Assignment Type:Presentation(Panopto)
Presentation
Assignment Type:Presentation(Panopto)
Assignment Description:Child and Family-Centred Care
Weighting:40%
Team or Individual:Individual
Assignment submission:Submit through the Canvas following the prompts for Assignment submission
Due Date:16thApril 2024
Unit Learning Outcomes:
ULO #3- Examine the importance of family and child-centred care when providing nursing care to children and young people in the context of equity, diversity and disability.
ULO #4- Describe a comprehensive nursing assessment, management and treatment of prevalent children and young people's physical, emotional and psychological health issues.
ULO #6- Analyse the impact of an illness experience on children, young people and families.
Course Learning Outcomes
CLOs # 1- Access, evaluate, and synthesise relevant information from multiple sources using digital technologies to inform nursing practice.
CLOs # 2- Apply broad health knowledge to a range oftheoretical andpractical nursing situations.
CLOs # 4- Independently communicate nursing knowledge, concepts and values clearly and coherently.
Professional standards:
NMBA Standard 1: Thinks critically and analyses nursing practice
NMBA Standard 2: Engages in therapeutic and professional relationships
NMBA Standard 5: Develop a plan for nursing practice
NMBA Standard 7: Evaluates outcomes to inform nursing practice
Feedback and moderation:
Results will be available viaCanvas > Grades3 weeks post submission.Note that results are not final until they are officially released at the end of the semester following ratification at the progression paneland are, therefore, subject to change.All unit assessments are subject to a robust moderation process.
CASE SCENARIO
Craig, a 9-year-old boy, was admitted to your facility in the company of his fathers partner, Georgia. Craig is known to the neurological team of your hospital due to past seizures. He usually stays with his mother, Sarah, who travelled overseas for two months. Sara and Graigs father, James, divorced five years ago. His father is a FIFO worker and Craig has been spending most of his time with Georgia while his mother is away. For the past two months, Craig has been given his medication sporadically as his father or Georgia often forgets to administer it to him.
Craig was brought into the Emergency Department, in an unconscious state by an ambulance. Georgia stated to the nurse that Craig had been having seizures without recovery and appeared heavily confused and disoriented. She stated that the interval between the seizures was less than 3 minutes and Craig had remained unresponsive after the last seizure. She also reported Craig was incontinent of faeces and urine during the first episodic seizure and stated Craigs father was on his way to the hospital. It is observed she appears genuinely terrified and concerned about Craigs well-being.
A diagnosis of convulsive status epilepticus was made based on the generalised non-resolving seizures. Craig has a past medical history of epilepsy, which has been under control for the past 18 months with anti-epileptic medications. On examination, the following observations were recorded:
Temperature = 38.2 degrees
HR= 140
Oxygen saturation 85%
RR= 32 rapid and shallow
BP =100/65mmHg.
Weight recorded 38kg.
All non-listed observations are normal.
CONTENT
Based on the case study above:
Describe in detail the pathophysiology of convulsive status epilepticus and link the aetiology of the presenting symptoms in the scenario to the diagnosis.
Using thechild and family-centred approach andthe appropriate paediatric nursing assessment tools, isolate and explain the potential and actual nursing issues in the scenario above.
Using thechild and family-centred approachappropriate paediatric nursing tools/frameworksexplain the appropriate nursing management for Craig and his family.
This assessment task aims to assess your understanding of convulsive status epilepticus, your ability to apply a child and family-centred approach to nursing care, and your ability to describe the relevant medical information, nursing assessments, and management strategies.This involves conducting thorough research on the topic to gather relevant information to demonstrate your in-depth knowledge and understanding of thetopicandunit contentas it applies to the clinical situation detailed in the case study below.
It is essential to identify suitable assessment and management tools applicable to this scenario. These tools or frameworks encompass methodologies such as ABCDE, PAT, PARROT, FLACC etc, as discussed within this unit.You will be assessed on the application of these tools to the scenario and as per marking rubric. You are expected to demonstrate critical thinking, consider holistic health and provide rationales for actions undertaken. You willalso be assessed on your ability to support your discussion with evidence from appropriate literature, including the quality, recency and relevance of that literature.Please do not use Artificial intelligence for this assignment.
