NUR272: End-of-life Care Assessment Task 2

Assignment Overview

The care needs of patients receiving palliative and end-of-life care can be complex and require careful care assessment and management, regardless of the setting. At times, this care is very challenging, and nurses must demonstrate knowledge and skills in their responses. In turn, this can mean nurses are placed under specific kinds of stress, and it is essential to have strategies for self-care in place.

In Assessment Task 2, you will prepare a 2000-word written assignment that demonstrates your skills in assessment and person-centred care planning, your understanding of the particular challenges of palliative and end-of-life care, and your insights into self-care strategies.

To do this, you will answer a series of questions relating to a case study scenario presented in four parts. All questions are drawn from the Learning Materials, although additional resources will be required for some questions. Each question links to at least one Rubric criterion.

Steps to Undertake Task 2

• Read through the Case Study excerpts and consider what they reveal about the scenario.

• The total word count for this assessment excludes Question 1 and the reference list.

• Use information from the Learning Materials, peer-reviewed literature, textbooks, and credible websites. Support each answer with at least one citation.

• The suggested word count for each question is a guide only; the overall word count is assessed.

• The Reference List must include all cited sources in APA7 style.

• Submit as a Word document (template provided in Canvas).

Due Date: Thursday 17th July at 1.00 pm

Case Study – 1) Background and Assessment

(Case study content retained as provided; formatted for clarity.)

Peter is 68 years of age, living on a large town block in Cooran near Noosa with his wife Sharon (63). They have three children: Charlie (45) in Alex Beach; Layla (44) in Hervey Bay; and Tammy (32) in Redlands Bay. Although Peter was born and raised in Brisbane, Sharon and Peter settled in Cooran for a quiet retirement.

Peter was a carpenter by trade. He first noticed a tremor in his hands, which he attributed to arthritis. His son Charlie took over the family business. Peter’s love for creating and building deepened when Tammy had his only grandchild, Amelia, now 5.

When Amelia was born, Peter sliced the top of his right index finger while building a cubby house. After presenting to his local emergency department and receiving treatment, he later saw his GP and was diagnosed with Parkinson’s disease. Since his diagnosis 5 years ago, Peter has been receiving regular physical therapy and strength training.

In the past few weeks, Peter’s symptoms have worsened. As the weather has cooled, he can no longer swing his legs out of bed, describing them as “achy and sore.” He now supports his legs with his arms, uses a walking frame due to fear of falling, and has become unsteady. He has stopped physiotherapy and now struggles with speech, planning, problem-solving, and organisation. He is increasingly frustrated and abrupt.

Sharon has observed changes in Peter’s morning bowel habits, sleep pattern, and appetite. He often complains of abdominal discomfort. She no longer visits the children and has stopped engaging in her volunteer role due to fear of leaving Peter alone. Sharon had a stroke previously and finds physical activities draining. Tammy assists regularly, mowing the lawn, as Peter and Sharon are both unable to manage it.

Questions

1. What is the likely trajectory of Peter’s illness? (Approx. 50 words)

2. What type of pain is most likely with Peter’s disease? What pain characteristics must be included in your assessment? (Approx. 150 words)

3. What are the elements of assessing Peter’s constipation? (Approx. 150 words)

4. What concerns might the family be experiencing? How could you assess these? (Approx. 150 words)

Case Study – 2) Managing the Impact of Illness

Your assessment of Peter has identified needs relating to pain, breathlessness, fatigue, constipation, and family dynamics. As his illness progresses, Peter’s need for support will increase.

Questions

1. What are the domains of care addressed through palliative and end-of-life care? (Approx. 50 words)

2. What pain management plan could be put in place for Peter? (Approx. 150 words)

3. What constipation management plan could be put in place for Peter? (Approx. 150 words)

4. Based on the broader domains of care, what strategies might address the family’s needs? (Approx. 150 words)

Case Study – 3) Challenges in Providing Care

Sharon is struggling to maintain the property and meet increasing care needs. Both Peter and Sharon wish for him to remain at home and die there if possible. Charlie is uncomfortable with the idea; Tammy alternates between withdraw and over-involvement.

Questions

1. What inequity in health care is Peter’s family experiencing? How might it impact their care and support? (Approx. 50 words)

2. What might be the impact of Sharon’s experience on Peter’s illness experience? (Approx. 150 words)

3. What might Charlie, Layla, Tammy, and Amelia be experiencing? What support could help them? (Approx. 150 words)

4. Using the Compassionate Communities model, what strategies might help the family as Peter’s illness progresses? (Approx. 150 words)

Case Study – 4) Need for Self-care

Alicia, a 42-year-old RN, provides end-of-life care for Peter. She struggles emotionally and physically, balancing work, caring for family members, and supporting Peter’s distressed family.

Questions

1. What are prevalent stressors in PEoLC nursing? (50 words)

2. What aspects of this caregiving experience may be impacting Alicia? (150 words)

3. How could Alicia assess her self-care needs? (150 words)

4. What evidence-based self-care strategies could Alicia use? Why are they important in nursing practice? (150 words)

Summary of Assessment Requirements

Assessment Task 2 requires students to develop a 2000-word written assignment based on a four-part palliative and end-of-life care case study. The task assesses the student’s ability to:

• Conduct holistic assessment of a patient receiving end-of-life care.

• Apply person-centred care planning principles.

• Demonstrate understanding of palliative and end-of-life care challenges, including symptom burden, psychosocial stressors, communication, and family dynamics.

