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NUR246 Assessment 2 Workbook.
This workbook assessment addresses the following unit learning outcomes:
ULO1. Demonstrate critical thinking and clinical reasoning at a semester 4 level when caring for individuals and groups in community and primary health care settings.
ULO3. Describe the importance of health promotion, health education and behaviour change to implementing person-centred care in the community healthcare setting.
ULO4. Demonstrate the safe nursing management of symptoms and pharmacotherapeutics in a range of chronic or lifestyle-related illnesses.
ULO5. Compare the psychosocial impact of chronic illness and disability on individuals, families and communities.
Assessment Guidelines – Please carefully follow the instructions below to ensure your submission meets academic and assessment standards

1. Presentation and Formatting
   • Use Microsoft Word.
   • Font: Calibri (Body), size 12.
   • Copy and paste each question into your document and provide your answer underneath.
   • At the end of each answer, include:
   o Word count
   o Reference list for that question (APA 7th style)
2. Referencing (APA 7th Edition)
   • Use correct and consistent APA 7th referencing throughout your assessment.
   • Include:
   o In-text citations for all sourced information.
   o A reference list after each question.
   • Your references must be:
   o From peer-reviewed nursing journals, government websites, or reputable health organisations.
   o Current (published within the last 10 years).
   • Core unit textbooks can be used to support definitions, but are not sufficient as your main sources of evidence.
   • Higher marks are awarded for integrating references within your discussion, not just placing them at the end of a paragraph.
3. Word Count
   • Your total word count must be 2000 words ±10% (i.e. between 1800 and 2200 words).
   • This includes:
   o in-text citations. End-text reference lists not included.
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4. Writing Style
   • Use clear, concise sentences.
   • Structure your writing in well-organised paragraphs.
   • Avoid bullet points.
   • Do not copy and paste.
   • Paraphrase and reference.
5. Submission Instructions
   • Save your file as: StudentNumber_NUR246_Assessment2.docx (e.g., 12345678_NUR246_Assessment2.docx)
   • Submit your Word document via LMS by the due date.
   • After submitting, check your Turnitin report to ensure your work maintains academic integrity.
6. AI Declaration and Logbook – Required for All Students
   • You must submit the AI Logbook with your assessment – even if you did not use AI tools.
   • There is a checkbox to indicate:
   o I have not used any form of AI
   o I have used AI and have completed the logbook with full prompts and how I used the outputs
   • Failure to submit the AI logbook will result in a penalty or referral to Academic Integrity.
   • If you declare that no AI was used, but your assessor identifies signs of AI-generated content, you may be referred for a formal investigation.
   • Be honest in your declaration. AI can be a helpful tool when used ethically, but this is your assessment – it must reflect your own work and understanding.
   **Please read the following patient profile and answer the questions that follow adhering to the assessment guidelines detailed below.
   Patient Profile:
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   Background Information:
   Recent advancements in Diabetes disease treatment have introduced new possibilities for patient care. Consider the case of Ashley, a 68-year-old transgender female with DIABETES, diabetes, heart failure, and recurrent cellulitis, living in a rural community. Research a contemporary advancement (introduced within the last 5-8 years) in the treatment of Type 2 Diabetes. Describe the decision-making process you would go through as a nurse to determine whether a new treatment is appropriate for Ashley. What patient-specific factors would you consider? Based on your research, provide in-depth responses to the following three questions, within 2000 words in total (with a flexibility of +/- 10%, including references). Your responses should be supported by current (within 10 years) evidence-based literature and reflect a holistic understanding of Ashley’s case, considering their medical, psychosocial, and cultural background.
   Skin Assessment:
   No ulcers or wounds noted. Mild dryness on lower extremities.
   Laboratory Results:
   HbA1c: 7.8%
   Body Mass Index (BMI):
   Height: 175 cm
   Weight: 90 kg
   Calculated BMI: 29.4 (Overweight)
   Medication List:
   Diabetic Medications:
   Metformin 500 mg, twice daily
   Antihypertensives:
   Amlodipine 5 mg, once daily
   Note: Ashley transitioned later in life and faces challenges related to her gender identity in a rural setting. She also states she is neurodivergent with no formal diagnosis.
