ADN08118 Essential Theory and Skills for Adult Health Practice (3B)

Chronic Obstructive Pulmonary Disease COPD

copd assessment


Matriculation Number


Cohort Intake




Tutorial Group 




Allocated Condition



Word Count




Date of Submission


date / month / year



(Yes / No)


copd assessment






Cover Sheet

Please use this coversheet when you have completed your learning portfolio and before you submit it to Turnitin to ensure you have included all the required information and it is correctly formatted using the guidelines below.


Learning Portfolio


  • Introduction


  • LE1 Pathophysiology


  • LE2 Role of the Nurse in the Patient Journey


  • LE3 Reflection on Breaking Bad News


  • Conclusion
  • References



Formatting and Presentation


  • Line spacing: 1.5


  • Text aligned: Left


  • Font type: Arial


  • Font size: 12


















The purpose of this educational portfolio is to enable you to identify and achieve the prescribed learning outcomes of this module, ADN08118 Essential Theory and Skills for Adult Health Practice (3B).


Learning Outcomes

The learning outcomes are as follows:

LO 1 – Explore the impact that an alteration in health and well-being can have on adults across the lifespan.

LO2 – Utilise the research and evidence base to develop the knowledge and skills required to assess, interpret and respond to alterations in health and wellbeing in adults.

LO3 – Examine the local, national and international guidelines that inform healthcare provision for adults with long-term alternation in health status.

LO4 – Develop knowledge and understanding of compassionate communication techniques that establish effective communication with adults with an alteration in health status.

LO5 – Consider the benefits and scope of working co-productively with individuals with an alteration in health status and their families/carers across the lifespan within health and social care settings.


You will be required to provide evidence of achievement for each learning outcome within your portfolio.


What is an educational portfolio?

“An educational portfolio attempts to connect and relate the student’s learning experiences to professional practice and competencies. An educational portfolio may contain a collection of items that demonstrate personal reflections, skills, knowledge and accomplishments as evidence of a student’s progress and learning.” (Hill, 2014)


Educational portfolios are grounded in problem-based learning (Kunkle, 2009). This approach allows students to search and discover while they are learning. Students learn by active questioning, discussions, problem solving and critical thinking. Students search out information and assess its relevance, leading to the use of reflection.



Evidence of Achievement of Learning Outcomes

Your portfolio requires to be written in an academic style at Scottish Credit and Qualifications Framework (SCQF) Level 8.

Student services and the library also provide support around academic writing.


Academic Evidence

You must produce academic evidence within your portfolio of your achievement of the learning outcomes for this module. This should include references of nursing and health related books and journals along with reports, publications and websites from high quality, reliable sources.


Completing your Portfolio

To complete your portfolio you MUST use this template. In order to successfully populate your portfolio with evidence you will need to engage with the module content on Moodleandattend the lectures, tutorials and clinical skills.


Once completed, your portfolio will be submitted electronically via Turnitin. Refer to Moodle for guidance on submission of your portfolio via Turnitin (details will also be covered in tutorials).



  • Hill, T. L. (2012). The portfolio as a summative assessment for the nursing student.Teaching and Learning in Nursing7(4), 140-145.
  • Kunkle, J. (2009). The clinical portfolio: An assessment tool for clinical student learning. Radiologic Science and Education, 14(1), 3−8.








Learning Portfolio Assessment


Briefly introduce your allocatedlong-term condition. This should include a definition of what a long-term condition is and an explanation of your allocated condition, along with a brief overview of its epidemiology and aetiology.

In addition, outline how you searched for academic evidence to support this learning portfolio. A search strategy describing the relevant search terms you used, the research databases you searched and the number of results you obtained should be provided using a table format.

Word Count Guide: Approximately300 words

































Portfolio Entry 1

Learning Outcome 1 will be achieved by describing the pathophysiology associated with your allocated long-term condition, supported by relevant academic literature.

You must demonstrate your ability to understand healthy human anatomy and physiology and the changes that occur when your allocated condition arises. This should include describing the changes that occur at the 1) cellular, 2) tissue/organ and 3) body system level in relation to your allocated condition. The main symptoms produced because of these changes should be briefly summarised. This learning entry must be evidence based using appropriate academic sources.

Word Count Guide: Approximately 500 words






































Portfolio Entry 2

Learning Outcomes 2, 3 and 5 will be addressed by discussing, analysing and evaluating the research and evidence base that informs holistic nursing practice when working with patients/families/carers to support someone with your allocatedlong-term condition.

You must demonstrate your ability to understand the role of the nurse duringone of the following stages of the patient journey, in relation to your allocated long-term condition:

1) assessment and diagnosis

2) management

3) disease progression and comorbidity

4) end of life care

This must include all aspects of holistic nursing practicei.e.physical, psychological,social and spiritualand focus on the role of the nursein supportinga patient and family/carer on thespecific stage of the patientjourney.Your discussion must be supported with academic evidence.

Word Count Guide: Approximately 1,700 words



























Portfolio Entry 3

Learning Outcome 4 will be addressed by writing a reflective account using Gibbs (1988) Reflective Model.A difficult conversation observed in clinical practice or in the Simulation and Clinical Skills Centre must be described and reflected upon using Gibbs (1988) Reflective Model. This should focus on the communication skills used by a member of the multi-disciplinary teamto break bad newsto a patient and/or family/carer in onescenario. For exampletransitions of care, treatment changes or loss and bereavement.This reflective account should be written in the 1st person.

Word Count Guide:750 words



Description (written in the first person)

What happened?








Feeling (written in the first person)

What were you thinking and feeling?







Evaluation (written in the first person)

What was good and bad about the experience?







Analysis (written in the 3rd person & requires supporting evidence)

What sense can you make of the situation?




































Conclusion (written in the first person)

What else could you have done?













Action Plan (written in the first person)

If it arose again what would you do?







Summarise the key aspects discussed in the portfolio and the implications for future nursing practice.No references are required in the conclusion. The conclusion should be written in the third person.

Word Count Guide:approximately 250 words





































Please include a list of the references you used in your learning portfolio here. These must follow the APA7th referencing style and be written in alphabetical order by first author’s surname.





































Gibbs (1988) Reflective Model


Reflection allows you to think about the things you have seen and done and to consider whether you were satisfied with your performance or whether you would handle the situation differently in the future.In order to complete the reflection element of your portfolioplease use Gibbs reflective model (1988) below to structure your reflective account.


Gibbs (1988)Reflective Model


What happened?












What sense can you make of the situation?


What were you thinking and feeling?


What else could you have done?

Figure adapted from:

Rolfe, G., Freshwater, D. & Jasper, M. (2001).Critical reflection for nursing and the helping professions, a user’s guide. London: Palgrave.


What was good and bad about the experience?

Action Plan

If it arose again what would you do?































  • Gibbs, G. (1988). Learning by Doing: A guide to teaching and learning methods. Oxford: Oxford Polytechnic Further Education Unit.
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