There is aminimumof 10 references required, however, you should read widely and incorporate that reading into your presentation.References for this presentation should be within 5 years of publication only.References should be from a valid source (peer-reviewed journals, government organisations, and professional online websites and resources e.g., Department of Health, Nursing and Midwifery Board of Australia etc.). References should support paediatric nursing.
General tips on content
Do not waste valuable time repeating the content of the clinical situation.
Do not waste time describing the tools/frameworks, rather apply them.
Consider that your audience (Registered Nurses in the paediatric emergency department) know nothing about your task nor assume that they know what you mean consider refining and explaining in a way they can understand you.
PRESENTATION
You are required to develop a professional, recorded PowerPoint presentation,using Panoptoto address the given questions. Your presentation should target registered nurses working in a paediatric emergency department. Please use thisECU templateDownload ECU templatefor your presentation.
Your PPP must include a video file embedded in each slide, with you (your video) presenting the slide. Your presentation should be approximately 10 minutes (+/-10%) long.
You should develop 10 slides (+/-10%) for the main content in addition to 1 slide for student ID, 1 slide for the title page, 1 slide for the content page and 1 slide for the reference liste. if you have 10 slides for content then your total number of slides will be 14.
The first slide of your PowerPoint must show a screenshot of your ECU student ID card or alternative picture ID as you introduce yourself. This can then be checked against the recording of you presenting.
The presentation must include a title page, an introduction, a body and a conclusion/summary or closing statement.
Each slide should have no more than 3 in-text citations.
Organise your content logically, considering the introduction, main points, sub-points, and conclusion.
Include key points, facts, and supporting details on each slide. Use bullet points, short sentences, or phrases to convey information.
Limit the amount of text on each slide to avoid overwhelming the audience.
Utilise relevant images, diagrams, charts, or graphs to enhance understanding and engagement.
Please do not use slide transitions and animations.
You can block your background if needed.
Save your PowerPoint presentation with a clear and descriptive file name using yourfull name and student number.Example MaggieZgambo_12345
Delivery:
Ensure fluency and confidence.
Speak clearly and at a moderate pace.
Grading criteria
The presentation will be marked using theAssessment 2 marking rubric.Download Assessment 2 marking rubric. Please read each criterion carefully and reflect on the positive criteria in your presentation. Please consider both the rubric and the assignment brief carefully as you construct your presentation.
You will also be assessed on your ability to follow the assignment brief instructions, the quality of your presentation and your ability to engage your audience.
ELP will be assessed as part of the Presentation component of the rubric. Ensure that you construct sentences that demonstrate correctness in spelling, grammar, and syntax.
Resources
Library Referencing Guide.Links to an external site.Academic Integritywhats-new-APA-7th.pdfBefore you submit an assignment.Links to an external site.checklist
Tips on oral presentation and using PowerPoint effectivelyThere is no exemplar for this assessmen
Assignment 2 - health promotion plan due 23rd March
Assignment Type:Report (you can use bullet points and subheadings if you wish).
It's not an essay so there's no need for a formal introduction or conclusion but your first paragraph will naturally have an introductory couple of sentences that tells the reader who your community is and what the health promotion activity is - this is just good writing and it would be weird without it :)
You can add additional subheadings if you like, but make sure the main ones are there as this makes it easier for the markers and ensures you dont forget anything.
There is no need for images or graphics/figures or anything like that and I don't mind the odd bullet point or numbered section integrated into your paragraph but it still has to read properly and not just be a 'list'.
Assignment Description:Health Promotion Project
Weighting:40%
Word count:Length:1200 Worddigital document. Please refer to SNM Assignment Presentation Guide for formatting guidelines.
References:Credible and contemporary - as final semester students you must make your own judgement (just like you will in real life as an RN!)
Unit Learning Outcomes:
This assignment will help you to understand and demonstrate the following unit learning outcomes (ULO):
ULO1 Evaluate epidemiological data to determine community health needs and socio-ecological determinants of health.
ULO2 Plan theoretical primary health care activities and strategies to meet identified community health needs.
ULO4 Critically appraise the relevance of primary health care and inter-professional collaboration to the changing health needs of the Australian population.
via Canvas > Grades
Moderation
All unit assessments are subject to a robust moderation process. Note that results are not final until they are released at the end of semester.
Assessment Instructions &Assignment Criteria/Rubric
Assessment Instructions
Instructions
This assignment piece will require you to research, analyse and apply knowledge in the development/ recommendation of anexistinghealth promotion program targeted towards a population/ community.
