HB006 Bachelor of Nursing / Bachelor of Midwifery & Bachelor of Nursing / Bachelor of Psychological Science – Integrated Care Assignment

This assignment brief is designed for students enrolled in HB006 Bachelor of Nursing / Bachelor of Midwifery (double degree) and the Bachelor of Nursing / Bachelor of Psychological Science at La Trobe University. It focuses on integrating nursing, midwifery and psychological science knowledge to support safe, evidence-based, person-centred care across the pregnancy journey, acute care and mental health contexts in line with contemporary professional standards and Australian regulatory expectations.

Assessment Overview

Assessment type: Written case-based report with critical reflection

Length: 2,000 words (+/−10%) excluding reference list and appendices

Weighting: 40% of the unit grade

Due: Week 8 (Sunday 23:59 AEST) – submit electronically via LMS (Turnitin-enabled)

This task requires you to analyse a complex clinical scenario and demonstrate how integrated nursing, midwifery and psychological science knowledge can be applied to provide holistic, safe and culturally responsive care for women, infants, families and/or adults experiencing acute illness or psychological distress.

Learning Outcomes Assessed

On successful completion of this assessment, you will be able to:

• Demonstrate an understanding of person-centred, woman-centred and family-centred care across the continuum of pregnancy, birth, postnatal and/or acute care.
• Integrate key concepts from nursing, midwifery and psychological science to identify and respond to physical, psychological, social and cultural needs.
• Critically apply current evidence, clinical guidelines and professional standards to support safe, ethical and legally sound practice.
• Reflect on your developing professional identity and interprofessional collaboration in relation to the selected case.

Assignment Task Description

Step 1: Select and summarise a case scenario

Choose ONE of the following options:

• A maternity-focused case (antenatal, intrapartum or postnatal) involving a woman and her baby who have additional psychosocial, cultural or mental health needs.
• An acute medical/surgical or mental health case involving an adult patient where psychological factors, family context or past trauma are relevant to their presentation and care.

Your case may be drawn from:

• A de-identified clinical placement experience
• A de-identified scenario from simulation or skills lab
• A composite case from unit learning materials or published case studies

Provide a concise summary of the case (approximately 300–400 words), including:

1. Key demographic details (age, gender, parity if relevant, cultural background, social context).
2. Presenting issue and relevant history (physical, psychological, obstetric, family, social, cultural and spiritual factors).
3. Current clinical situation, including setting, primary concerns and identified risks or vulnerabilities.

Step 2: Holistic assessment and priority problems

Using an appropriate nursing and/or midwifery assessment framework, outline your holistic assessment and identify THREE priority problems (or nursing/midwifery diagnoses) for this person or family.

In this section (approximately 600–700 words):

1. Briefly describe the assessment framework used (for example, ABCDE, functional health patterns, midwifery first antenatal visit domains, biopsychosocial model) and justify why it is appropriate for this case.
2. Present key assessment findings across physical, psychological, social and cultural domains.
3. Clearly articulate THREE priority problems, explaining how they are supported by your assessment data and relevant evidence.

Step 3: Evidence-based, integrated plan of care

Develop an integrated, evidence-based plan of care for the THREE identified priority problems (approximately 800–900 words).

For each priority problem:

1. State one person-centred goal of care that is specific, measurable and realistic.
2. Outline 3–5 key nursing and/or midwifery interventions that reflect:
   • Clinical safety and risk management (e.g. maternal and fetal observation, medication safety, suicide risk, deterioration recognition). [web:13][web:21]
   • Psychological and emotional support, drawing on relevant psychological theories (e.g. stress and coping, attachment, trauma-informed care).
   • Cultural safety and respect for the person’s values, family, community and, where relevant, Indigenous perspectives.
   • Interprofessional collaboration and appropriate referral (e.g. social work, mental health, lactation consultant, Aboriginal health worker, psychology).
3. Support each intervention with current, peer‑reviewed evidence, national guidelines or professional standards (minimum of two scholarly sources per problem).

Step 4: Professional reflection

Provide a brief reflective component (approximately 300–400 words) that addresses:

1. Your emerging professional identity as a nurse and future midwife or nurse with psychological science training in relation to this case. [web:12][web:15][web:17]
2. How this case challenged or reinforced your assumptions about pregnancy, birth, mental health, family-centred care or acute illness.
3. Strategies you will use to strengthen your ability to provide safe, ethical, evidence-based and culturally responsive care in similar scenarios.

Structure and Presentation

Present your assignment as a clearly structured academic paper:

• Introduction (outline the purpose and structure of the paper; introduce the case and its relevance to nursing, midwifery and psychological science).
• Body sections aligned with Steps 1–3 above, using concise subheadings.
• Reflective section (Step 4) clearly signposted.
• Conclusion (short synthesis of the key insights and practice implications; no new literature).

Use the following presentation standards:

• 12-point font, 1.5 line spacing, standard margins.
• Page numbers in footer.
• Use La Trobe Harvard or APA 7th referencing style consistently as directed by your subject coordinator.
• Include a correctly formatted reference list of recent, high‑quality sources (2019–2025) from peer‑reviewed journals, clinical guidelines and textbooks.

Academic Integrity

You must adhere to La Trobe University’s policies on academic integrity and professional conduct.

