Assessment task 3: clinical report

Posted: February 3rd, 2022

 
 
Assessment task 3: clinical report
There will be two ISBAR scenarios provided, with patient information and images. Please choose only one of these scenarios to focus on for your written report.
There are two main focus areas for the written report:
1) Describe in detail the assessment (‘airway and breathing) of an acutely unwell child. You must describe the assessment as indicated on the scenario;
2) Outline the likely findings from that assessment based on the information and images provided in the clinical scenario; and
2) Describe in detail the underlying pathophysiology related to the assessment findings.
 
The assessment of the unwell child should cover the type of assessments you would undertake, what you are likely to find based on the information provided in the clinical scenario, and how these findings differ from the normal findings for that child if they were not unwell. The assessment should be relevant and specific to the child’s condition and developmental stage.
 
The description of the underlying pathophysiology should directly relate to the assessment findings. For example, what is the underlying pathophysiology that is causing the breath sounds heard when auscultating the child or infant’s chest? The description of the pathophysiology should be relevant and specific to the child’s condition and developmental stage.
 
 
Assessment Criteria
 
Demonstrates comprehensive understanding of how to undertake an accurate assessment of an infant or child presenting with a respiratory or gastrointestinal condition (40%)
Demonstrates effective communication skills (20%)
Demonstrates detailed understanding of the underlying pathophysiology associated with a common paediatric respiratory or gastrointestinal condition (40%)
 
The rubrics for the assessment task provides more detailed information about the assessment criteria.
 
Assessment 3: Written report
 
 
Criterion
High Distinction (HD)
Distinction (D)
Credit (CR)
Pass (PP)
Fail (NN)
Demonstrates comprehensive understanding of how to undertake an accurate assessment of an infant or child presenting with a respiratory or
gastrointestinal condition
(40% marks)
Presented a succinct, but detailed and accurate description of one aspect of the assessment (airway and breathing or circulation) that would be undertaken and the likely findings. Description of assessment and findings demonstrated comprehensive understanding of the child’s condition and developmental stage.
Presented an accurate description of one aspect of the assessment (airway and breathing or circulation) that would be undertaken and the
likely findings. Description of assessment and findings demonstrated strong understanding of the child’s condition and developmental stage.
Presented a description of one aspect of the assessment (airway and breathing or circulation) that would be undertaken and the likely findings, although more detail could have been provided. Description of assessment and findings demonstrated understanding of the child’s condition and developmental stage.
Described one aspect of the assessment that would be undertaken and the likely findings, but more detail was needed. Description of assessment and findings demonstrated some understanding of the child’s condition and developmental stage, but this could have been strengthened.
Presented limited, inaccurate or irrelevant description of one aspect of the assessment that would be undertaken and the likely findings. Assessment description and findings poorly linked to child’s condition and developmental stage.
 
Demonstrates effective communication skills (20%)
Presented an excellent evidence-based discussion in academic style, with a succinct, logical structure. Free from spelling, grammatical and/or terminology errors. Accurately used the Harvard referencing style throughout.
Presented a well-structured evidence-based discussion in academic style, with a logical flow.
Infrequent minor spelling, grammatical and/or terminology errors. Accurately used the Harvard referencing style throughout.
Presented a clear evidence- based discussion in an appropriate academic style, with a mostly logical flow. Occasional minor spelling, grammatical and/or terminology errors that do not interfere with understanding. Used the Harvard referencing style throughout with minor errors.
Presented a mostly evidence- based academic discussion. Minor spelling, grammatical and/or terminology errors that at times interfere with understanding.
Used the Harvard referencing style with some errors.
Did not present evidence- based information and/or in an academic style. Frequent spelling, grammatical and/or terminology errors. Inconsistent or incorrect referencing style with frequent errors.
Demonstrates detailed understanding of the underlying pathophysiology associated with a common paediatric respiratory or
gastrointestinal condition
(40%)
Demonstrated comprehensive understanding of the underlying pathophysiology.
Pathophysiology clearly linked to child’s condition and developmental stage.
Demonstrated detailed understanding of the underlying pathophysiology.
Pathophysiology clearly linked to child’s condition and developmental stage.
Demonstrated understanding of the underlying pathophysiology, although more detail could have been provided. Pathophysiology linked to child’s condition and developmental stage.
Pathophysiology described, but more detail was needed. Limited linking of the pathophysiology to the child’s condition and developmental stage.
Presented limited, inaccurate or irrelevant description of the pathophysiology. Pathophysiology not linked or poorly linked to child’s condition and developmental stage.
Individual mark