CC206 : Care of Children and Adolescents Critical Study Assessment

Learning Outcomes

The Subject Learning Outcomes demonstrated by successful completion of the task below include:

a) Define and apply the key concepts related to the growth and development of children and adolescents to nursing assessment and care planning.

b) Explain the theoretical underpinnings of a range of childhood health issues and apply this knowledge when using skills in simulated practice.

c) Critically analyse the psychosocial and cultural needs of the child or adolescent and their significant other and essential support group in relation to acute illness in child and adolescent primary health care.

d)Explore the complexities of medication management with children and adolescents and interpret and apply to care planning.

e) Recognise child protection responsibilities and collaborative processes with a multidisciplinary team.

Assessment Task

In this assessment task, you will be required to critically evaluate the information provided in the case study scenario and demonstrate an in-depth understanding of common adolescent pathologies, and the role of the nurse in the assessment, planning and delivery of care.

Context

As adolescents mature and develop their independence, they will at times present on their own to seek health care services. Adolescents will also commonly present with their parent(s), requiring the nurse to practice family centred care.

When planning, delivering, and evaluating nursing care for adolescents who present without a parent in clinical settings, the nurse needs to build and sustain a therapeutic relationship with the adolescent, and advocate for their rights and needs.

In clinical scenarios where adolescents present on their own, and do not wish to include their family in their care, the nurse and medical team can be faced with moral and ethical dilemmas as to whether the family should be involved, despite the patient’s refusal. Adolescents should be viewed as individuals, and a determination should be made as to whether they are Gillick competent, whilst ensuring local legislation and policy is upheld.

Consider using the Clinical Reasoning Cycle to guide your case study appraisal.

For more information, you may refer to: Levett-Jones, T. (2017). Clinical reasoning. Pearson Education Australia, Chapter 1- Clinical reasoning: What it is and why it matters.

Instructions

To complete this assessment task, you must:

• Read the case study document found in Assessment 3 resources folder on Blackboard
• Critically evaluate the information provided in the case scenario
• Address the following questions pertaining to the case study:
  • Outline and describe the aetiology and pathophysiology of the clinical diagnosis.
  • Identify and briefly describe the signs and symptoms of the clinical presentation and how they relate to and/or support the clinical diagnosis.
  • Discuss any psychosocial, emotional and/or cultural needs which should be factored into nursing care and care planning.
  • Consider the growth and development milestones for the age of the case study character and how this will influence nursing assessment and the planning of care.
  • Identify the child protection responsibilities of an RN in a clinical setting and discuss the collaborative processes with a multidisciplinary team.
  • Discuss whether the adolescent in the scenario can provide informed consent, and make independent medical decisions, based on your knowledge of Gillick competence, and legislation in your state and territory.
  • Outline and discuss the Registered Nurses role in the safe administration and management of medications for the adolescents.

Formatting

A cover page must be included which includes; subject name and code, assessment number, student name, student number and word count.

Page numbers should be included in the footer along with student ID number.

Suggested Structure

• A brief succinct introduction should be written to introduce the case study and intention of the critical appraisal (100-150 words).
• A conclusion should be written which sums up any significant findings and concludes the critical appraisal in an engaging way. No new information should be introduced in the conclusion (150-200 words).
• Use Headings and Subheadings where appropriate to indicate which question is being addressed.

Submission Instructions

Please submit ‘Critical Appraisal of a Case Study’ via the Assessment 3 link in the main navigation menu in CCA206 Care of Children and Adolescents Blackboard site. The learning facilitator will provide feedback via the Grade Centre in the LMS portal. Feedback can be viewed in My Grades.

Academic Integrity

All students are responsible for ensuring that all work submitted is their own and is appropriately referenced and academically written according to the Academic Writing Guide. Students also need to have read and be aware of Torrens University Australia Academic Integrity Policy and Procedure and subsequent penalties for academic misconduct. These are viewable online.

Students also must keep a copy of all submitted material and any assessment drafts.

Special Consideration

To apply for special consideration for a modification to an assessment or exam due to unexpected or extenuating circumstances, please consult the Assessment Policy for Higher Education Coursework (HE) and ELICOS and, if applicable to your circumstance, submit a completed Application for Assessment Special Consideration Form to your Learning Facilitator.

Assessment Rubric

Assessment Attributes

High Distinction (Exceptional) 85-100%
Distinction (Advanced) 75-84%
Credit (Proficient) 65-74%
Pass (Functional) 50-64%
Fail (Yet to achieve minimum standard) 0-49%

Demonstrated Understanding of Aetiology, Pathophysiology and Clinical Manifestations

Percentage for this criterion = 20%

• Exceptional understanding demonstrated by: Very detailed, clear explanation of aetiology and pathophysiology of the diagnosis
• Advanced understanding demonstrated by: Strong identification of aetiology and pathophysiology of the diagnosis
• Above average understanding demonstrated by: Sufficient identification of aetiology and pathophysiology of the diagnosis
• Basic understanding demonstrated by: Basic identification of aetiology and pathophysiology of the diagnosis
• Limited understanding demonstrated by: Failing to identify any aetiology and/or pathophysiology of the diagnosis

Application of Critical Reasoning to Psychosocial/Cultural Needs

Percentage for this criterion = 20%

Exceptional clinical reasoning demonstrated by:

• Critical evaluation of psychosocial and cultural factors influencing health and wellbeing of the young person in the case study scenario
• Utilising this information to manage nursing care
• Includes reference to evidence-based guidelines and three or more relevant sources

Growth and Development Milestones Integration

Very thorough and clear understanding of growth parameters and developmental milestones and their integration into care planning for the young person in the case study scenario.