• Do not use real names or identifying details; de-identify all patient, staff and facility information.
• Avoid plagiarism and collusion; paraphrase appropriately and cite all ideas, evidence and frameworks.
• Do not submit work generated by AI tools as your own; all analysis, reflection and synthesis must be authored by you.

Marking Rubric (40%)

1. Case selection and summary – 10%

• High Distinction (8.5–10): Case is highly relevant, clearly de-identified and richly described, with concise integration of physical, psychological, social and cultural context. Clear alignment with nursing, midwifery and/or psychological science scope.
• Credit–Distinction (6.5–8): Case is appropriate and mostly well described with minor gaps in context or clarity.
• Pass (5–6): Case is adequate but limited in contextual detail or link to professional scope.
• Fail (<5): Case is unclear, inappropriate, insufficiently de‑identified or not within scope.

2. Holistic assessment and priority problems – 25%

• High Distinction (21–25): Assessment is comprehensive and logically structured using a clearly justified framework; three priority problems are precise, well rationalised and strongly supported by assessment data and current literature. [web:18][web:21]
• Credit–Distinction (16–20): Assessment is detailed with clear framework use; priority problems mostly well justified with minor gaps.
• Pass (12–15): Assessment addresses main issues but lacks depth or integration; priority problems somewhat generic or weakly supported.
• Fail (<12): Assessment is superficial, disorganised or incomplete; priority problems absent, unsafe, or not linked to assessment.

3. Evidence-based integrated care plan – 40%

• High Distinction (34–40): Goals of care are specific and patient/family-centred; interventions are safe, holistic and clearly integrate nursing, midwifery and psychological science perspectives; strong use of recent, high‑quality evidence and guidelines with critical appraisal. [web:15][web:18][web:21]
• Credit–Distinction (26–33): Goals and interventions are appropriate and mostly integrated; good evidence support with minor gaps or limited critical insight.
• Pass (20–25): Goals and interventions address core needs but focus mainly on one dimension (e.g. physical) with limited holistic integration; evidence use somewhat basic.
• Fail (<20): Plan is incomplete, unsafe, non-evidence-based or not aligned with professional standards.

4. Professional reflection – 15%

• High Distinction (13–15): Reflection is insightful, honest and clearly linked to the case, demonstrating deep engagement with professional identity, values, bias awareness and ongoing development strategies.
• Credit–Distinction (10–12): Reflection is thoughtful and relevant but less critically developed.
• Pass (7–9): Reflection identifies learning but remains largely descriptive.
• Fail (<7): Minimal or absent reflection; no meaningful link to practice or professional growth.

5. Academic writing and referencing – 10%

• High Distinction (8.5–10): Writing is clear, coherent and well organised; academic tone consistently maintained; referencing accurate and consistent throughout; minimal or no language errors.
• Credit–Distinction (6.5–8): Writing mostly clear and logical; minor issues with expression or referencing.
• Pass (5–6): Writing understandable but with noticeable structural or grammatical issues; referencing mostly correct.
• Fail (<5): Poor expression and structure; referencing inaccurate or largely absent.

This assignment brief supports La Trobe University nursing, midwifery and psychological science students to develop integrated, evidence-based, person-centred care skills while preparing for registration and contemporary Australian clinical practice.

It aligns with current professional standards, clinical placement expectations and best-practice care models across maternity, acute and mental health settings to strengthen safe, reflective and holistic care.

Developing Holistic Care Plans and Evidence-Based Case Study Assignment for Nursing, Midwifery and Psychological Science Students

References

1. Australian College of Nursing 2024, Person-centred care: Position statement, Australian College of Nursing, Canberra, viewed 24 December 2025, https://www.acn.edu.au/advocacy-policy/position-statement-person-centred-care.​

2. Happell, B, Platania-Phung, C & Scott, D 2013, ‘Physical health care for people with mental illness: Training needs for nurses’, Nurse Education Today, vol. 33, no. 4, pp. 396–401, https://doi.org/10.1016/j.nedt.2013.01.015.​

3. Happell, B, Platania-Phung, C & Scott, D 2019, ‘Impact of nurse-led initiatives on physical health outcomes for people with mental illness: A systematic review’, International Journal of Nursing Studies, vol. 97, pp. 120–128, viewed 24 December 2025, summarised in Alruwaili 2024, http://www.glandsurgery.net/index.php/GS/article/download/84/81.​

4. World Health Organization 2022, WHO recommendations on maternal and newborn care for a positive postnatal experience, WHO, Geneva, viewed 24 December 2025, summarised in BMJ Global Health 2023, https://gh.bmj.com/content/8/Suppl_2/e010992.​

5. Mwebe, H 2017, ‘Should we or shouldn’t we? Mental health nurses’ views on physical health care of mental health consumers’, Journal of Psychiatric and Mental Health Nursing, vol. 24, no. 7, pp. 543–553, viewed 24 December 2025, via Semantic Scholar: https://www.semanticscholar.org/paper/Physical-health-monitoring-in-mental-health-a-study-Mwebe.​

6. Newton, MS, McLachlan, HL, Willis, KF & Forster, DA 2018, ‘The emotional and professional wellbeing of Australian midwives: A comparison between those working in caseload midwifery and standard care’, Women and Birth, vol. 31, no. 1, pp. 38–43, https://pubmed.ncbi.nlm.nih.gov/28697882/.