   Name: Ashley Boulton
   Age: 68 years
   Gender: Transgender Female
   Location: Rural community, Western Australia
   Medical History:
   Type 2 Diabetes Mellitus
   Peripheral Vascular Disease
   Heart Failure
   Peripheral Neuropathy
   Moderate Hypertension
   Clinical Data:
   Vital Signs from last visit (1 month ago):
   Blood Pressure: 150/95 mmHg
   Heart Rate: 82 bpm
   Respiratory Rate: 18 breaths/min
   Oxygen Saturation: 94% on room air
   Temperature: 36.8°C
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   Please address the following questions and ensure you refer to the marking rubrics below for each question.
   1.
   Clinical Decision-Making: Using academic databases (e.g. CINAHL, Pubmed, Scopus), identify a new or emerging treatment relevant to Diabetes and include the following requirements in your answer.
   Requirements:
   • Minimum of 3 peer-reviewed sources
   • Analyse and evaluate the key findings regarding the efficacy and safety of the treatment in general (ULO1, ULO4).
   2. Application to the patient: Based on clinical reasoning, evaluate whether the treatment is suitable for Ashley.
   Requirements:
   • Address comorbidities, preferences, and contraindications
   • Justify your decision using evidence and patient context (ULO1, ULO4).
   3. Patient Education and Involvement: How would you educate and involve Ashley in the decision-making process for their treatment?
   Requirements:
   • Use an evidence-based approach tailored to the patient’s needs
   • Consider health literacy, cultural background, and psychosocial context (ULO3, ULO5).
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   Question One Marking Rubric
   Criteria
   High Distinction (6)
   Distinction (5)
   Credit (4)
   Pass (3)
   Needs further development (0-2)
   Demonstrates critical thinking and clinical reasoning (ULO1)
   Analyses, evaluates, and compares the research of a new treatment for Diabetes, drawing on up-to-date contemporary literature to support the answer. The discussion is concise and accurate.
   Adheres to assessment guidelines.
   Analyses and compares the research of a new treatment for Diabetes and draws on up-to-date contemporary literature to support the answer. The discussion is accurate and flows. Adheres to assessment guidelines.
   Explains and compares the research of a new treatment for Diabetes and draws on up-to-date contemporary literature to support the answer. The discussion is accurate. Adheres to assessment guidelines.
   Identifies and compares the research relating to a new treatment for Diabetes and draws on up-to-date contemporary literature to support the answer. The answer is accurate. Mostly adheres to assessment guidelines.
   Identifies but does not compare or discuss the research or the research is not for a new treatment for Diabetes. The answer is not always correct. Does not adhere to assessment guidelines.
   Or the question has not been answered.
   Demonstrates the safe nursing management of symptoms and pharmacotherapeutics used in chronic or lifestyle related illness.
   (ULO4)
   Critically evaluates and analyses relevant evidence regarding the efficacy and safety of a new treatment, using contemporary literature to support the answer.
   Adheres to assessment guidelines.
   Analyses relevant evidence regarding the efficacy and safety of a new treatment and uses contemporary literature to support the answer.
   Adheres to assessment guidelines.
   Describes relevant evidence regarding the efficacy and safety of a new treatment and uses contemporary literature to support the answer.
   Adheres to assessment guidelines.
   Identifies relevant evidence regarding the efficacy and safety of a new treatment and uses contemporary literature to support the answer. The answer is accurate.
   Mostly adheres to assessment guidelines.
   Identifies but does not discuss the evidence regarding the efficacy and safety of a new treatment but does not use contemporary literature –
   or does not answer the question.
   Does not adhere to assessment guidelines.
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   Question Two Marking Rubric
   Criteria
   High Distinction (6)
   Distinction (5)
   Credit (4)
   Pass (3)
   Needs further development (0-2)
   Demonstrates critical thinking and clinical reasoning (ULO1)
   Evaluates and analyses relevant literature and uses it to support or contradict the suitability of this treatment for Ashley. The discussion is evidence based, concise and accurate.
   Adheres to assessment guidelines.
   Identifies and analyses relevant literature and uses it to support or contradict the suitability of this treatment for Ashley. The discussion is accurate and flows. Adheres to assessment guidelines.
