Acute Care Nursing 1 Case study Mathew Long Part one - introduction Mathew (Matt) is 15 years old, currently in year 10 at school & is planning a career as a paramedic. He is active & plays interschool competition rugby. He has two younger siblings. Matt & his friends were driving quad bikes when Matt crashed into a ditch & the quad bike rolled onto his right leg. He hit his head & has a bleeding head wound & bone is protruding through the skin on his right leg. (https://www.flickr.com/photos/divemasterking2000/6897674758) Background - Matt part 1 review Matt was admitted via ambulance to the ED with an open (compound) fracture of his right tibia and fibula. You observed that his right leg was swollen and bruised and that bone was protruding through the skin.  Matt complained of nausea and you administered 10mg IV Maxalon with good effect. Matt’s GSC is 15 & his pupils are equal and reacting to light. He is drowsy but responsive and orientated. An orthopaedic consultation has confirmed an open fracture of both tibia and fibula requiring surgical intervention, which has been decided as external fixation. Background Matt Part 3 - review Matt has had his fractures realigned and an external fixature applied to his right leg. Matt has had Maxalon to control his nausea & Morphine to control his pain He is on your ward and you are caring for Matt and you have observed his wound edges are drawn together with sutures. On successful completion of this unit, you should be able to: Learning Outcomes Outline the continuum of peri-operative care for elective and non-elective surgery in relation to the experience of individuals undergoing surgery and roles of members of the interdisciplinary health care team; Apply a clinical decision making framework in the assessment and prioritisation of health problems in individuals undergoing surgery; Apply knowledge of underlying pathology to identify health problems for an individual experiencing an episodic health alteration or illness; Evaluate the psychosocial impact of surgery on individuals and their family or significant other persons; (GA 1,4) Determine appropriate nursing therapies and describe medical and allied health interventions for selected episodic health alterations and illnesses; Plan evidence-based, safe, person-centred care for individuals undergoing surgery including education and discharge planning; (GA 5,6) Evaluate the appropriateness of nursing therapies and interventions; Discuss legal, ethical and risk issues specific to caring for an individual undergoing surgery. (GA3) 5 Assessment TasksAssessment Task Word Length Due Date Weighting (%) Learning Outcome/s Assessed Graduate Attributes Assessed Case Study1600 words +/- 10% Friday 2nd September Midnight40%1, 2, 3, 5, 6, 7, 81,3,4,5,62. IBL Team Presentation 20minsWeeks 6-1020%2,5,64, 5, 63. Central Examination 2hrsExam weeks7-21st November40%2, 3, 4, 5, 6, 7, 81, 3, 4, 5, 6 6 Learning Outcomes At the end of the 3.

1. Acute Care Nursing 1
Case study Mathew Long
Part one - introduction
Mathew (Matt) is 15 years old, currently in year 10 at school &
is planning a career as a paramedic. He is active & plays
interschool competition rugby. He has two younger siblings.
Matt & his friends were driving quad bikes when Matt crashed
into a ditch & the quad bike rolled onto his right leg. He hit his
head & has a bleeding head wound & bone is protruding through
the skin on his right leg.
(https://www.flickr.com/photos/divemasterking2000/689767475
8)
Background - Matt part 1 review
Matt was admitted via ambulance to the ED with an open
(compound) fracture of his right tibia and fibula.
You observed that his right leg was swollen and bruised and
that bone was protruding through the skin.
Matt complained of nausea and you administered 10mg IV
Maxalon with good effect.
Matt’s GSC is 15 & his pupils are equal and reacting to light.
He is drowsy but responsive and orientated.
An orthopaedic consultation has confirmed an open fracture of
both tibia and fibula requiring surgical intervention, which has
been decided as external fixation.

2. Background Matt Part 3 - review
Matt has had his fractures realigned and an external fixature
applied to his right leg.
Matt has had Maxalon to control his nausea & Morphine to
control his pain
He is on your ward and you are caring for Matt and you have
observed his wound edges are drawn together with sutures.
On successful completion of this unit, you should be able to:
Learning Outcomes
Outline the continuum of peri-operative care for elective and
non-elective surgery in relation to the experience of individuals
undergoing surgery and roles of members of the
interdisciplinary health care team;
Apply a clinical decision making framework in the assessment
and prioritisation of health problems in individuals undergoing
surgery;
Apply knowledge of underlying pathology to identify health
problems for an individual experiencing an episodic health
alteration or illness;
Evaluate the psychosocial impact of surgery on individuals and
their family or significant other persons; (GA 1,4)
Determine appropriate nursing therapies and describe medical
and allied health interventions for selected episodic health
alterations and illnesses;
Plan evidence-based, safe, person-centred care for individuals
undergoing surgery including education and discharge planning;
(GA 5,6)
Evaluate the appropriateness of nursing therapies and
interventions;
Discuss legal, ethical and risk issues specific to caring for an
individual undergoing surgery. (GA3)

