Do not include any patient or organizational identifying data in any part of this assignment.
This assessment supports you to achieve the following module learning outcomes:
The aim of this assignment is to facilitate you to plan and prioritise care to a fictitious simulated patient. You will use the Roper Logan and Tierney Model of Nursing and the Nursing Process to guide you as you plan your nursing care and interventions for this patient. You will discuss the rationale for your nursing interventions and use current evidence-based practice to support your discussion.
You have taken over the care of Oliver Brown, who fell at home and came to the Emergency Department (ED). He was transferred to your ward from the ED, having been on a trolley overnight.
The following ISBAR3 was used to hand over the clinical care of Oliver Brown.
| Identify | Oliver Brown, 92 years of age. |
| Situation | Presented to hospital following a fall at home. INEWS score is 1. Pain score is 4/10. |
| Background | Oliver fell at home and was found by his son. The fall occurred outside while taking the bins out. He had a vomiting bug a few days ago and had not been eating or drinking much. He also has a recent history of weight loss, and his clothes have become loose. He appears unkept and has not showered or washed in a few weeks. He has a history of previous falls — he has a walking aid, but he refuses to use it. Oliver was widowed six months ago and now lives alone in a bungalow. He has two adult children that live close by. He was normally physically active and enjoyed regular walks, however, he has become more sedentary in the last 6 months. He has recently increased his alcohol intake and smokes 5 cigarettes a day. He is pale and weak and has little energy to carry out ADLs. His skin is very dry and he has multiple abrasions on his left arm that require attention. He has a background history of hypertension and takes antihypertensive medication. |
| Assessment | INEWS score is 1. HR is 105 bpm. |
| Pain score is 4/10. High risk of falls. Wound review. High risk of malnutrition. Urinalysis completed – dehydration markers noted. Blood analysis – NAD | |
| Recommendation | Medications as prescribed. Regular analgesia. Physio and Dietician to review. Wound review |
In the introduction, include a brief systematic assessment of Oliver Brown. Identify two of the key actual or potential problems in relation to his ADL’s that he may experience.
Critically discuss the evidence underpinning the nursing care you will deliver to Oliver to resolve the two actual or potential problems identified within your nursing assessment. Identify and discuss appropriate nursing assessment tools that will support the nursing care of Oliver Brown for the two problems you have chosen.
Reflect on the nursing interventions chosen for Oliver and give a rationale for same. Evaluate the nursing interventions that were given to Oliver to help alleviate the two chosen problems.
In your discussion, where appropriate, important to discuss physical care, safety, and psychosocial support.
Draw the assignment to a conclusion and summarise the main points that you addressed. Include any major learning for future care of a patient with a similar condition.
1500 words, +/- 10% (excluding references).
Utilise and reference appropriate research in the assignment and compile a reference list using the HC Harvard Referencing system. For this assessment, approximately eight references would be advised.
This marking scheme will be used by examiners when grading all theoretical assessments. *Pass by compensation will only apply in line with QQI Assessment and Standards and the Programme Regulations. Students are advised to consult the programme director (or nominee) or contact the Examinations Office for more information.