• Integrate self-care strategies relevant to nurses working in emotionally demanding environments.

• Respond to a set of structured questions, with each question linked to specific rubric criteria.

To complete the assessment, students must:

• Review all case study excerpts thoroughly.

• Use Learning Materials, peer-reviewed journals, textbooks, and credible websites.

• Support every answer with at least one citation.

• Apply APA 7th referencing.

• Submit the final document using the Word template provided.

The questions are organised into four themes:

1. Background and Assessment – illness trajectory, pain characteristics, constipation assessment, family concerns.

2. Managing the Impact of Illness – palliative care domains, pain/constipation management plans, family support.

3. Challenges in Providing Care – health inequities, family roles, psychosocial impacts, Compassionate Communities strategies.

4. Need for Self-Care – stressors in PEoLC, nurses’ emotional load, self-care needs assessment, evidence-based strategies.

How the Academic Mentor Guided the Student 

The academic mentor used a structured, supportive, and systematic approach to guide the student through the assessment. The process is outlined below.

Step 1: Understanding the Task and Breaking It Down

The mentor began by helping the student interpret the task clearly. They reviewed:

• The purpose of the assessment

• The four case study sections

• The expected academic standards

• Rubric criteria and how they aligned with each question

The mentor emphasised the importance of clarity, structure, and evidence-based writing, explaining that each short-answer response must address the question directly and stay within the approximate word guides.

Outcome:
The student developed a clear roadmap and understood how to organise their responses logically across the four case study parts.

Step 2: Analysing the Case Study

Next, the mentor guided the student through the case study details, helping them identify:

• Key symptoms (pain, constipation, fatigue, dyspnoea)

• Deterioration in Parkinson’s disease

• Psychosocial issues such as family strain, carer burden, and changing roles

• Environmental and support challenges

• Safety risks and emotional concerns

The mentor demonstrated how to extract relevant information from the narrative and link it to the clinical questions.

Outcome:
The student learned how to apply critical thinking by connecting case study clues to appropriate nursing assessments and interventions.

Step 3: Structuring the Answers to Meet Academic Requirements

The mentor taught the student how to:

• Begin each response with a clear, direct statement

• Follow up with evidence-based explanation

• Use clinical reasoning to justify each answer

• Incorporate at least one citation per question

• Maintain a professional, academic tone

They reviewed example paragraph structures such as:

• Definition or explanation

• Application to the case

• Supporting evidence from literature

• Clinical relevance

Outcome:
The student gained confidence in writing concise, academically sound responses aligned with rubric expectations.

Step 4: Integrating Evidence-Based Research

The mentor guided the student in locating credible sources including:

• Peer-reviewed journals

• Current palliative care guidelines

• Parkinson’s disease management resources

• APA-style referencing tools

The mentor advised the student on how to paraphrase effectively, avoid plagiarism, and strengthen arguments using high-quality evidence.

Outcome:
The student improved their research skills and ability to support their discussion with scholarly references.

Step 5: Writing Each Section – Mentor’s Guided Approach

Part 1: Background and Assessment

The mentor helped the student address:

• Parkinson’s disease progression and illness trajectory

• Types of pain experienced in neurodegenerative diseases

• Bowel assessment elements (diet, medications, mobility, bowel patterns)

• Family concerns and psychosocial assessment tools

The mentor explained how to merge clinical knowledge with person-centred considerations.

Part 2: Managing the Impact of Illness

The mentor guided the student to:

• Summarise palliative care domains (physical, psychological, social, spiritual)

• Develop pain management plans using multimodal strategies

• Create constipation management plans aligned with best practice

• Apply family support strategies across broader palliative care domains

The mentor explained how assessments logically lead to care planning.

Part 3: Challenges in Providing Care

The mentor supported the student to analyse:

• Healthcare inequities affecting rural or underserviced families

• The influence of carer strain on patient outcomes

• Emotional and practical impacts on family members

• How the Compassionate Communities model supports holistic care

The mentor emphasised linking theory to the case scenario for stronger analysis.

Part 4: Self-Care Needs of Nurses

The mentor explained:

• Common stressors in palliative and end-of-life nursing (emotional burden, burnout, compassion fatigue)

• How Alicia’s personal responsibilities compound workplace stress

• Tools for self-care assessment such as reflective journals, wellbeing checklists

• Evidence-based strategies like mindfulness, supervision, workload boundaries

The mentor ensured the student understood both the importance of self-care and its relationship to professional practice standards.

Step 6: Reviewing, Editing, and Ensuring APA Compliance

The mentor then guided the student through:

• Refining answers for clarity and flow

• Eliminating repetition

• Ensuring each response met academic tone

• Checking APA7 citations and reference list

• Confirming the total word count aligned with requirements

Outcome:
The student produced a polished, academically rigorous document that met all structural and formatting expectations.

Final Outcome and Learning Objectives Achieved

By following the mentor’s structured guidance, the student successfully:

• Developed accurate clinical assessments related to Parkinson’s disease and end-of-life needs

• Applied person-centred care planning based on holistic palliative care principles

• Demonstrated understanding of symptom management, including pain, constipation, fatigue, breathlessness

• Examined psychosocial challenges affecting patients, families, and carers

• Identified inequities in health care and proposed appropriate support strategies

• Integrated communication models, ethical considerations, and multidisciplinary teamwork concepts

• Reflected on self-care strategies essential for sustaining wellbeing in demanding nursing roles

• Produced a well-structured academic assignment supported by evidence-based literature

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