8 slides PowerPoint
NRSG372: Chronic Illness and Disability NRSG372 Assessment 1: Health Education/Promotion Narrated PowerPoint - © Australian Catholic University Page 1 of 4 ASSESSMENT INFORMATION Assessment Title Assessment Task 1 - Health Education/Promotion Narrated PowerPoint Purpose This assessment task will allow students to demonstrate an understanding of the complexities of multimorbidity for a person with a disability and chronic condition/s. This assessment task will develop and expand on students’ ability to identify factors which inhibit independence and diminish quality of life. Students will need to consider issues that inform behaviour and advocate for practical strategies to assist the person. Due Date Wednesday 5th April 2023 Time Due 14:00 Weighting 50% Length Narration length: 8 – 10 minutes (Narration only – no video of self required ) Slide deck length: 8 slides Assessment Rubric Appendix A of the NRSG372 unit outline LEO Resource A National Q&A Session will be held during week two (2) of the semester. The Q&A session will unpack the assessment task requirements. Students will have the opportunity to ask the National LIC any questions or clarifications they require. All students are recommended to attend this session. A recording of the National Q&A session will be made available for students. The link will be made available on the Assessments page of the LEO unit. LOs Assessed LO3, LO4, LO5 Task Students will develop an 8 – 10-minute narrated PowerPoint based on one (1) of the case studies provided. They will then choose ONE of the multimorbidity conditions affecting the person outlined in their selected case study. They will explore the factors that may impact on the independence and quality of life of this person due to this condition. Based on health behaviour theory students will provide practical strategies and relevant support services to assist the person. Appropriate evidence-based literature must be used to support the presentation. Each presentation MUST follow this format: 1. Slide One: Title slide. State your name, student number, case study (Damian or Chelsea), their disability and chosen multimorbidity chronic condition. 2. Slide Two: Concisely summarise the case study, their disability and define the chosen multimorbidity chronic condition. 3. Slide Three: Briefly outline the pathophysiology of the disability AND the chosen multimorbidity chronic condition of the person in the case study and how this affects their independence and quality of life. 4. Slide Four: Identify a health behavior theory (such as, but not limited to: health belief model, theory of planned behaviour, transtheoretical model, health promotion model) that could be used as the basis for a practical strategy that the nurse could implement to assist the person with their independence. Concisely outline the theory, and how you, as the RN, would NRSG372: Chronic Illness and Disability NRSG372 Assessment 1: Health Education/Promotion Narrated PowerPoint - © Australian Catholic University Page 2 of 4 encourage behaviour change using this theory. 5. Slide Five: Outline and justify one (1) innovative and practical strategy that can be implemented at home by the person in the case study to encourage independence and quality of life. Include why it is a relevant strategy for the person in the case study, and what the RN’s (your) role will be within this strategy. 6. Slide Six: Outline and justify one (1) appropriate (real) service/support/group in your area that could assist the person in the case study. Include a brief description of the service, the relevance to the clinician, not the consumer (why you would recommend that it be used by a healthcare practitioner to refer a patient to), why this service will assist the person in the case study, and what the RN’s role will be within this service/support/group.. 7. Slide Seven: Reference slide one 8. Slight Eight: Reference slide two (if required) Instructions on how to record a slide show with narration and slide timings in PowerPoint are available on the LEO assessment tile. Case Study 1 Damian is 20 years old and has Down syndrome. Damian lives with his mother in a two-bedroom unit. He only sees his father occasionally. Damian has been working at his local supermarket for the last two years where he stocks shelves, removes boxes, and cleans up spills. He also helps customers take their items to their car if they require assistance. Damian was born with a congenital cardiac condition (atrioventricular septal defect) which he had repaired when he was a baby. He wears glasses due to being short sighted and also wears hearing aids. Damian has also just been diagnosed with Coeliac Disease and hypothyroidism. Case Study 2 Chelsea is 32 years old. She experienced a hypoxic brain injury following a non- fatal drowning at her local surf beach when she was aged 12. Chelsea lives in a supervised community home with five other people who also have a cognitive disability. Chelsea works part time in a local real estate office where she photocopies documents, completes filing, makes tea and coffee for customers and staff as well as performs general kitchen cleaning duties. Chelsea has ataxia and mild dysarthria as a result of her non-fatal drowning. The effects of these symptoms increase when she becomes tired or anxious. She is also prone to respiratory infections and at times becomes short of breath on exertion. Submission Via the relevant Campus Turnitin submission dropbox in the NRSG372 LEO site located on the Assessment tile. Please Note: Your audio file will not be able to be heard in Turnitin. Your file will need to be downloaded in order to hear your audio. Please check your submission is correct prior to clicking on the submit button. If you submit after the due date and time, you may not be able to check your audio file once you have submitted. NRSG372: Chronic Illness and Disability NRSG372 Assessment 1: Health Education/Promotion Narrated PowerPoint - © Australian Catholic University Page 3 of 4 FORMATTING File format PowerPoint (.ppsx or .pps) files only. Do not submit pdf,Mac files or MP3 or MP4 or Echo360 files. ACU has made Microsoft Office 365 available for students for either PC or Mac versions. Font Arial or Calibri, or any font that is easily discernable Font Size 48-point for headings; 20 – 24-point for content Minimum size accepted for Reference list is 18-point. REFRENCING Referencing Style APA 7th Please refer to the APA7 resource tile on the NRSG372 LEO site for detailed information and resources. References and supporting evidence A minimum of 14 high quality and contemporary resources are to be used. Nursing related literature (including textbooks) should be cited in preference