NI523 Approaches to Nursing Adults with Long Term Conditions Assignment Workbook 2026 | UOB

NI523 Assignment Workbook

A Student’s Guide to the Reflective Case Study

Introduction

Welcome to your NI523 Assignment Workbook. This guide is designed to be your companion throughout the assignment process. Its purpose is to help you break down the task into manageable steps, prepare for each support workshop, and build the foundations for a successful final submission.

You will get the most benefit from this process if you work through and update this workbook throughout the module and each of the dedicated assignment workshops. By actively engaging with the activities inside, you will develop your ideas, refine your writing, and gain a clear understanding of what is required to excel in this reflective analysis.

This workbook is, however, totally optional – it is for you to decide how this will best support you in your assignment development. It is written with the intention of you being able to start at the beginning and work through systematically (in line with the in-person teaching events) OR to dip in to whichever sections YOU feel would be most beneficial to you.

Contents

• Part 1: The Assignment Journey – Introduction & Workshop Planner
• Part 2: Deconstructing the Assignment & Forming Initial Ideas – Deconstructing the task and forming your initial ideas.
• Part 3: The Marking Criteria – Understanding what we’re looking for and how to achieve higher grades.
• Part 4: Preparing for the Formative Peer Assessment – Preparing for and learning from feedback.
• Part 5: Deepening your Analysis – Post-Workshop Activities – Further building on your formative ideas with reflections from subsequent workshops
• Appendix: Pre-Submission Checklist

Part 1: The Assignment Journey – Introduction & Workshop Planner 

This module includes a series of workshops designed to support you at each stage of the assignment. Use this planner to track your progress.

Part 2: Deconstructing the Assignment & Forming Initial Ideas

Resources for this section are on My Studies in the Assessment Information section. There are resources in the subsection entitled Assessment Briefs and Marking Criteria and also the section for the first workshop, where the assignment is introduced, entitled Assignment Workshop – the good, the bad and the ugly:

Activity 2.1: Deconstructing the Core Task

The assignment title contains all the key instructions you need. In the boxes below, write down what each key phrase means to you in your own words.

“The student will write a reflection on their nursing decision making in the assessment and planning of the complex care needs of an adult to live well with a long-term health condition and include analysis of the evidence base of two care needs.”

My understanding of…

Activity 2.2: Initial Case Study Brainstorm

You have three options for your case study. Use this space to think about which you might choose and why.

Which option are you leaning towards? (Circle one)

1. A patient from my clinical practice
2. A provided paper-based case study (e.g., Seb)
3. A family member or person I know

Initial Ideas & Rationale:

(Who are you thinking of? What are their long-term conditions? What care needs might you prioritise? Why would they be a good subject for this assignment?)

Confidentiality Pledge: I understand that I must anonymise all details of my chosen individual and include a confidentiality statement in my assignment, as per the NMC Code (2018).

Signature: _________________________

Activity 2.3: Identifying & Prioritising Care Needs (The Funnel Approach)

Let’s use the Seb case study as an example. From the summary, list as many potential care needs as you can in the top of the funnel.

All Potential Care Needs for Seb:

Now that you have listed a broad range of care needs for Seb, select just two that you think are the highest priority and justify your choice below.

NB: if you’re now sure and want a bit of help with this, why not discuss it with the AI Seb on the module site. He’s in the Assessment Information section within the Case Studies folder:

Activity 2.3: Workshop 2: Learning from the Mental Health Case Study 

In this workshop, we worked through a complex mental health case study. Reflect on that process to help with your own assignment.

Part 3: The Marking Criteria

Resources for this section are on My Studies in the Assessment Information section. There are resources in the subsection entitled Assessment Briefs and Marking Criteria and also the section for the first workshop, where the assignment is introduced, entitled Assignment Workshop – the good, the bad and the ugly. This is where you will find the sample essays Peter Essays 1 to 4.

Activity 3.1: Decoding the Grade Descriptors

The marking rubric uses specific terms to distinguish between different grades. What do you think is the practical difference between them?

