Description: Focused Need Case Study, students will analyze a case study by applying the nursing process, critical thinking and problem solving strategies using one Needs Assessment Guide to develop a nursing care plan. Students must utilize required course learning materials and resources to support the data analysis and identification of a priority Nursing Diagnosis
Guidelines: A template will be provided to download and complete for this assignment. Students must utilize required PNUR104 course learning materials and resources to support the data analysis and care plan development. APA format (7th edition) is required for assignment completion, including a title page, in-text citations, and reference list.
RUBRIC: for evaluation criteria.
Assignment submission must include:
- Identification of significant data from the case study, categorized as subjective and objective assessment data.
- Data analysis includes a variety of focused cues, cue clusters, patterns, norms, and inferences relating to a primary health problem
- Data analysis includes identification of one data gap with rationale for how or why that missing information would be relevant to the case study
- Comprehensive analysis of the focused case study data using references for support
- Identification of a priority Need with rationale
- One priority (1) Nursing Diagnosis that reflects the data analysis
- One (1) Expected Outcome which reflects the priority Nursing Diagnosis
- Three (3) Nursing Interventions for the Expected Outcome
- Rationale for the interventions using references for support
Case Study: You are a nurse working in a physician’s office in the community. Today you see the following two patients. Choose one of the following case studies for your assignment.
Case study 1:
Kam, age 22, lives alone in a condo on the 25th floor. She is planning to go backpacking in Europe this summer with her partner. Kam has been attending community college for the past two years and most of her day is spent sitting at her desk studying. She has a history of being very active. She used to play soccer in high school but after graduating and starting her college program (accounting), she did not have time to continue playing. Once a week in the evening, Kam tries to play volleyball with her friends but finds she often has to cancel. She comes into the clinic for her COVID vaccine booster and shares that she noticed she is losing some of her endurance because of “lack of exercise after contracting COVID 6 months ago and constantly busy with studying…I was so fit before”. She tells you that she “used to be able to jog 30 minutes at a time” but now, she “feels tired and completely out of breath after 5 minutes of jogging.” Kam admits she tried to choose healthy food options in the cafeteria at school for lunch but orders take-out food for her dinner in the evenings. She comments that she has gained 3 kg over the last 6 weeks. Kam has recently bought a new car, and drives to school, parking in the underground area of the college, beside the elevators which she takes daily to the 2nd floor. When you see Kam, you note that she walks at a steady pace with her arms and legs moving in opposition. She has no joint deformities. She stands with her shoulders hunched, neck flexed, leaning slightly forward. Her feet and toes are pointed directly forward. Her temperature is 36.8°C, HR 78 and regular, RR 26 after walking and 16 when sitting, BP 116/74.
Source that must be used for citations and references : Textbook Information
*Astle, B.J, Duggleby, W., Potter, P. A., Perry, A.G., Stockert, P.A., & Hall, A.M. (Eds.). (2024). Canadian fundamentals of nursing (7th ed.) Elsevier