3. 5
Assessment TasksAssessment Task
Word Length
Due Date
Weighting (%)
Learning Outcome/s Assessed
Graduate Attributes Assessed
Case Study1600 words
+/- 10% Friday 2nd September
Midnight40%1, 2, 3, 5, 6, 7, 81,3,4,5,62. IBL Team Presentation
20minsWeeks 6-1020%2,5,64, 5, 63. Central Examination
2hrsExam weeks7-21st
November40%2, 3, 4, 5, 6, 7, 81, 3, 4, 5, 6
6
Learning Outcomes
At the end of the 3 parts to the case study on Matt Long you
will be able to:
Understand the care required pre and post-operatively of an
adolescent undergoing surgery
Discuss the responses Matt and his family might have in
relation to Matt’s injury and surgery
Provide holistic care for Matt & his family during his stay in
hospital
Ensure Matt has a discharge (transfer of care) specific to his
and his family’s needs

4. 7
ASSESSMENT QUESTIONS
Group three will be required to answer all FIVE questions in
week 8 in a 20min assessed presentation. All group members
must contribute to the presentation & be prepared to
demonstrate wider knowledge.
What nursing interventions might be appropriate to manage
Matt’s fever?’
What is the appropriate care for Matt’s wound?
What do you need to know about the care of Matt’s IV cannula?
Considering Matt’s developmental stage, how might this affect
his feelings about his external fixature and recovery from
surgery?
What specific education needs might you need address to
alleviate Matt’s family’s anxiety?
8
Nurses need to know about the medications they are giving to
provide safe care
Practice should be based on current evidence e.g. research,
clinical guidelines and policies
The role of the nurse is to provide psychological support for

5. patients and their significant others e.g. families
Understanding the specific needs of patients allows the
development of a safe and effective discharge (transfer of care)
Key Points / Summary
9
References / Further Reading
Australian Wound Management Association Inc. (AWMA)
(2010) Australian standards for wound management. (2nd
ed.).
http://www.awma.com.au/publications/2011_standards_for_wou
nd_management_v2.pdf
Brown, D., Edwards, H., Seaton, L., & Buckley, T (2014).
Lewis’s medical- surgical nursing: Assessment &
management of clinical problems. (4th ed. Australian &
New Zealand edition). Sydney: Mosby Elsevier.
10
References / Further Reading
Bryant, B., & Knights, K. (2015). Pharmacology for health
professionals. (4th ed.). Australia: Mosby Elsevier.

6. Farrell, M., & Dempsey, J. (2014) Smeltzer & Bare’s textbook
of medical-surgical nursing. (3rd ed.).
Philadelphia:Lippincott Williams & Wilkins.
Justus, R., Wyles, D., Wilson, J., Rode, D., Walther, V., & Lim-
Sulit, N. (2006). Preparing childrent and families for
surgery: Mount Sinai’s multidisciplinary perspective.
Pediatric Nursing, 32(1), 35-43.
http://go.galegroup.com/ps/i.do?id=GALE%7CA143010924&sid
=googleScholar&v=2.1&it=r&linkaccess=fulltext&issn=009798
05&p=AONE&sw=w&authCount=1&u=acualumni&selfRedirect
=true
11
References / Further Reading
MIMS Online.
https://www.mimsonline.com.au/Search/Search.aspx
NSW Health. (2011). Policy directive. Care Coordination:
Planning from admission to transfer of care in NSW
public hospitals.
http://www0.health.nsw.gov.au/policies/pd/2011/pdf/PD2011_0
15.pdf
NSW Health (2013). Policy directive. Peripheral intravenous
cannula (PIVC) insertion and post insertion care in adult
patients. (See 9.4)
http://www0.health.nsw.gov.au/policies/gl/2013/pdf/GL2013_01
3.pdf