| Mark/level | Knowledge | Comprehension | Analysis | Synthesis | Evaluation | Language | Referencing |
| 90%+
Outstanding | Outstandingly good use of literature from a wide range of disciplines relevant to the area | Exceptional good use of solving complex problems with sound conclusion | Outstandingly welldeveloped, logical argument; clear structure and presentation | Exceptional level of creative, independent, imaginative thinking; develops new ways of viewing things | Exceptionally high level of critical evaluation; identifies all implications of research critique | Outstanding use of Standard English with proposition of new hypotheses; no grammatical or spelling errors | No referencing errors; excellent reference list; Hibernia College Harvard style used; originality in the use of quotations |
| 80–89%
Excellent | Excellent use of literature from a wide range of disciplines; mainly primary sources | Excellent use of explanation; specialised vocabulary with sound conclusion | Excellent development with logical argument; clear structure and presentation | Excellent level of independent and creative thinking; frequent generation of new ways of viewing issues | Excellent level of critical review; highly articulate reviews of major and minor relevant issues | Excellent use of Standard English with proposition of new hypotheses; no grammatical or spelling errors | Excellent reference list; no referencing errors; Hibernia College Harvard style used; creative use of quotations |
| 70–79%
Very good | Very good use of literature from a range of disciplines relevant to the area; a small number of secondary sources | Very good use of explanation and conclusion; question answered fully | Very well developed with logical argument; clear structure and presentation | Very good level of independent and creative thinking; frequent generation of new ways of viewing issues; makes good links between areas | Very good critical thinking demonstrated; evaluates major and minor issues of relevance | Very good use of Standard English with distinct personal style; no grammatical or spelling errors | No referencing errors; very good list of references; Hibernia College Harvard style used; creative use of quotations |
| 60–69%
Good | Evidence of highly relevant knowledge and principles; use of relevant, up-to-date research | Good use of explanation and conclusion; may omit one or two minor issues | Clearly developed logical argument; good structure and presentation | Good level of independent and creative thinking; a number of new ways of viewing issues; makes relevant links | Strengths and weaknesses of material identified; reviews major and minor issues | Good use of Standard English; no grammatical or spelling errors | Good list of references; Hibernia College Harvard style used; appropriate use of quotations; minor referencing errors |
| 50–59%
Fair | Evidence of relevant knowledge and principles; uses relevant but not always up-to-date research | Fairly good use of explanation and conclusion; partially answered the question | Adequately developed argument; fairly clear structure and presentation | Adequate level of independent thinking; a number of new ways of viewing issues; demonstrates some links | Identifies major and some minor issues; evaluates major strengths and weaknesses | Acceptable use of Standard English; no or few grammatical or spelling errors | A few missing or inaccurate references; adequate reference list; Hibernia College Harvard style used; too many direct quotations used |
| 40–49%
Pass – acceptable | Mainly descriptive use of knowledge; little research used; mostly secondary sources | Adequate explanation and conclusion; some aspects of the question answered | Structure not entirely clear; thinking occasionally confused | Minimal level of independent thinking; infrequent new ways of viewing issues; few links demonstrated | Most major issues identified; limited critical appraisal of major strengths and weaknesses | Adequate use of Standard English; meaning clear; some grammatical and/or spelling errors | Several missing or inaccurate references; short reference list; Hibernia College Harvard style used; excessive use of quotations |
| 35–39%
Fail/possible compensation* | Inadequate or outdated knowledge; some research cited but much not recent or relevant | Poor explanation and conclusion; answer omitted some essential issues | Weak structure and some confusion in presenting the argument | No real evidence of independent thinking; does not generate new ways of viewing issues; very few links | Mainly descriptive with little critical appraisal; few issues identified | Inadequate use of Standard English but, generally, can be understood; some grammatical and spelling errors | Many referencing errors; inadequate reference list; wrong style used; too many quotations |
| 0–34%
Fail | Inaccurate, outdated and virtually no relevant knowledge; minimal research | Inadequate explanation and conclusion; few or virtually no relevant points | Virtually no structure and significant confusion in the argument | No real evidence of independent thinking; no new ways of viewing issues; virtually no links demonstrated | Appraisal not present; no major issues identified | Poor use of Standard English; meaning unclear; several grammatical and spelling errors | Many referencing errors and inappropriate list of references; incorrect referencing style used |
Many nursing students find NURS102 assignments demanding due to the need for structured care planning, critical application of the Roper Logan and Tierney Model, and strong evidence-based justification. Analysing complex patient scenarios, prioritising ADLs, and applying appropriate nursing assessment tools can be time-consuming and stressful. Ireland Assignment Helper experienced nursing writers provide nursing assignment help that is plagiarism-free, AI-free, and fully aligned with Hibernia College marking criteria. Each paper is carefully developed with clear clinical reasoning, patient safety focus, and correct HC Harvard referencing. With expert academic support, you can submit a high-quality assignment confidently and achieve stronger grades.
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