92443 Optimising Care In Chronic Conditions

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92443 Optimising care in Chronic Conditions
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So the news I was anticipating came today. Having my father and brother experience the same fate, I somehow thought I might be immune and that God would spare me. They say you have a 50% chance of getting it if only one parent has the abnormal chromosome. I lucked out. Having polycystic kidney disease run in the family is like a lottery, yeah so I find out I have it, but then it like a loaded gun, how long till I am ‘end-stage’ and need to go on dialysis?

Well I found that out today. I knew it was coming because I have been feeling terrible lately, tired all the time. My skin itches so much I have scratched it until my arms bleed. The doctor told me my bloods were getting worse (no wonder I feel so bad) and I need to make a decision about what type of dialysis I want. Decision?

I think they are going to make it for me, not that I have that much choice. To make matters worse, the doctor wants to take out both my diseased kidneys to relieve the pain and ‘make some room’ because the cysts are too big. He tried to be funny and said that if I got a transplant I would be through theatre in no time because they would not have to take my diseased kidneys out. I am not sure how that was supposed to ease my anxieties?

It seems ridiculous to suggest that anyway?

A transplant seems like a waste of time. I remember the doctor saying that the disease would come back in a new kidney so why would I bother going through all this again?

The doctor wants me to see the pre-dialysis nurse, apparently they will let me know the pros and cons of all the different types of dialysis. I know these already! Do they not think I haven’t been reading up on these on the internet for a while now? I have to see the dietician as well. Not sure when I am going to find the time to see all of these people. Don’t they know I have a job?

Draws on a scholarly selection of literature to define and explain the chronic illness and the disease trajectory. Thorough outline of the incidence and prevalence is evident with seamless integration of literature. The student writes skilfully in the third person using the literature to fully support discussion points. Complies with word count.

Draws on a scholarly selection of literature to define and discuss the chronic illness and the disease trajectory. Sound outline of the incidence and prevalence is evident with integration of literature. The student writes appropriately in the third person and uses the literature to fully support the discussion points. Complies with word count.

Draws on a selection of literature to define and discuss the chronic illness and the disease trajectory. Description of the incidence and prevalence is evident with integration of literature. The student writes in the third person however some points may not be supported by the literature.

Some appropriate scholarly literature accessed to explain the chronic illness and the disease trajectory. Limited outline of evidence of incidence and prevalence. The student writes in the third person, however many of the discussion points are not supported by the literature.

Minimal appropriate scholarly literature accessed to explain the chronic illness and the disease trajectory. Little or no outline of incidence and prevalence. The discussion points are written in the third person but are unsupported by the literature.
Does not comply with word count.

Relevant elements of the person’s background life story and ethnic or cultural background are creatively, clearly and comprehensively described. The clinical information and details about the person’s ethic or cultural background are accurate and it is evident that the student is well informed and has thoroughly researched these topics. The student writes fluently using a first person narrative style.

Relevant elements of the person’s background life story and ethnic or cultural background are clearly and comprehensively described. The clinical information and details about the person’s ethic or cultural background are correct and it is evident that the student is informed and researched these topics. The student writes appropriately in the first person and uses the literature to support the discussion points.

Relevant elements of the person’s background, life story and ethnic or cultural background are described, but more details could have been provided by writing concisely. Clinical information and details about the selected ethnic or cultural background is very basic and lacks identified research or evidence. The student writes in the first person however some points may not be supported by the literature.

Some relevant elements of the person’s background, life story and ethnic background are not evident, unclear or incomplete. Clinical information and details about the selected ethnic background lacks detail and no research is identified. The student writes in the first person, however much of the discussion is not supported by the literature.

Relevant elements of the person’s background, life story and ethnic background are not described. Clinical information and details about the selected ethnic background are inaccurate and no/minimal research is identified. The discussion is written in the first person but is unsupported by the literature and is based on personal opinion.

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