Assignment 3: Print Media Submission Assesment

Overview of assessment:

This assessment task is broken into three (3) integrated and interrelated components:

PART 1

Review the scenario and using the template provided, identify two (2) chronic illnesses that you would suspect Jason has? Support your answers using the data (subjective / objective) from the scenario. For each of the identified chronic illnesses, describe the potential impact on Jason and his family if he was to be formally diagnosed with the illnesses. Support your discussion with relevant literature.

PART 2

Upon Jason’s discharge, the interdisciplinary team decided that the Self-Management Framework is the most appropriate approach to support him in managing his chronic illness at home.

From the 6 steps of transtheoretical change to support the Self-Management Framework:
Indicate the stage you have identified for Jason and discuss the following

1. Using the data in the scenario and literature, explain why you have chosen this step of change

2. Provide three (3) strategies to support its successful implementation.

3. Discuss how you would evaluate its effectiveness

PART 3

Choose only ONE of the chronic disease you have identified in question 1 to do a print submission

Using the underlying principles of self-management, produce a print media submission. Imagine you are the nurse facilitating the discharge of patient not dissimilar to Jason from hospital and your patient has agreed to undertake self-management for their chronic illness/es. Using the underlying principles of self-management and relevant literature to support your stance, produce a print media submission.

In producing the print media, consider

1. How it can foster patient engagement with self-management practices.

2. Identify strategies that are needed to facilitate patient OR healthcare provider behavioural change towards chronic illness.

Scenario:
Jason Bundhoo is a 42-year-old car driver from Triolet. He lives in a private apartment, with his partner, Jane, and their 25-year-old son, George. Jason left school at the age of fifteen and undertook several occupations before taking up Grab car driving.

His father died at the age of 67 due to cardiac complications following a transurethral resection of the prostate (TURP) surgery. His mother died at the age of 51 from metastatic ovarian cancer. After his parent’s deaths, Jason had to take out a substantial mortgage to buy out his sister from her share of their parent’s apartment.

Jane has been working as an accountant in a large firm. Unfortunately, she was made redundant last year when the company income declined. She has been unable to find another job until now. Jane has been diagnosed with depression by their local doctor and is taking medications for this.

Jason recently suffered a Transient Ischemic Attack (TIA) and has been discharged home from the large acute hospital. He said that during this hospitalisation, he was found to have an undiagnosed ongoing irregular rhythm of the upper chambers of his heart and so he was started on Digoxin tablets. He weighs 115 kg and his height is 1.65 metres. He smokes two (2) packs of cigarettes each day, drinks alcohol (usually between 2 to 3 cans of Phoenix beer daily) and only takes his maintenance medications for hypertension sporadically. He has been previously referred to pulmonary rehabilitation because of his increased production of thick phlegm from repeated ongoing inflammation of his airways. He has only attended once and never came back because he had to work. He also self-medicates with Ibuprofen at the end of long days of driving to manage an ongoing right knee pain. He states the local doctor had once told him that this is from the “wear and tear” of his knees related to his weight and playing too much soccer in his younger years.

Jason reported that the TIA occurred during a heated argument with Jane. He initially blamed her for all of his problems, and it has been reported he initially was withdrawn and refused to cooperate with hospital staff. However, when he found out during the hospitalisation that it was caused by the partial blocking of one of the arteries in the brain due to a blood clot, he started re-engaging with his treating team. Although he agrees that he would benefit from a rehabilitation program, he openly declares that he would be unlikely to comply. He says that he really needs to be able to earn a living himself because he does not think Jane will get a job anytime soon and he feels that it is unfair to impose such a big responsibility on his son.

Summary of Assessment Requirements

The assessment was divided into three interrelated parts:

1. Part 1 – Identification of Chronic Illnesses

   • Review Jason’s case scenario.

   • Identify two chronic illnesses using subjective and objective data.

   • Discuss the potential impact on Jason and his family if formally diagnosed.

   • Support findings with relevant literature.

2. Part 2 – Self-Management Framework

   • Apply the transtheoretical model of change to Jason’s situation.

   • Identify the stage of change Jason is in and justify it using the scenario and literature.

   • Suggest three strategies to support Jason’s self-management.

   • Discuss how effectiveness of these strategies would be evaluated.

3. Part 3 – Print Media Submission

   • Choose one identified chronic illness from Part 1.

   • Develop a print media resource (e.g., brochure, poster, flyer) for patient education.

   • Show how it can promote patient engagement with self-management.

   • Include strategies to support patient or healthcare provider behavioural change.

   • Base submission on self-management principles and evidence-based literature.

Step-by-Step Guidance by Academic Mentor

The academic mentor guided the student in a structured manner to ensure clarity and proper alignment with the requirements.

Step 1: Understanding the Scenario

• The mentor encouraged the student to carefully analyse Jason’s background, lifestyle, medical history, and family context.

• Key risk factors such as obesity, smoking, alcohol use, hypertension, pulmonary issues, and TIA were highlighted.

• This helped the student identify potential chronic illnesses for Part 1.

Step 2: Tackling Part 1 – Chronic Illness Identification

• The mentor guided the student to shortlist Cardiovascular Disease (linked to TIA, arrhythmia, hypertension) and Chronic Obstructive Pulmonary Disease (COPD) as the two chronic illnesses.

• The student was instructed to:

  • Link each illness to Jason’s lifestyle and medical data.

  • Explain physical, emotional, and social impacts on Jason and his family.

  • Cite relevant clinical guidelines and research evidence to support the discussion.

Step 3: Tackling Part 2 – Self-Management Framework

• The mentor introduced the Transtheoretical Model of Change and explained its six stages.

• Together, they identified that Jason is likely in the contemplation stage (acknowledges need for change but resistant to action).

• The mentor guided the student to:

  • Justify the choice of stage with evidence from Jason’s behaviours and attitude.

  • Suggest three practical strategies (e.g., smoking cessation counselling, motivational interviewing, family involvement).

  • Propose methods of evaluation (e.g., monitoring smoking reduction, improved adherence to medication, follow-up visits).

Step 4: Tackling Part 3 – Print Media Submission

• The mentor advised selecting Cardiovascular Disease for the media submission as it has direct life-threatening implications.

• The student was shown how to:

  • Design an engaging and patient-friendly resource (brochure/poster).

  • Simplify medical jargon into everyday language.

  • Highlight benefits of lifestyle changes (diet, exercise, smoking cessation).

  • Include self-management tools (medication reminders, health apps, support groups).

  • Stress the role of healthcare providers in encouraging compliance.

Step 5: Reviewing and Refining Work

• The mentor ensured the student’s work was well-structured, referenced with current literature, and addressed all marking criteria.

• The student was reminded to maintain academic integrity, using the solution as a reference guide rather than direct submission.

Outcome and Learning Objectives Achieved

By following this structured guidance, the student:

• Met assessment requirements across all three parts.

• Developed skills in:

  • Clinical reasoning (identifying chronic illnesses from case data).

  • Application of theoretical models (self-management and transtheoretical model).

  • Health communication (designing patient-friendly media).

  • Critical thinking and evaluation (assessing strategy effectiveness).

• Understood the importance of evidence-based practice in nursing.

• Learned to bridge academic knowledge with practical healthcare delivery.

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