If you have any questions relating to this assessment task, please go to the discussions and post your questions there.
Use the following headings in your plan:
Community assessment ( approx 350 words)
Describe a specific population group or community or ethnic/culturalgroupwho will be the target of your health promotion activity. HINT: Provide somestatisticsto describe this community and the health issues they face to demonstrate your knowledge of ULO1.
Here is an example of a community health assessment report
https://www.wapha.org.au/wp-content/uploads/2015/12/Regional-Profile-2016-Midwest-population-and-health-snapshot-FINAL.pdfLinks to an external site.You are not expected to provide this much detail in your assignment but I wanted you to know what to look for. Most regions/Shires and government departments will have this kind of information available for thier populations as providing health services in response to health needs is core business. You can make assumptions from population-wide data and apply to your specific population. For example; if your 'community' was women living in Meekathara - then you can assume that the statistics in this report about the Midwest that refers to "Maternal health" relates to women living in Meekathara. You will note that the report quotes statistics from "Western Australian" women but suggests that these stats relate to women in the Midwest. Don't overthink it. You are unlikely to find statistics about health issues that relate to your specific community as they simply don't exist.
Health promotion activity (approx 350 words)
Describe an existing health promotion program or activity in enough detail that you could actually do it.
Many journal articles describe activities and there are also many organisations which revolve around specific diseases or behaviours that describe health promotion activities.
Look through the various projects in the Australian Indigenous Health Info nethttps://healthinfonet.ecu.edu.au/ or WA storybook:https://www.phaiwa.org.au/indigenous-storybook/Links to an external site.for inspiration. You do not need to implement these projects only with Aboriginal or Torres Strait Islander communities - you can adapt them for other populations just describe how they might need to be changed to ensure they are appropriate (HINT: adapting an existing program will get higher critical thinking grades).
You will need to think about some of the practical aspects -
Where/when would you do it?
What resources would you need? Include anestimateof how much the program would cost and what the money would be needed for. (Don't stress about the accuracy of the $$$ - it's simply demonstrating some practical knowledge of what these activities may need to run. Think about the number of professional staff who would be needed and if they are paid. Don't forget that if you use volunteers they need to be looked after and given lunch/parking vouchers etc)
Interprofessional practice and community engagement (approx 300 words)
Describe how you would involve the community you described in your assessment and what other health and community professionals/services you would also involve and what they would be expected to do.
How would you encourage people to be involved?
You must describe how you will include the interprofessional team, and community members within a community setting. Ensure that your community members have meaningful and not just 'tokenistic' involvement (HINT: revise Arnsteins ladder in your Talbot and Verrinder text)
Evaluation plan and outcomes (approx 300 words)
Include 2 SMART objectives/aims for the program
e.g: Improved rates of students eating health foods, as evidenced by an increase in healthy food groups being purchased at the school by 20% within a 6-month period.
Describe how you would know if your project was a success
e.g participation rates, increased health literacy as evidenced by...
How would success of this program impact on the health of the population? (HINT: are there Government-level plans or objectives to reduce the incidence of your health issue or improve outcomes for your population group?)
Resources
SNM Program Requirements and Assessment Presentation Guidecan be found in your undergraduate community site.
Library Referencing Guide(Links to an external site.)Academic Integrity (Links to an external site)APA_7th_Quick_Guide_2021_v2.pdfGuidelines for the use of Aboriginal and Torres Strait Islander Peoples Related Terminologyuntil 20 May 2024 8:00
Details
Presentation- Contemporary Topic
Assignment Type:Presentation
Assignment Description:Contemporary Topic
Weighting:40%
Group or Individual:Individual
Word count:10 minute video presentation. (+ 1 minute but the recording will be stopped at 11 minutes and any content after this is not marked)
Unit Learning Outcomes:
LO 3: Apply the concepts of health promotion, education and disease prevention across the lifespan and within different cultures and populations.
LO 4: Evaluate the role of the registered nurse and midwife within the context of public health principles and interprofessional practice.
Feedback:
via Canvas > Grades
Moderation
All unit assessments are subject to a robust moderation process. Note that results are not final until they are released at the end of semester.