Activity 3.2: Marking Sample Paragraphs

In the Workshop, we looked at sample paragraphs across the four sample essays relating to one of the Marking Criteria. The sample essays are designed to reflect grade levels as follows:

• Peter Essay 1 – a “Just failed” assignment with scores in the 30-39% range in all 4 marking criteria
• Peter Essay 2 – a “Just passed” assignment with scores in the 40-49% range in all 4 marking criteria
• Peter Essay 3 – a “Merit” assignment with scores in the 60-69% range in all 4 marking criteria
• Peter Essay 4 – a “First Class/Distinction” assignment with scores over 70% in all 4 marking criteria

Activity 3.2.1 Marking Sample Paragraphs against the Knowledge and Understanding Marking Criteria

The table below shows the marking criteria at the different levels for each of the sample essays. Note the highlighted sections – these show what markers are looking for to differentiate between grade bandings:

Looking across the four sample essays will show you a progression through different grade bandings. For this marking criteria, suggested sections are:

• A: The introduction paragraph.
• B: The discussion of “social isolation” (Section C).
• C: The description of care planning/interventions (Sections B & C).

Select one of these and look at the same section across all four essays.

Use the grid below to note your reflections based on the Knowledge and Understanding criterion.

Sample Section Chosen: _________________________

Activity 3.2.2 Marking Sample Paragraphs against the Analysis and Evaluation Marking Criteria

The table below shows the marking criteria at the different levels for each of the sample essays. Note the highlighted sections – these show what markers are looking for to differentiate between grade bandings:

Looking across the four sample essays will show you a progression through different grade bandings. For this marking criteria, suggested sections are:

• A: The justification for prioritising the two care needs (Section A).
• B: The evaluation of the food/glucose diary (Section B).
• C: The analysis of the social prescribing intervention (Section C).

Select one of these and look at the same section across all four essays.

Use the grid below to note your reflections based on the Analysis and Evaluation criterion.

Sample Section Chosen: _________________________

Activity 3.2.3 Marking Sample Paragraphs against the Skills Marking Criteria

The table below shows the marking criteria at the different levels for each of the sample essays. Note the highlighted sections – these show what markers are looking for to differentiate between grade bandings:

Looking across the four sample essays will show you a progression through different grade bandings. For this marking criteria, suggested section is Section D: The Reflection.

Look at this same section across all four essays and in particular:

• Track how the reflection progresses from a superficial diary entry to a profound analysis of professional growth.
• How did the analysis within the reflection deepen?
• What was the difference in the ‘learning’ that took place?
• How did the action plan evolve?
• Note the progression from a simple to-do list (“I will use models”) to a statement of professional commitment rooted in a new philosophy of care (“commitment to a salutogenic model”).

Use the grid below to note your reflections based on the Analysis and Evaluation criterion.

Sample Section Chosen: _________________________

Activity 3.2.4 Marking Sample Paragraphs against the Communication Marking Criteria

The table below shows the marking criteria at the different levels for each of the sample essays. Note the highlighted sections – these show what markers are looking for to differentiate between grade bandings:

Now that you’ve been looking across the four sample essays at the other three marking criteria

• Structure and flow of the narrative – does it make sense for you as a reader?
• Clarity – are you clear as a reader on what the author is saying?
• Academic voice – does the author build powerful and persuasive arguments? Is so how do they do this?
• References – do these look like they are accurately following the Harvard system? Are references used to weave into the narrative to support the coherence of the argument?

Use the grid below to note your reflections based on the Communication criterion.

Sample Section Chosen: _________________________

Part 4: The Formative Peer Feedback Workshop

This section is designed to help you prepare FOR and get the most FROM the peer feedback session. The deadline for the formative submission is 31st October 2025.

 The Formative Process – An Overview 

This year, the formative is a voluntary, anonymous peer-review activity designed to help you develop your skills in giving and receiving constructive feedback.

PREPARE: Use Workshop 3 to build your essay plan and draft your writing sample.

SUBMIT: Submit your plan and sample to the designated link on My Studies by the deadline.

REVIEW: After the deadline, you will be anonymously allocated a peer’s submission to review.

FEEDBACK: You will use a simple marking guide to provide anonymous, constructive feedback. You will then receive feedback on your own work.

 Activity 4.1: Preparing My Formative Submission (Max 500 words)

Use this template to draft the two required components for your formative submission.

