NURS427 Long-term Conditions: Pathophysiology and Management Assignment One Brief 2026 | University of Otago Module Title NURS427 Long-term Conditions: Pathophysiology and Management

NURS427 Long-term Conditions: Pathophysiology and Management Assignment One Brief 2026 | University of Otago

Module Title NURS427 Long-term Conditions: Pathophysiology and Management Word Count 3000 Assessment Title Assignment 1 NURS427 One Assignment Brief  NURS427 Long-term Conditions: Pathophysiology and Management / NĀHI 427 Mate Mauroa – Mātai Tukumate- Whaiaroaro me te Whakahaere Assignment 

Collaborative Care Plan (for a patient with a long-term condition)

Submission Date:  Thursday 2 April 2026

Submission Details:  via Moodle before 5.00pm

Word Limit:  3000

Assignment Weighting: 30%

This assessment meets learning outcomes:  1, 2, 3, 4, 5, 6

Turnitin check required:   Yes

Learning Outcomes Critically appraise aetiology, epidemiology, pathophysiology and clinical manifestations of long-term health conditions with respect to gender, age, ethnicity, chronicity, multi-morbidity and apply this knowledge in practice to ensure optimal patient outcomes. Critically appraise clinical manifestations of pathophysiology states and common conditions to inform clinical reasoning and decision making in clinical practice. Show evidence of supporting individuals with long-term health conditions to achieve and maintain optimum health throughout their illness trajectory. Critically analyse factors which contribute to risk with chronic disease and multi-morbidity to promote management strategies for health and wellbeing. Accurately inform and assist individuals to reduce their risk through integrated care planning and education. Critique and develop the role for nurses in long-term condition management and how the Registered Nurse role relates to other team members. Purpose The aim of this assignment is to develop and demonstrate your skills in writing a patient case and planning collaborative comprehensive care for patients while considering the wider picture of long-term conditions.

Note: Ethics Informed consent: You will need to gain the informed consent (verbal is sufficient) of the patient and where applicable, their family/whānau. Consent includes acknowledgement that the information will be used in an assignment. You are not to conduct research. Do not audio record any interviews. Use pseudonyms in any written notes and de-identify all other potentially identifying information.

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Request to Buy Answer Process Present a patient profile of someone who has experienced a long-term condition: Include a comprehensive assessment of the patient’s history and their current health status. Discuss the pathophysiology of the condition. If another acute or long-term condition(s) exists, mention it in your assessment but only focus on one long-term condition. Formulate a collaborative care plan which displays; interdisciplinary collaborations, strategies to address the patient’s long-term condition, their overall wellbeing and if appropriate, the needs of their family/whānau. In the above care plan, include education considerations that closely align with self-management principles. Evaluate the effectiveness of the care plan by referring to an appropriate framework. Relevant literature about evidence-based practice and clinical guidelines are to be integrated throughout the assignment. To align with the collaborative care plan, please cite either the: o Standards of Competence for Registered Nurses (2025) (Nursing Council of

New Zealand) or the  o Competencies for RN Prescribers – If you are working towards this scope of practice.

Please note, in the event you do not have access to a suitable patient, there is the option to use a patient profile provided by the Department. 

Grading Of NURS427 Assignment 1 – Collaborative Care Plan Domain A Grade (80–100%) B Grade (65-79%) C Grade (50-64%) D Grade (Below 50%)    

Content

50%

The work is scholarly and presents a systematic and full representation of the literature relevant to the topic. Extensive and comprehensive assessment and care plan with differential diagnosis consistent with scope. Clear definition of parameters of the assignment. Clear integration of source materials including literature, and policies for example. Comprehensive (but not extensive) information given regarding the analysis of the chosen topic. Reasonably clear definition of parameters of the assessment and plan with differential diagnosis. Relevance of literature application to the assignment is clear. Uses a range of source materials in an appropriate way. Appropriate and adequate information given regarding the analysis of the chosen topic, however aspects are missing from the assessment and care plan including differential diagnosis for example. A reasonable attempt is made to integrate sourced material into report, however the linkage of ideas and integration of material lacks coherence or is incomplete. While the overall standards of work are satisfactory there are academic or information organisation flaws. Insufficient information given with regard to analysis of the chosen issue. Inadequate definition of the parameters of the work. Lack of integration into the literature. Major flaws in the academic style or information organisation.    

Cognitive

Skills

40%

Concise analysis / critique of the chosen issue and presentation of ideas in a way that develops sequential sound and well supported reasoning. The introduction places the topic within an appropriate context and clearly indicates the line of reasoning within the assignment. The conclusion identifies key findings, indicates their relevance and recommendations are provided for consideration. Synthesis of key findings is clearly demonstrated through comparisons of findings across the literature. There is clear identification of both supportive, congruent ideas, within specific context or areas of inquiry. Ideas are generally presented logically with a clear and sequential line of reasoning. The introduction provides some attempt to place the topic within an appropriate setting along with some sense of the line of reasoning to be developed. The conclusion briefly outlines findings. Analysis is demonstrated through extraction of key ideas and findings from literature with responsiveness to questions such as who, what, how and why. There is identification of an appropriate range of literature and other resources. There is an apparent attempt to develop a logical, sequential line of reasoning but this is not fully developed. The introduction provides a broad orientation to the topic. The conclusion provides an overview of the assignment rather than identification of findings. Description is provided of literature in which material summarises areas of interest and concern though lacking a sequential line of reasoning. Ideas are disjointed with little or no evidence of support for a central argument. The academic style has considerable limitations. The work lacks important structure, such as an introduction or a conclusion.    

Presentation

10%

The assignment reads well, there are few errors in grammar, spelling or referencing. The structure is clear and support is provided by a framework such as use of headings. In text referencing and reference list are provided appropriately and the overall presentation is consistent with APA 7th guidelines. Within word limit. The assignment reads well with few errors in grammar, spelling or referencing. The structure is sound and some support is provided by a framework such as use of headings. In text references and reference list are, for the most part, appropriately provided and consistent with APA 7th guidelines. Within word limit.

The assignment has some structure with several errors in grammar, spelling or referencing. Some thought has been given to layout but it is not fully supportive in the assignment. Within word limit.

The assignment has minimal structure with repeated errors in grammar, spelling or referencing. There is little evidence of layout being selected to support the assignment.