Assessment Instructions &Assignment Criteria/Rubric
Imagine you are a Registered Nurse and part of your role is working WITH clients to improve their health by preventing a health issue occurring or reducing the incidence or severity of an existing health issue recurring.
You need to submit a presentation which demonstrates understanding of the learning outcomes by explaining:
Why you chose the particular topic,(Critical thinking grade)
What the context (role) of practice is for your particular presentation(Critical thinking grade)
Who your presentation is aimed at and how you have designed your presentation/activity to be pitched at that group or individual(Critical thinking grade)
What models of health behaviour change and which elements of the Ottawa Charter framework underpin your presentation.(content grade)
Then you include an example of the activity/information as you would present to your chosen group of people.(content grade)
Your explanation of the health issue and recommendations must be evidence-based and you must explain your source of information to the client(s)(content grade)
You can choose any health topic, any population group and any explanation as to why you chose what you did. Try to use this section to talk about a specific nursing role/scope/setting and include something about interprofessional practice.
There are marks in this assessment for creativity, quality of presentation(structure and presentation grade)and the best presentations will be considered for nomination for the annual "Silver Chain Prize for Excellence in Primary Health Care"
A boring presentation where you talk 'at' the person and tell them how they SHOULD live their lives is a very basic level and will not get a high grade even if the content is 'accurate'. Demonstrating your skill in engaging the person and working with them to find ways to live a healthier lifestyle within the context of their lives WITHOUT judgement - is crucial for success. Remember you areapplyingskills and knowledge from across the whole course to this assessment so reflect on what you really enjoyed or were challenged by and how you might put that into practice in line with PHC principles.
You can use any format for the presentation - e.g. powerpoint slides, role play, poster etc but there must be an accompanying Word, poster or powerpoint file that is submitted to Turnitin as well as the Panopto video.
The uploaded file will not be marked but must show the main points of the presentation and include a list of references used as evidence for the clinical recommendations included in the presentation. The supporting documents are your way of showing that this is your creative work. They are not marked or given specific feedback.
You must show your face for part of the presentation and include a "title" screen that has all the usual 'title page' information such as name, students number, unit code etc and a screen at some point with your reference list.
You cannot re-use a presentation that has been submitted to another unit - this is academic misconduct.
Example (in a very basic form! I don't want to limit your creativity!)
Title page PPT slide with video insert of me talking, several other powerpoint slides with key points then a final video of a role play. PPT and supporting documents such as the script also uploaded.
"My name is Kylie and I am really interested in working in community settings in remote Aboriginal communities because the nursing role is .... and they work within a team of...
I know that in those settings nurses roles include providing information about sexual health and that sex can be a really taboo subject.
I recently found out that according to ...... there is a Syphillus outbreak in many communitities
Syphillis is... and is spread by... therefore the recommendations are that people do xxx and be tested for xxx
I also found out that only XX people wear condoms therefore the health promotion activity I wanted to focus on is encouraging people to wear condoms.
According to the XXX health behaviour change model, people change their behaviour when they XXX
So, I have designed an educational intervention/role play/poster/activity etc that aims to XXX and this aligns with the principles of the Ottawa charter by...
It is aimed at an individual consultation with an Aboriginal man during a general health check/ group of year 10 students at a school/couples at antenatal classes/work colleagues on a mine site/ patient in hospital after surgery....
I've thought about their level of health literacy/comfort and engagement with the topic and incorporated that into my presentation by...
I will now present my education/role play/demonstrate my activity etc as close as possible to how I would do it in real life:
" Hi Jane, thanks for coming in today. As part of your "well person check" I'd like to offer you some information/an STI check/ the opportunity to discuss/practice or expore the testing/treatment/prevention of Syphilus.
How do you feel about the subject? what do you already know about it?...
Well according to the World Health Organisation/Research/WACHS guidelines, testing/treatment/prevention is recommended in these circumstances XX and the risks and benefits are
Academic resources:
How to record and submit a video and document assignmentTurnitin - Student guideLibrary Referencing GuideLinks to an external site.Academic Skills @ ECUAcademic Skills @ ECU > Oral PresentationsAcademic Integrity informationSNM Extension Request Information.docxDownload SNM Extension Request Information.docx
Link to ECU Online Application for Assessment Extension Form.Links to an external site.