   Identifies and describes relevant literature to create a discussion to support or contradict the suitability of this treatment for Ashley. The discussion is accurate.
   Adheres to assessment guidelines.
   Identifies relevant literature and uses it to support or contradict the suitability of this treatment for Ashley. The answer is accurate. Mostly adheres to assessment guidelines.
   Identifies, but does not explain the literature to support or contradict the suitability of this treatment for Ashley. The answer is not always accurate or not answered. Assessment guidelines are not always followed.
   Demonstrates the safe nursing management of symptoms and pharmacotherapeutics used in chronic or lifestyle related illness.
   (ULO4)
   Justifies the decision on suitability of treatment, using evidence and patient context, including detailed reference to Ashley’s co-morbidities, preferences, and contraindications, using relevant contemporary literature to support the answer. Adheres to assessment guidelines.
   Justifies the decision on suitability of treatment using evidence and patient context, including reference to Ashley’s co-morbidities, preferences and contraindications, using relevant contemporary literature to support the answer.
   Adheres to assessment guidelines.
   Describes suitability of treatment using evidence and patient context, including some reference to co-morbidities, preferences and contraindications, and uses relevant contemporary literature to support the answer.
   Adheres to assessment guidelines.
   Identifies the suitability of treatment using evidence that may help with deciding if the treatment is suitable and uses some relevant and contemporary literature to support the answer. Minimal reference to co-morbidities, preferences and contradictions.
   Mostly adheres to assessment guidelines.
   Does not identify the suitability of treatment or does not use contemporary literature to support the answer. Doesn’t include reference to Ashley’s co-morbidities, preferences or contraindications. Not always correct or not answered.
   Does not adhere to assessment guidelines.
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   Question Three Marking Rubric
   Criteria
   High Distinction (6)
   Distinction (5)
   Credit (4)
   Pass (3)
   Developing (0-2)
   Describe the importance of health promotion, health education and behaviour change to implementing person- centred care in the community healthcare setting.
   (ULO3)
   Analyses and evaluates strategies for educating Ashley and ensuring their involvement in the decision-making process for starting a new treatment. Draws on relevant, up-to-date contemporary literature to support the answer. The answer is concise and accurate.
   Adheres to assessment guidelines.
   Analyses and compares strategies for educating Ashley and ensuring their involvement in the decision-making process for starting a new treatment. Draws on relevant, up-to-date contemporary literature to support the answer. The answer is accurate and flows. Adheres to assessment guidelines.
   Describes and compares strategies for educating Ashley and ensuring their involvement in the decision-making process for starting a new treatment. Draws on relevant, up-to-date contemporary literature to support the answer. The answer is accurate. Adheres to assessment guidelines.
   Identifies and explains strategies for educating Ashley and ensuring their involvement in the decision-making process for starting a new treatment. Draws on relevant, up-to-date contemporary literature to support the answer. The answer is accurate. Mostly adheres to assessment guidelines.
   Identifies but does not explain strategies for educating and/or ensuring Ashley’s involvement, and does not use an evidence-based approach. The answer is not always correct. Does not adhere to assessment guidelines.
   Compare the psychosocial impact of chronic illness and disability on individuals, families and communities.
   (ULO5).
   Analyses and evaluates considerations for Ashley’s health literacy, psychosocial, and cultural background that align with a person-centred approach, using relevant, contemporary literature to support the answer.
   Adheres to assessment guidelines.
   Analyses or evaluates considerations for Ashley’s health literacy, psychosocial, and cultural background that align with a person-centred approach, using contemporary literature to support the answer.
   Adheres to assessment guidelines.
   Describes considerations for Ashley’s health literacy, psychosocial, and cultural background that align with a person-centred approach, using contemporary literature to support the answer.
   Adheres to assessment guidelines.
   Identifies considerations for Ashley’s health literacy, psychosocial, and cultural background that align with a person-centred approach, using contemporary literature to support the answer. Mostly adheres to assessment guidelines.
   May identify some health literacy, psychosocial, and cultural background, but uses little or no contemporary literature to support the answer. Does not relate back to the case study or align with a person-centred approach. Does not adhere to assessment guidelines.