7. 12
References / Further Reading
The Royal Children’s Hospital Melbourne. (2013). Clinical
Guidelines Nursing. Wound care.
http://www.rch.org.au/rchcpg/hospital_clinical_guideline_index
/Wound_care/
Royal Children’s Hospital Melbourne (n.d.) Clinical practice
guidelines: Engaging with and assessing the adolescent patient.
http://www.rch.org.au/clinicalguide/guideline_index/Engaging_
with_and_assessing_the_adolescent_patient/
13
References / Further Reading
Warwick (2008) Paracetamol & fever management. Journal of
The Royal Society for the Promotion of Health. 128(6):320-323.
http://rsh.sagepub.com/content/128/6/320.long
Weed, H.G., & Baddour, L.M. (2015). Post-operative fever.
http://www.uptodate.com/contents/postoperative-
fever?topicKey=SURG%2F2886&elapsedTimeMs=0&source=se

8. arch_result&searchTerm=causes+of+fever&selectedTitle=4%7E
150&view=print&displayedView=full#
14
SUBJECT IS ACUTE CARE IN NURSING
ASESSMENT INFORMATION PLEASE READ FROM STATR
TO FINISH OF BOTH ATTATCMENTS
This is a group work presentation you can see the Assessment
questions in the second attachment, but am doing question 5
only you will see it in the second attachment have uploaded.
Please answer the question directly no introduction or
conclusion just go straight to the question and answer it The
case study of Mathew is in the second attachment as well, you
will have to read all so you can have idea of what the case study
for you to be able to answer the question.
This is a weekly case study we have been doing in class.
You can read the full case study in the first PowerPoint, then
you can see his back ground review of what has been happening
his progression like surgery and others
PLEASE ASK ME OF ANYTHING YOU NOT SURE ABOUT.
BEAUS I WANT A CLEAR CONCISE AND UNDERSTION
ASSESSMENT HD
· Make sure you follow theassessment description , Assessment
requirements, Marking certeria, Referencing lists provided in
both attatchment.
· Presented in 2 Format POWER POINT FORMART AND
SPEECH FORMART
· Use headings

9. · Dots points
· Eplain
· In texts And five Referencing list APA Style
Assessment 2: Team presentation
This is a team assessment task where each IBL team (of
approximately 5-6 students) will present on a topic of their
choice, selecting from a list of topics outlined in the tutorial.
The tutorial lecturer will allocate each team a designated week
in which to present, commencing week 6. All presentations i.e.
Power Point slides, individual scripts with references, group
agreement and minutes of group meetings are to be submitted to
the lecturer at the team presentation.
Date due: 15/09/ 16
Word limit 500 words
Weighting:
Length and/or format: Purpose:
Learning outcomes assessed: How to submit:
Return of assignment: Assessment criteria:
Team Declaration:
Tutorial Class Week 6 – Week 10 20%
20 minutes
To promote core teamwork skills in collaborative learning,
developing and presenting clinical information, and time
management.
1, 2, 3, 4, 5 & 8
Each team will provide an assignment cover sheet with the
Power Point presentation, individual oral scripts with
references, team declaration and meeting minutes to the lecturer
at the team presentation. For the complete list of documents that
must be submitted, please go to the Assessment Task 2
Information folder under ‘My Assessments’ in LEO (NRSG258)
Presentation feedback will be returned once all student teams
have presented.

10. This assessment task will be graded against a standardised
criterion referenced rubric. Please follow these criteria closely
during the planning and development of your assignment.
· This assessment task requires you to develop a product as a
team. As a member of your team, you will have a responsibility
to ensure the successful functioning of the team. If there are any
unresolvable issues with participation in your team, please
inform your tutor immediately.
If it is demonstrated that a team has not functioned
collaboratively or failed to communicate effectively, each team
member may be penalised. Further, if it is demonstrated that a
member of a team has not participated sufficiently in this
assessment task, a zero grade (NN) may be allocated to that
team member for this assessment task. However this will not
occur unless the following criteria are met:
1. The issue is identified early (i.e. not in the week before the
assessment task is due);
2. All members of the team have demonstrated sufficient timely
effort to address this issue;
3. The team has maintained a thorough record (hard copy) of all
meeting minutes and/or evidence to support informal meetings
such as a printed email trail or screenshots of meetings via
social media.
REQUIRED ELEMENTS
HD
DI
CR
PA
NN
No Attempt
Page 16 of 24 Version:
REQUIRED ELEMENTS
HD
DI

