccuracies, (4-9.5)
all manifestations including all or two omissions omissions or Information
presented in the manifestations of significant repetition of predominantly
case study. presented by the information information, lack copied or quoted
The discussion is patient. or all of clarity or from
clearly and The discussion is manifestations are logical flow of the inappropriate
accurately clearly and accurately process. sources such as
supported by accurately explained but The discussion is non-authoritative
appropriate supported by there is little mostly supported web sites,
sources. appropriate logical by appropriate Wikipedia,
sources. development in sources. encyclopaedias or
the discussion. dictionaries with
The discussion is little evidence of
clearly and understanding.
accurately The sources of
supported by information are
appropriate not accurate and
sources. clearly evident.
/20 17-20 15-16.5 13-24.5 10-12.5 =9.5
Guided Question Accurately Accurately Identifies two Identifies two Does not
2 - identifies two identifies two high priority nursing strategies accurately identify
Demonstrates high priority high priority nursing strategies to manage a two nursing
nursing strategies nursing strategies to manage a patient with an strategies to
ability to prioritise used to manage a used to manage a patient with an acute manage a patient
nursing care for a patient with an patient with an acute exacerbation of with an acute
patient with an acute acute exacerbation of Asthma and exacerbation of
acute exacerbation of exacerbation of Asthma and provides basic Asthma and
exacerbation of Asthma and Asthma and provides accurate rationales for the provides little or
Asthma, using based on current states accurate rationales for the strategies but are inaccurate
current evidence evidence rationales based management but not explanation of
to explain the accurately and on current not clearly evidence-based. rationales.
rationales and clearly explains evidence. evidence based. The discussion is Information
justifies nursing the rationales. The discussion is The discussion is mostly supported predominantly
strategies. The discussion is clearly and clearly and by appropriate copied or quoted
clearly and accurately accurately sources. from
accurately supported by supported by inappropriate
supported by appropriate appropriate sources.
appropriate sources. sources. The sources of
sources. information are
not accurate and
clearly evident.
/10 8.5-10 7.5-8 6.5-7 5-6 =4.5
Criteria Mark High Distinction Distinction Credit Pass Fail
Guided Question Analyses Analyses Accurately Provides a basic The mechanism
3a - information from information from explains the explanation of the of action of
Demonstrates a discerning a discerning mechanism of mechanism of nebulised
selection of selection of action of action of salbutamol and
knowledge of the sources and sources and nebulised nebulised ipratropium
mechanism of comprehensively accurately salbutamol and salbutamol and bromide and IV
action of and accurately discusses the ipratropium ipratropium hydrocortisone is
nebulised discusses the mechanism of bromide and IV bromide and IV incomplete or
salbutamol and mechanism of action of hydrocortisone hydrocortisone. inaccurate with
ipratropium action of nebulised generally relating The answer may little or no
bromide and IV nebulised salbutamol and to the underlying not be clearly relationship to the
hydrocortisone salbutamol and ipratropium pathogenesis of related to the underlying
relating to the ipratropium bromide and IV an acute pathogenesis of pathogenesis of
underlying bromide and IV hydrocortisone exacerbation of an acute an acute
pathogenesis of hydrocortisone, relating to the Asthma. exacerbation of exacerbation of
an acute relating underlying However, the Asthma, contain Asthma.
exacerbation of accurately to the pathogenesis of response may lack some inaccuracies Information
Asthma. underlying an acute some relevant or lack clarity. predominantly
pathogenesis of exacerbation of information or The discussion is taken from
an acute Asthma. clarity. mostly supported inappropriate
exacerbation of The discussion is The discussion is by appropriate sources.
Asthma. clearly and clearly and sources. The sources of
The discussion is accurately accurately information are
clearly and supported by supported by not accurate and
accurately appropriate appropriate clearly evident.
supported by sources. sources.
/10 8.5-10 7.5-8 6.5-7 5-6 =4.5
Guided Question Identifies major Identifies major Identifies adverse Identifies adverse Identifies some
3b - adverse e?ects of adverse e?ects of e?ects of e?ects of adverse e?ects.