Child Protection Responsibilities and Collaborative Processes

Percentage for this criterion = 25%

Exhibits intellectual independence, rigor, and good judgement when evaluating child protection risks and obligational responsibilities

Consent Capacity

Demonstrates a thorough and accurate understanding of the consent capacity for the adolescent in the case study, and justifies arguments with examples and relevant sources

Medication Management

Percentage for this criterion = 20%

Exceptional clinical reasoning demonstrated by: Critical evaluation of the complexities related to medication management for the young person in the case study scenario

Referencing and Academic Writing

Percentage for this criterion = 15%

• Fifteen or more appropriate resources used to support and develop understanding that are of good quality, from a variety of source types, all credible and relevant.
• Demonstrated use of correct grammar, spelling, language and structure; writing easy to follow with very few mistakes.

Subject Learning Outcomes Addressed

• SLO a) Define and apply the key concepts related to the growth and development of children and adolescents to nursing assessment and care planning.
• SLO b) Explain the theoretical underpinnings of a range of childhood health issues and apply this knowledge when using skills in simulated practice.
• SLO c) Critically analyse the psychosocial and cultural needs of the child or adolescent and their significant other and essential support group in relation to acute illness in child and adolescent primary health care.
• SLO d) Explore the complexities of medication management with children and adolescents and interpret and apply to care planning.
• SLO e) Recognise child protection responsibilities and collaborative processes with a multidisciplinary team.

Summary of Assessment Requirements

The assessment focuses on the critical appraisal of a case study in the context of adolescent health care. The key requirements include:

• Understanding Aetiology and Pathophysiology: Identify and describe the cause and biological processes underlying the adolescent’s clinical condition.

• Clinical Manifestations: Recognise and explain the signs and symptoms and how they relate to the diagnosis.

• Psychosocial, Emotional, and Cultural Needs: Analyse factors influencing the adolescent’s health, including family, social, and cultural aspects.

• Growth and Development Milestones: Apply age-specific developmental knowledge to inform nursing assessment and care planning.

• Child Protection and Collaboration: Identify RN responsibilities in safeguarding the adolescent and working with a multidisciplinary team.

• Consent and Gillick Competence: Evaluate the adolescent’s ability to provide informed consent and make independent health decisions.

• Medication Management: Explain safe administration and monitoring of medications in adolescents.

• Academic Standards: Ensure correct referencing, academic writing, and use of evidence-based guidelines.

The assessment should include a cover page, page numbers, structured headings, introduction (100–150 words), conclusion (150–200 words), and address all learning objectives.

Approach Followed by Academic Mentor

The academic mentor guided the student through a step-by-step process to ensure a thorough understanding and structured completion of the assessment:

1. Initial Review of Case Study

   • The mentor advised the student to carefully read the case scenario and highlight key clinical details.

   • This step focused on understanding the adolescent’s presenting condition, social context, and developmental stage.

2. Aetiology and Pathophysiology

   • The mentor instructed the student to research the underlying causes and biological mechanisms of the condition.

   • Relevant textbooks and peer-reviewed sources were used to provide evidence-based explanations.

3. Clinical Signs and Symptoms

   • The student mapped each symptom to the clinical diagnosis, with guidance on linking theory to practical nursing observation.

4. Psychosocial and Cultural Considerations

   • The mentor emphasized evaluating the adolescent’s emotional, social, and cultural context.

   • Tools for family-centered care and communication with adolescents were discussed to plan holistic care.

5. Growth and Development Milestones

   • The student compared the adolescent’s age with standard developmental benchmarks to inform care planning.

   • The mentor highlighted the importance of tailoring assessments and interventions to developmental capabilities.

6. Child Protection and Multidisciplinary Collaboration

   • Guidance included identifying risks, reporting responsibilities, and collaborative processes with social workers, doctors, and allied health professionals.

7. Consent and Gillick Competence

   • The mentor explained legal and ethical principles for assessing adolescent consent in clinical practice.

   • Case-specific examples were used to evaluate whether the adolescent could make independent health decisions.

8. Medication Management

   • The student analysed medication requirements, dosages, administration routes, and monitoring considerations under supervision.

9. Conclusion and Reflection

   • The mentor guided the student to summarise key findings, reinforce learning outcomes, and avoid introducing new information.

Outcome Achieved and Learning Objectives Covered

By following this structured guidance, the student successfully:

• Produced a critical appraisal that addressed the case study comprehensively.

• Applied theoretical knowledge to clinical practice, demonstrating understanding of child and adolescent growth, development, and health issues.

• Integrated psychosocial, emotional, and cultural considerations into care planning.

• Evaluated Gillick competence and consent capacity.

• Demonstrated awareness of child protection responsibilities and collaborative multidisciplinary practices.

• Applied safe and effective medication management principles.

• Met all academic and referencing standards as required by Torrens University guidelines.

Learning Outcomes Covered:

• SLO a) Understanding growth and development in nursing care.

• SLO b) Applying theoretical knowledge to clinical scenarios.

• SLO c) Analysing psychosocial and cultural needs.

• SLO d) Managing medication complexities.

• SLO e) Recognising child protection responsibilities and collaboration.

This structured approach ensured the student achieved a comprehensive and evidence-based submission that fulfilled all assessment requirements.

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