Applying Levett-Jones’ Clinical Reasoning Cycle to Gerontology Care Deterioration Assessment

Assessment

Description

The purpose of this assessment task is to provide students with the opportunity to demonstrate their comprehension of the introductory theoretical components of Gerontology nursing practice. Students are required to apply Levett-Jones’ Clinical Reasoning Cycle to analyse and present a case of clinical deterioration in a Gerontology Patient from their practice area, the chosen case is subject to approval from the Unit Educator. This task enables students to critically integrate theoretical knowledge with clinical reasoning, supporting safe, evidence-based decision-making in care.

Objective

Requirements As part of this assessment task, students are required to prepare a 10-minute video presentation based on a case of clinical deterioration in a Gerontology Patient , analysed through the application of Levett-Jones’ Clinical Reasoning Cycle. The presentation must be supported by PowerPoint slides, include evidence-based content, and submitted to Turnitin. All references require a working DOI for journal articles, and all other sources require a working URL. Refer to the referencing style guidefor further information. 

Presentation Skills

Speak clearly and confidently, maintaining a professional tone and pacing. Use language appropriate for a postgraduate nursing audience. Engage the audience with clear structure, logical flow, and visual support. Adhere to the 10-minute time limit. Students are strongly encouraged to practice their talk and time themselves.

Academic Mentor’s Step-by-Step Approach to the Assessment

The Academic Mentor guided the student through a structured and supportive process to ensure all assessment criteria were met effectively.

Step 1: Understanding the Assessment Purpose

The mentor first explained the overall objective of the assessment, emphasising the importance of demonstrating clinical reasoning, theoretical integration, and professional communication skills within a gerontology nursing context.

Step 2: Case Selection and Approval

The student was supported in identifying an appropriate case of clinical deterioration in a Gerontology patient from their practice area. The mentor ensured the case was relevant, ethically appropriate, and suitable for analysis before seeking Unit Educator approval.

Step 3: Applying Levett-Jones’ Clinical Reasoning Cycle

The mentor guided the student through each stage of Levett-Jones’ Clinical Reasoning Cycle, explaining how to:

• Consider the patient situation
• Collect and interpret relevant cues and information
• Identify and prioritise problems
• Establish goals
• Take and evaluate nursing actions
• Reflect on the outcomes and learning

Each step was linked clearly to the selected case to demonstrate logical clinical reasoning.

Step 4: Developing Evidence-Bavsed Content

The mentor assisted the student in sourcing credible, peer-reviewed literature to support clinical decisions. Guidance was provided on integrating evidence into the presentation and ensuring all references met DOI and URL requirements.

Step 5: Structuring the PowerPoint Slides

The mentor advised on creating concise, well-organised slides that aligned with the verbal presentation. Emphasis was placed on clarity, visual support, and maintaining a logical flow that matched the clinical reasoning cycle.

Step 6: Enhancing Presentation Skills

The student was coached on professional presentation delivery, including:

• Clear and confident speech
• Appropriate pacing
• Use of professional, postgraduate-level language
• Adherence to the 10-minute time limit
  The mentor strongly encouraged rehearsal and timing practice to ensure compliance with assessment expectations.

Step 7: Final Review and Submission

Before submission, the mentor reviewed the presentation to ensure alignment with the marking criteria, academic integrity standards, and Turnitin requirements.

Outcome Achieved and Learning Objectives Covered

Final Outcome:

• A structured 10-minute video presentation supported by clear PowerPoint slides
• Accurate application of Levett-Jones’ Clinical Reasoning Cycle to a real clinical case
• Strong integration of evidence-based nursing literature
• Professional presentation delivery meeting postgraduate standards

Learning Objectives Achieved:

• Application of theoretical frameworks to clinical practice
• Development of clinical reasoning and critical thinking skills
• Use of evidence-based decision-making in gerontology nursing
• Improvement of academic presentation and communication skills
• Understanding of professional and ethical academic requirements

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