to medical focused literature. Age of References Published in the last 5 years as this area of knowledge is rapidly developing List Heading “References” is centered and bold, (14-point Calibri or Arial) Alphabetical Order References are arranged alphabetically by author family name Hanging Indent Second and subsequent lines of a reference have a hanging indent DOI Presented as functional hyperlink Spacing 1.5 or double spacing the entire reference list, both within and between entries ADMINISTRATION Late Penalties Late penalties will be applied from 14:01 on the due date, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will receive feedback but will not be allocated a mark. Penalty Timeframe Penalty Marks Deducted 14:01 Wednesday to 14:00 Thursday 5% penalty 5 marks 14:01 Thursday to 14:00 Friday 10% penalty 10 marks 14:01 Friday to 14:00 Saturday 15% penalty 15 marks Received after 14:01 Saturday No mark allocated Example: An assignment is submitted 12 hours late and is initially marked at 60 out of NRSG372: Chronic Illness and Disability NRSG372 Assessment 1: Health Education/Promotion Narrated PowerPoint - © Australian Catholic University Page 4 of 4 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark. Return of Marks Marks will generally be returned in three weeks. If this is not achievable, you will be notified via your campus LEO forum. Final Assignment Marks for the final assessment (assessment two) of this unit will be withheld until after grade ratification and final grade release. Assessment template project informed by ACU student forums, ACU Librarians and the Academic Skills Unit. Knowledge and Health behaviour theory Health behaviour theory Health behaviour theory is Health behaviour Health behaviour application of extremely relevant to the relevant to the case study is relevant to the case ‘somewhat relevant to the theory is not relevant theory is not evidence-Critical | case study selected and selected and justified well. study selected and case study selected with an | to the case study relevant to the thinking, justified extremely well, justified. attempt to justify choice. selected. An attempt to | case study reasoning and justify choice has been | selected. No evaluation LO2 made. attempt to justify (10 Marks) choice has been made. Knowledge and Pathophysiology is Pathophysiology is well Pathophysiology An attempt has been made | Pathophysiology tothe | Pathophysiology application of comprehensively linked to | linked to the disability and to link the pathophysiology | disability and chosen to the disability evidence-Critical | the disability and chosen chosen multimorbidity disability and chosen to the disability and chosen | multimorbidity chronic | and chosen thinking, ‘multimorbidity chronic chronic condition AND the ‘multimorbidity chronic multimorbidity chronic condition AND multimorbidity reasoning and condition AND the multimorbidity effects on the condition AND the condition AND the multimorbidity effects chronic condition evaluation LO3 multimorbidity effects on quality of life and multimorbidity effects on multimorbidity effects on the | are not linked to the AND (10 Marks) the quality of life and independence of the person | the quality of life and quality of life and ality of life and multimorbidity independence of the in the selected case study. independence of the independence of the person | independence of the effects are not person in the selected person in the selected in the selected case study. person in the selected included. case study. case study. case study. Section B — Knowledge and application of evidence (Continued) Knowledge and | There is evidence of There is some evidence of | There is some evidence | There is litle evidence of | There is tle evidence | There is no application of comprehensive understanding and of understanding of the understanding and of understanding evidence of evidence-Critical | understanding and connections made between barriers, consequences connections made between | and/or connections understanding thinking, connections made identified barriers, and evaluation of the barriers and/or, ‘made between barriers and/or reasoning and between identified barriers, | consequences and relevant strategy chosen | consequences and/or andlor, consequences | connections made evaluation LO4 consequences and evaluation of the relevant for person in the case evaluation of the relevant and/or evaluation of between barriers (10 Marks) evaluation of the relevant strategy chosen for person in | study. strategy chosen for person | the relevant strategy andlor, strategy chosen for person | the case study. in the case study. chosen for person in consequences in the case study. the case study. andlor evaluation of a strategy. Knowledge and | Choice of Choice of Choice of Choice of Choice of Choice of application of service/support/group is service/support/group is very | servicelsupport/group is service/support/group is service/supportigroup service/supportigr evidence-Critical | very relevant to the case | relevant to the case study and | relevant to the case study | relevant to the case study | is not relevant to the oup is not relevant thinking, study and justified justified well. and somewhat justified. with superficial justification | case study andlor to the case study. reasoning and comprehensively. provided. justified. No justification has evaluation LOS been provided. (10 Marks) Knowledge and Accurate use of APA Accurate use of APA Accurate use of APA Accurate use of APA Substantial APA referencing application of referencing style on all referencing style on most referencing style on some | referencing style on a few inaccuracies with APA | style not evidence- occasions: slides, oral occasions: slides, oral occasions: slides, oral occasions: slides, oral referencing style: attempted. referencing narration and reference list narration and reference list narration and reference narration and reference list slides, oral narration Use of APA 7th (no errors). (1-2 errors). list (3-4 errors). (5-6 errors). and reference list (>7 Edition required. errors). (5 Marks) Appendix 1: Health Education/Promotion Resource Section A — PowerPoint construction Introduction and | There is a clear There is a clear There is a clear There are introductory There is no conclusion introduction that outlines | introduction that outlines | introduction that outlines sentencels which donot | introduction or (5 Marks) the topic, contextualises | the topic, and profiles the | the topic, and profiles the outline the topic and conclusion evident. and comprehensively scope, content, content and sequence of | There is a conclusion that | Content to be covered. profiles the scope, content | significance,