11. CR
PA
NN
No attempt
Evidence and Examples
(25 marks)
The content is highly relevant to the topic. High quality
evidence and examples are presented from current research,
clinical guidelines and appropriate state policies for all issues
presented.
The content is relevant to the topic. Appropriate evidence and
examples are presented from current research, clinical
guidelines and appropriate state policies for most issues
presented.
The content is relevant to the topic. Evidence and examples are
presented of varying quality from research, clinical guidelines
and appropriate state policies for some issues presented.
Most content is relevant to the topic. Evidence and examples are
presented of varying quality from research, clinical guidelines
and appropriate state policies but not for all issues presented.
The content is barely relevant to the topic. Evidence and
examples are minimal and/or from inappropriate evidence e.g.
consumer resources.
The content, evidence and examples are not appropriate.
Consumer resources used to support clinical arguments.
Critical Thinking, Reasoning and Evaluation of the Evidence
(30 marks)
There is evidence of both depth and breadth of reading. An
argument is presented and justified and is supported by
adequate and appropriate evidence.
There is evidence of breadth of reading. An argument is
presented with some justification and is supported by adequate
and appropriate evidence.
An argument is presented and is supported by adequate and
appropriate evidence.
An argument is presented and is supported by adequate

12. evidence.
Arguments made are not supported by adequate evidence.
No evidence of critical thinking, reasoning and evaluation.
Wider Knowledge
(10 marks)
Each presenter is able to fully discuss the topic in further detail
when questioned.
Each presenter is able to discuss aspects of the topic in further
detail when questioned.
Most presenters are able to discuss aspects of the topic in
further detail when questioned.
Some presenters are able to discuss aspects of the topic in
further detail when questioned.
Most presenters are unable to answer questions posed.
Presenters are unable to answer any questions posed.
ONLINE RESOURCES AND TECHNOLOGY
REQUIREMENTS
The LEO page for this unit contains further readings/ discussion
forums.
http://leo.acu.edu.au/course/view.php?id=17781
TEXTS AND REFERENCES: Required text(s)
Bryant, B. & Knights, K. (2015). Pharmacology for health
professionals (4th ed.). St Louis: Elsevier.
Bullock, S., & Hales, M. (2013). Principles of pathophysiology.
Australia: Pearson.
Farrell, M., & Dempsey, J. (2014). Smeltzer and Bare’s
textbook of medical-surgical nursing (3rd Australian and New
Zealand ed.). Sydney: Wolters Kluwer Health/ Lippincott
Williams & Wilkins.
Or
Ebook: Farrell, M., & Dempsey, J. (2014). Smeltzer and Bare's
textbook of medical-surgical nursing
(3rd Australia New Zealand Edition) (check campus bookstore
availability) Recommended texts (From BN or BN/BP 1st year):

13. Berman, A., Snyder, S., Kozier, B., Erb, G., Levett-Jones, T.,
Dwyer, T., et al. (2015). Kozier and Erb’s fundamentals of
nursing. (3rd Australian ed.). Frenchs Forest, NSW: Pearson
Australia.
Estes, M.E.Z. (2015). Health assessment & physical
examination (6th ed.). Clifton Park, NY: Delmar.
Jarvis, C., Forbes, H., Watt, E., (2012) Jarvis’s physical
examination & health assessment (Australian and New Zealand
ed.).St. Louis, Missouri: Elsevier Saunders.
Martini, F. H., Nath, J. L. & Bartholomew, E. F. (2015).
Fundamentals of anatomy & physiology (10th ed.). New Jersey:
Pearson.
Tollefson, J. & Hillman, J. (2016). Clinical psychomotor skills:
Assessment tools for nurses (6th ed.). South Melbourne:
Cengage Learning.
Extended reading
Brown, D., Edwards, H., Seaton, L., Buckley, T. (Eds.). (2015)
Lewis’s medical-surgical nursing. Assessment & management of
clinical problems. (Australia & New Zealand ed.). Sydney:
Mosby Elsevier.
Forrester, K., & Griffiths, D. (2015). Essentials of law for
health professionals (4th ed.). Sydney: Mosby Elsevier.
Page 23 of 24 Version:
King, J., Hawley, R., & Weller, B.F. (Eds.) (2012). Australian
nurses’ dictionary (5th ed.). Sydney: Balliere Tindall.
Nursing and Midwifery Board of Australia. (2006). National
competency standards for the registered nurse. Retrieved from
http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-
Statements/Professional-standards.aspx
Nursing and Midwifery Board of Australia. (2013). Codes and
guidelines. Retrieved from
http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-
Statements/Codes- Guidelines.aspx
Perrin, R. (2015) Pocket guide to APA Style (5th ed.). Boston
Massachusetts: Wadsworth/ Cengage Learning. (Highly
recommended)