Demonstrates nebulised nebulised nebulised nebulised May include some
salbutamol and salbutamol and salbutamol and salbutamol and discussion of
knowledge of ipratropium ipratropium ipratropium ipratropium nursing
nursing bromide and IV bromide and IV bromide and IV bromide and IV implications but
implications hydrocortisone, hydrocortisone, hydrocortisone, hydrocortisone, answer contains
(monitoring for and and accurately and discusses how and includes some inaccuracies,
and responding to comprehensively discusses how to to monitor for generalised omissions and
adverse e?ects and accurately monitor for and and respond to discussion on lacks clarity.
and evaluating discusses how to respond to most adverse e?ects. monitoring for The sources of
therapeutic monitor for and adverse e?ects. Responses to and responding to information are
e?ect) when respond to each Links between the adverse e?ects adverse e?ects. not accurate and
administering adverse e?ect. adverse e?ect and may be Links between clearly evident.
nebulised Link between response are generalised rather adverse e?ect and
salbutamol and each adverse mostly evident. than related to nursing response
ipratropium e?ect and nursing Accurately each specific not generally
bromide and IV response is explains how to adverse e?ect. evident.
hydrocortisone to evident. evaluate the Explains how to Basic explanation
a patient with an Accurately therapeutic e?ect evaluate the of evaluating
acute explains how to of each drug with therapeutic e?ect therapeutic e?ect.
exacerbation of evaluate the links between the of each drug with Answer does not
Acute Severe therapeutic e?ect action of the drug links between the clearly indicate
Asthma. of each drug with and therapeutic action of the drug how to evaluate if
links between the e?ect evident. and therapeutic drug is e?ective.
action of the drug The discussion is e?ect evident. Answer may
and therapeutic clearly and Response may contain minor
e?ect evident accurately lack some inaccuracies,
The discussion is supported by relevant omissions and
clearly and appropriate information or lack of clarity.
accurately sources. clarity in The discussion is
supported by explanation. mostly supported
appropriate The discussion is by appropriate
sources. clearly and sources.
supported by
/5 4.5-5 4 3.5 2.5-3 =2
Academic Writing
Criteria Mark High Distinction Distinction Credit Pass Fail
Language use Writes in an Writes clearly and Writes clearly and Writing is Writes in an
Writes in a clear advanced style succinctly with a satisfactory use of reasonably clear, elementary style
and succinct exhibiting highly coherent, logical language enables but at times the with very basic
academic style coherent and flow of ideas e?ective flow of e?ective flow of use of language
using correct logical flow of exhibiting ideas. Minor, ideas and and poor
grammar, ideas. advanced clarity. infrequent errors meaning is articulation of
spelling, and Organisation of No errors in in spelling, hindered. Minor, ideas. It may be
punctuation material exhibits spelling, punctuation, frequent errors in verbose,
an advanced level punctuation, grammar and spelling, convoluted or
of clarity. No grammar or sentence punctuation, di?cult to read.
errors in spelling, sentence construction that grammar and Organisation of
grammar, construction. do not impede sentence material and main
punctuation or flow of ideas. construction points is unclear.
sentence sometimes The errors in
construction. impedes the flow spelling,
of ideas. punctuation,
grammar and
impede meaning.
/5 4.5-5 4 3.5 2.5-3 =2
Referencing and Referencing Referencing Referencing There may be There may be
in-text citations technique is technique follows technique follows frequent minor absent or
A minimum of six flawless and APA convention APA convention errors in APA incorrect use of
recent references follows APA but contains but contains referencing APA referencing
including journal convention both infrequent minor infrequent errors. convention in technique. Does
articles, in-text and in the errors. Uses at least the in-text referencing not use the
textbooks, reference list. Uses a selection minimum number and/or the minimum number
government Uses a selection of appropriate of required reference list. of required
reports, or of appropriate references. references Uses at least the references, or uses
creditable references. Evidence of cited Evidence of cited required number predominantly
organisational Evidence of cited sources is always sources clear and of required inappropriate or
websites. All sources is always clear and accurate. references. Use of non-authoritative
sources of clear and accurate. cited sources not sources. Sources
information accurate. always clearly of information not
clearly evident evident. correctly
and accurately acknowledged.
conventions of
in-text referencing
for APA style. A
reference list is
according to APA
/5 4.5-5 4 3.5 2.5-3 =2
Please Note: Although these marking criteria give a mark out of 80, the student’s mark for this assess-ment will be calculated to an equivalent mark out of 40.