Essay NRSG264 – Models of Care for Management of Chronic Illness And Disability In Australian Context – Nursing Assignment Help

Assignment Task

UNIT RATIONALE, DESCRIPTION and AIM 

The Registered Nurse plays an important role in the multidisciplinary team in provision of care for  people with long-term chronic illness and disability. This unit is required by students to assist them  achieve knowledge and skills in relation to chronic illness, disability and evidence-based practices to  enable safe, effective and culturally sensitive care, including educating clients and supporting them to  manage themselves long-term. 

Case studies, informed by the Australian National Health priorities, will enable students to explore the  common diseases and disabilities across the life span to support the provision of holistic evidence based care. The role of the Registered Nurse in facilitating patient centred care for persons with  chronic illness and/or disability will be examined in relation to a variety of settings and patient journeys. 

The aim of this unit is to assist students to critically analyse the impact of chronic illness and/or  disability on the person, family and community. 

LEARNING OUTCOMES 

The Bachelor of Nursing (BN), Bachelor of Nursing (Enrolled Nurses with Diploma in Nursing)  (BNENDN), Bachelor of Nursing (Mental Health) (BNMH), Bachelor of Nursing/Bachelor of  Paramedicine (BNBP) and Bachelor of Nursing/Bachelor of Business Administration (BNBADM) courses are professional programs that require development of particular attributes for accreditation  purposes. These are also included in the learning outcomes. 

On successful completion of this unit, students should be able to: 

LO1 demonstrate advanced understanding of developmental, lifespan, social, spiritual and cultural factors  that impact on the quality of life of people experiencing chronic illness and/or disability and their  families; (GA1, GA4, GA5) 

LO2 critically apply the Roper-Logan-Tierney Model of Nursing across the lifespan, to the principles of  caring for people experiencing chronic illness and/or disability and their families; (GA1, GA, GA5,  GA9) 

LO3 use advanced pathophysiological knowledge to implement the Levett-Jones’ Clinical Reasoning  Cycle across a range of settings, to plan safe, evidence-based, culturally sensitive, person-centred  care;

LO4 critically apply quality use of medicines, non-pharmacological therapeutic interventions,  complementary therapies, goal setting and eHealth strategies in the chronic illness and disability  context; (GA1, GA3, GA4, GA5, GA7, GA8) 

LO5 apply legal and ethical principles related to the chronic illness and disability context; (GA3) 

LO6 reflect on the lived experiences of the person with chronic illness and/or disability, their family and  community.

On successful completion of this unit, students should have developed their ability to: 

GA1 demonstrate respect for the dignity of each individual and for human diversity  GA2 recognise their responsibility to the common good, the environment and society  GA3 apply ethical perspectives in informed decision making 

GA4 think critically and reflectively  

GA5 demonstrate values, knowledge, skills and attitudes appropriate to the discipline  and/or profession  

GA7 work both autonomously and collaboratively   locate, organise, analyse, synthesise and evaluate information  

GA8 demonstrate effective communication in oral and written English language and visual  media.

Standards for Practice 

• Thinks critically and analyses nursing practice
•  Engages in therapeutic and professional relationships
• Maintains the capability for practice.
• Comprehensively conducts assessments.
• Develops a plan for nursing practice.
• Provides safe, appropriate and responsive quality nursing  practice.

CONTENT 

Topics will include: 

• Principles of chronic illness and disability

1.  Global overview of chronic illness and disability  
2.  Chronic illness and disability in an Australian context 
3.  Differentiation of key terms: chronic illness, chronic disease, long term conditions,  disability and co-morbidity  
4.  Trajectory of illness: Range of settings and continuum of care 

 Impact of chronic illness and/or disability for person, family and community

•  Physical 
•  Psychosocial 
•  Cultural 
•  Spiritual 
•  Lifespan 

• Therapeutic use of professional relationships  

o Nurses role in restorative practice 

• ? Collaboration 
• ? Partnerships 
• ? Relationships 
• o Building capacity and resilience in the person, their family and carer 
• o Self-awareness 
• o Professional communication 
• o Therapeutic use of self and communication strategies 
• ? Active listening skills 
• ? Motivational Interviewing 
• ? Teaching skills 
• • Principles for Practice 
• o Pathophysiology of selected chronic illnesses and disability (those identified as  National Health Care Priorities or relating to National Health Care Priorities)  o Patient-centred care, and goal setting  
• o Role of the nurse including assessment, planning and evaluation of care 
• ? Coordination of care 
• o Role of the interdisciplinary/multidisciplinary teams and multi-sectorial partnerships o Models of care for management of chronic illness and/or disability 
• ? Chronic condition self-management 
• ? NDIS 
• ? Legal and ethical issues  
• o Chronic pain management  
• o Common therapeutic approaches 
• ? Pharmacological 
• ? Non-pharmacological 
• ? Complimentary therapies and alternative medicines 
• o Issues of Sexuality  
• • Optimising function  
• o Self-management 
• o Promoting independence 
• o Restorative practices 
• o Educational resources for health promotion and prevention 
• o eHealth mediation and management of chronic disease 
• o Telehealth and the management of chronic conditions in rural communities
• Rehabilitation and habilitation

LEARNING AND TEACHING STRATEGY AND RATIONALE 

Modes of delivery in this unit include lectures, seminars, tutorials, online activities and self-directed  study. Consistent with adult learning principles, the teaching and learning strategies used within these 

modes of delivery will provide students with foundational knowledge and skills relevant to professional  nursing practice. These strategies will also support students in meeting the aim, learning outcomes  and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching  strategies will reflect respect for the individual as an independent learner. Students will be expected  to take responsibility for their learning and to participate actively with peers.  

Students exiting university need significant life-long learning skills to deliver sound, ongoing,  evidence-based graduate practice as a member of the professional workforce. To embed life-long  learning skills students must demonstrate increasing reflective capacity to identify what is being done  well and what requires additional work in progressing toward required learning outcomes. Located in  the third year of the programme, this theory unit includes some online face-to-face teaching hours and  an increased online component of learning. Lectures are utilised to convey content and central  principles while tutorials deliver interactive and student-driven learning sessions to extend the  community of learners, and increase their self-reliance, critical reflection and debate. Online materials  provide students with the opportunity to undertake directed, self-motivated study and continue to  transition to independent study and life-long learning.