ASSESSMENT TASK:

Scenario

You and your partner have been dispatched to a residential area in Yas island for a patient that has a severe headache. The patient is a 67-year-old female that lives alone. She says that she was sitting on her bed watching TV when she had a sudden headache that would not go away. She says she tried to call 999 but was struggling to speak. She also says that her face feels funny.

His vitals are as follows:

  • GCS 15/15
  • BP154/102 mmHg
  • HR 102 bpm
  • CRT less than 2 seconds
  • HGT 9.6 mmol/l

Her medical history includes:

  • Signs and symptoms – sudden headache. Severe pain coming from the frontal lobe.
  • Allergies – No allergies
  • Medications – She is on insulin and hypertension medication
  • Past medical history – She was diagnosed with type II diabetes when she was a child and has been diagnosed with hypertension.
  • Last meal – She last ate dinner at 20H00 (it is now 22H00)
  • Events – She was just sitting when the headache started

Physical examination includes:

  • Pupils – Right pupil is non-reactive to light, left pupil is
  • Head – Facial droop of the righthand-side
  • Neck – normal, no distended neck veins and trachea central
  • Chest – bilaterally clear air entry
  • Abdomen – soft, non-tender
  • Limbs – Arm drift on righthand-side. Decreased strength on right hand and foot.

In a short essay of not more than 800 words, answer the following questions:

  1. Describe in detail how you would treat and manage this patient. Include any procedures or medications you would like to provide for the patient. Also, include a brief description of the hospital treatments for this condition.

Note: you do not need to describe how to perform the procedures in your essay, you can assume the markers will know how to do the procedures. You just need to describe what you are going to do.

  • Discuss the pathophysiology of the patient’s condition.
  • Describe what type of facility you would like to transfer the patient to.
  • Finally, conclude your essay by saying if you would call for an Advanced Paramedic to assist you and justify your decision.

ASSESSMENT GUIDELINES:

Please adhere to to the following submission requirements.

  • Written reviews are to be submitted in typed format. No hand written submissions will be accepted.
  • Submission are to be done electronically (MicrosoftWord® format) via SafeAssign in BlackBoard Learn – HEM 2015 ASSESSMENTS page.
  • Font – Arial
  • Font size – 11
  • Line spacing 1.5
  • Word limit 800 words
    • Cover page and References List (at the end) NOT INCLUDED in word count
  • DUE DATE: Thursday 25 March 2021, 12 pm

REFERENCING

  • The only acceptable referencing style is APA. A guide to APA Reference Style methods are available from the following website: (https://lib.nmu.edu/help/citation-tools).
    • Assistance with referencing and academic writing is available from the HCT Library Centre which is available for support via distance learning. Please refer to the HCT webpage for campus contact details.
    • Visit http://libraries.hct.ac.ae/ and click on the RESEARCH tab and then the REFERENCING tab for a guide on the legal use of information.
    • Include at least 5 references for this review.
Final submission Via BLACKBOARDThursday 25 March 2021, 12 pm

MARKING RUBRIC

DiplomaA gradeB gradeC gradeD gradeF grade
Level 2000100 – 87 %86 – 77 %77 – 70 %69 – 60 %59 – 0%30 – 39%29 – 0%
HCT Grade Descriptor.Achievement that is outstanding relative to the course requirements.Achievement that is significantly above the course requirements.Achievement that satisfactorily meets the course requirements.Achievement that minimally meets the course requirements.Achievement that does not meet requirements.
General Descriptor.Work of an exceptional standard that demonstrates evidence of the following.Work of a very high standard that demonstrates evidence of the following.Work of a good standard that demonstrates evidence of the following.Work of an adequate standard but limited in scope which demonstrates evidence of the following.Work that is unacceptable due to the following    
Organisation and presentation 20%Excellently presented. Writing is logically organised with a clear structure throughout. Topic focus is clear.  Very good presentation. Well-structured with regards to the task set. The focus is clear and well applied to the topicGenerally good organisation and presentation. There are attempts to give logical structure and provide a focus for the whole assignment, but at times this is not consistent and goes off topic.Adequate organisation and presentation. The introduction is present, but there is limited structure and/or focus to the assessment task.  Disorganised or poorly presented with no organisation and lacks structure. The presentation appears confusing.    
Knowledge & understanding 40%  There is an exceptional grasp of the knowledge covered in this course. Your work exceeds that of the assessment brief/ for this assessment task.  Your work shows very good understanding and knowledge of the material covered in this course. Your work meets all the of the assessment brief for the assessment task.  Your work shows a good knowledge and understanding of the material covered in this course. Your work meets most the of the assessment brief for the assessment task.  Your work shows that you have gained a basic knowledge and understanding of the material covered in this course. Your work meets the minimal outcomes of the assessment task.Your work shows only a limited knowledge or understanding of the material covered in this course. Your work also does not meet many of the assessment brief for the module.  Your work shows little knowledge or understanding of the material covered in this course. Your work also does not meet the assessment brief of the assessment task.
Discussion/ Analysis 30%  Your work shows that you have a good ability to analyse key concepts that goes beyond the theories and concepts studied.   Excellent ability to apply theory to practice  Your work shows that you are able to consistently discuss ideas using the principles, concepts and approaches that we covered in the course.   Very good ability to apply theory to practice.Your work tends to be descriptive, with only limited discussion using the principles, concepts and approaches that we covered in the course.   Satisfactory ability to apply theory to practice.  On the whole your work is descriptive, rather than discussing the issues, and you have made a number of assertions without any evidence to back up your arguments.   Limited application of theory to practice.Your work is descriptive and shows no attempt to discuss ideas or arguments. There are some inaccuracies in your work and it is not always logical or coherent   No application of theory to practice.Your work is descriptive and shows no attempt to discuss ideas or arguments. Some of your work is irrelevant and it is not always logical or coherent   No application of theory to practice (where appropriate).  
Literature & referencing 10%  Your work demonstrates an excellent ability to follow good academic practice in terms of citation and referencing at this level. It is clear that you have read widely around this subject/topic.All of your work shows good academic practice in terms of citation and referencing, There is good evidence of wide reading around the subject/topic, some additional reading could be included.Most of your work shows good academic practice in terms of citation and referencing, There is some evidence of reading around the subject/topic, but further reading would enhance this assessment task.Your work shows some evidence of good academic practice in terms of citation and referencing, but this is not always consistent throughout.  Your work is limited regarding good academic practice in terms of citation and referencing.  Your work has not followed good academic practice in terms of citation and referencing.  Evidence of plagiarism or academic misconduct. Follow procedure to determine level of academic misconduct and appropriate action and grading.

References:

  • Andrade, H. 2000. Using rubrics to promote thinking and learning. Educational Leadership 57, no. 5: 13–18.
  • Arter, J., and J. Chappuis. 2007. Creating and recognizing quality rubrics. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall.
  • Reddy, Y., & Andrade, H. (2010). A review of rubric use in higher education. Assessment & Evaluation in Higher Education, 35(4), 435-448.
  • HCT Directive (04)/2016: Assessment and Grading Procedures
  • HCT e-Student Handbook, 2019-2020

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