Part 1: Bullet Point Essay Plan (Max 150 words)

 Part 2: Sample of Writing (250 words)

Draft a paragraph from your main assignment here (e.g., your analysis of Care Need 1). Remember to include at least two references, correctly formatted in Cite Them Right Harvard style.

Activity 4.2: A Framework for Constructive Peer Feedback

When reviewing your peer’s work in the workshop, use this “3-2-1” method to provide structured, helpful feedback.

Feedback:

Activity 4.3: My Feedback Action Plan

After receiving feedback from your peers and tutors, use this space to reflect and create a clear action plan.

Part 5: Deepening Your Analysis – Post-Workshop Activities 

Workshop 4 Activity: Using Generative AI 

In this workshop, we explored how to use AI ethically and effectively. Now, apply it to your assignment.

• Take one of your chosen care needs (e.g., “managing medication adherence in a patient with low health literacy”).
• Use a generative AI tool with the following prompt: “Act as a nursing academic. Find me three recent, peer-reviewed academic papers that discuss the challenges and evidence-based interventions for [insert your care need here]. For each paper, provide a one-sentence summary of its key argument.”
• Now, find those papers on the university library database. Does the AI summary match the abstract? Use this as a starting point for your evidence search.

AI-Generated Evidence & My Evaluation:

Now, let’s apply this to support your critical thinking in your assignment.

• Take one of you’re the elements you intend to critically evaluate within your assignment – this could be your choice of nursing model (such as the Roper Logan and Tierney model), and assessment/evaluation tool (such as the MUST) or an intervention (such as CBT for depression).
• Use a generative AI tool to explore the strengths, the limitations and the alternatives for this chosen element. For example:
  • “Act as a nursing academic. Find me three academic papers that discuss the strengths or evidence for [insert your element here such, such as “the RLT model”]. For each paper, provide a one-sentence summary of its key argument.”
  • “Act as a nursing academic. Find me three academic papers that critique the limitations and challenges for [insert your element here such, such as “the RLT model”].For each paper, provide a one-sentence summary of its key argument.”
  • “Act as a nursing academic. Find me three academic papers that compare [insert your element here such, such as “the RLT model”] against a suitable alternative.For each paper, provide a one-sentence summary of its key argument.”

• Now, find those papers on the university library database. Does the AI summary match the abstract? Use this as a starting point for your evidence search.

AI-Generated Evidence & My Evaluation:

Now formulate this into a short few sentences that show you have considered the strengths, limitations, alternatives and applicability to your patient:

Workshop 5 Activity: Health Behaviour Change 

In this workshop, we discussed sustainable, person-centred care planning with a service user consultant.

Reflecting on the service user’s perspective, what is the difference between a care plan that is done to a patient versus one that is created with them?

For one of your care needs, brainstorm three ‘SMART’ goals. Now, rewrite them to be more collaborative and focused on what the patient wants to achieve.

 NB: if you’re now sure and want a bit of help with this, why not discuss it with one of tthe AI case study people on the module site. They are in the Assessment Information section within the Case Studies folder:

Workshop 6 Activity: Analysing ‘Social Murder’ 

This workshop challenged us to think about the structural and social determinants of health.

Appendix: Pre-Submission Checklist

Use this checklist, adapted from the detailed assignment guide, to review your own work before your final submission on 8th January 2026.

Adult Nursing modules:

These are all the nursing modules for which we provide assignment help, so you can complete all these modules with our team Students Assignment Help UK.

NI406-Nursing Assessment in Partnership with People

NI407-Planning Nursing Care in Partnership with People

NI408-Human Biology for Nursing

NI409-Practice Learning for Nursing Year 1

NI521-Quality Improvement Using Evidence-Based Nursing Practice

NI522-Nursing to Promote Health and Prevent Illness

NI523-Approaches to Nursing Adults with Long Term Conditions

NI524-Nursing Assessment and Management of Clinical Deterioration in an Adult

NI525-Practice Learning for Adult Nursing Year 2

NI615- Contemporary and Future Nursing Practice

NI616-Leading and Managing Nursing Care and Effective Teams

NI617-Enhanced Nursing Assessment and Clinical Decision Making

NI618-Palliative and End of Life Care Using an Integrative Nursing Approach

NI619-Practice Learning for Adult Nursing Year 3

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