Critical Evaluation of a Contemporary Care Practice in Gerontological Nursing Essay Written Assessment 2

Assessment 2

Description

Critically Argue a Care Practice in Your Specialty Area. In this assignment, you are required to write an argumentative essay that critically analyses a current or commonly used care practice in Gerontology nursing. The purpose is to demonstrate your ability to evaluate evidence, question routine or accepted practices, and present a well-reasoned argument either for or against a particular clinical approach or intervention within your area of specialisation and the community.

Your essay must:

• Clearly state a position (support or challenge the practice).
• Provide a balanced critical analysis of the rationale behind the practice.
• Draw on current peer-reviewed evidence (≤ 5 years).
• Consider clinical guidelines, social and community context, [ethical and legal considerations], and potential impacts on [Gerontology]
• Demonstrate critical thinking and advanced academic writing skills.

Objective

This assessment aims to provide students with the opportunity to critically examine and argue a care practice relevant to Gerontology nursing. Students will select a Gerontology care practice and construct a well-supported argumentative essay that critically evaluates the practice's rationale, benefits, limitations, and clinical implications using current research and professional standards.

Brief Summary of Assessment Requirements

Assessment 2: Critically Argue a Care Practice in Gerontology Nursing requires students to write an argumentative essay that critically examines a current or commonly used care practice within Gerontology nursing. The core aim of the assessment is to assess the student’s ability to question routine clinical practices, evaluate contemporary evidence, and present a justified position either supporting or challenging the selected care practice.

Key pointers that must be addressed in the assessment include:

• Clear identification of a Gerontology nursing care practice
• A clearly stated position (either in support of or against the practice)
• Critical evaluation of the clinical rationale underpinning the practice
• Use of current peer-reviewed literature published within the last five years
• Consideration of relevant clinical guidelines and standards
• Discussion of ethical, legal, social, and community-based implications
• Analysis of the impact of the care practice on older adults and Gerontology outcomes
• Demonstration of advanced critical thinking and academic writing skills

The assessment focuses on building evidence-based reasoning and strengthening students' ability to construct well-supported clinical arguments grounded in professional practice.

Academic Mentor’s Step-by-Step Approach

The academic mentor supported the student through a structured and guided process to ensure all assessment criteria were met effectively.

Step 1: Understanding the Assessment Purpose

The mentor first clarified the objective of the assignment, emphasizing that this was not a descriptive essay but a critical and argumentative task. The student was guided to understand the importance of questioning accepted practices in Gerontology nursing using evidence-based reasoning.

Step 2: Selection of Care Practice

The student was assisted in selecting a relevant and commonly used Gerontology care practice that had sufficient current research available. The mentor ensured the practice chosen was appropriate for critical debate and aligned with community and clinical care settings.

Step 3: Defining the Argumentative Position

The mentor guided the student in deciding whether to support or challenge the chosen practice. This step focused on developing a clear and defensible position that would remain consistent throughout the essay.

Step 4: Evidence Collection and Evaluation

The mentor supported the student in identifying recent peer-reviewed studies (within five years), clinical guidelines, and professional standards. Emphasis was placed on evaluating the quality of evidence, comparing differing viewpoints, and avoiding one-sided arguments.

Step 5: Structuring the Critical Analysis

Each section of the essay was planned in advance:

• Introduction outlining the care practice and position
• Critical discussion of the rationale and benefits
• Examination of limitations and risks
• Ethical, legal, social, and community considerations
• Implications for Gerontology nursing practice
• Conclusion, reinforcing the argument with evidence

The mentor ensured logical flow and a strong academic tone across sections.

Step 6: Refinement of Academic Writing

The mentor provided guidance on clarity, coherence, and academic language, ensuring the essay demonstrated advanced critical thinking rather than simple summarisation. Referencing accuracy and alignment with academic standards were also reviewed.

Outcome Achieved

Through structured mentoring, the student produced a well-argued and evidence-based critical essay that:

• Clearly articulated a position on a Gerontology care practice
• Demonstrated balanced critical analysis using recent research
• Integrated clinical guidelines and ethical considerations
• Addressed real-world implications for older adult care
• Met all assessment criteria and academic standards

Learning Objectives Covered

This assessment successfully addressed the following learning objectives:

• Critical evaluation of Gerontology nursing practices
• Application of evidence-based nursing principles
• Advanced academic and argumentative writing skills
• Ethical and professional reasoning in clinical contexts
• Ability to challenge routine practices using scholarly evidence
• Integration of social, community, and legal perspectives in care delivery

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