View Rubric
NUM3511 Video Presentation Rubric
NUM3511 Video Presentation Rubric
Criteria Ratings Points
Application of Critical Thinking
view longer description 15 pts
High Distinction
Excellent demonstration of critical thinking appropriate to the level of education. Excellent application of professional practice and/or the evidence base to practice in assessment.
13 pts
Distinction
A very good demonstration of critical thinking appropriate to level of education. Very good application of professional practice and/or evidence-based thinking to assessment item.
10 pts
Credit
Demonstration of critical thinking appropriate to the level of education. Application of professional practice and/or evidence-based thinking to assessment item.
7.5 pts
Pass/Average
Limited demonstration of critical thinking appropriate to the level of education. Limited application of professional practice and/or evidence-based thinking to assessment item.
5 pts
Below Average
Poorly demonstrates critical thinking appropriate to the required level. Poor application of professional practice and/or evidence-based thinking to assessment item.
2 pts
Well Below Average
Does not demonstrate critically thinking appropriate to required level. No application of professional practice and/or evidence-based thinking to assessment item. / 15 pts
Application of Critical Thinking
view longer description 15 pts
High Distinction
Excellent demonstration of critical thinking appropriate to the level of education. Excellent application of professional practice and/or the evidence base to practice in assessment.
13 pts
Distinction
A very good demonstration of critical thinking appropriate to level of education. Very good application of professional practice and/or evidence-based thinking to assessment item.
10 pts
Credit
Demonstration of critical thinking appropriate to the level of education. Application of professional practice and/or evidence-based thinking to assessment item.
7.5 pts
Pass/Average
Limited demonstration of critical thinking appropriate to the level of education. Limited application of professional practice and/or evidence-based thinking to assessment item.
5 pts
Below Average
Poorly demonstrates critical thinking appropriate to the required level. Poor application of professional practice and/or evidence-based thinking to assessment item.
2 pts
Well Below Average
Does not demonstrate critically thinking appropriate to required level. No application of professional practice and/or evidence-based thinking to assessment item. / 15 pts
Content
view longer description 15 pts
High Distinction
Content fully addresses all parts of the assessment item. A thorough exploration of concepts and well-formed ideas, supported by high-quality evidence. Able to demonstrate an in-depth understanding of the main concepts. All ideas presented have relevance to the topic.
13 pts
Distinction
All parts of the assessment item addressed at a good level and supported by quality evidence. Able to demonstrate a solid understanding of the main concepts. Most ideas presented have relevance to the topic.
10 pts
Credit
Most parts of the assessment item addressed at a satisfactory level and supported by adequate evidence. Able to demonstrate an understanding of the main concepts. Most ideas presented have relevance to the topic.
7.5 pts
Pass/average
Assessment item addressed at a superficial level. Minimal evidence to support main ideas. Able to demonstrate an understanding of the main concepts at a basic level. Some ideas presented have relevance to the topic.
5 pts
Below average
Does not or poorly addresses assessment items. Insufficient evidence to support main ideas. Unable to or poorly demonstrates an understanding of the main ideas or concepts. Ideas are not relevant to the topic. Limited referencing to support ideas.
2 pts
Well Below Average
Does not address the assessment items. No evidence to support the main ideas. Unable to demonstrate an understanding of the main ideas or concepts. No credible sources were used to support the main ideas. / 15 pts
Content
view longer description 15 pts
High Distinction
Content fully addresses all parts of the assessment item. A thorough exploration of concepts and well-formed ideas, supported by high-quality evidence. Able to demonstrate an in-depth understanding of the main concepts. All ideas presented have relevance to the topic.
13 pts
Distinction
All parts of the assessment item addressed at a good level and supported by quality evidence. Able to demonstrate a solid understanding of the main concepts. Most ideas presented have relevance to the topic.
10 pts
Credit
Most parts of the assessment item addressed at a satisfactory level and supported by adequate evidence. Able to demonstrate an understanding of the main concepts. Most ideas presented have relevance to the topic.
7.5 pts
Pass/Average
Assessment item addressed at a superficial level. Minimal evidence to support main ideas. Able to demonstrate an understanding of the main concepts at a basic level. Some ideas presented have relevance to the topic.
5 pts
Below Average
Does not or poorly addresses assessment items. Insufficient evidence to support main ideas. Unable to or poorly demonstrates an understanding of the main ideas or concepts. Ideas are not relevant to the topic. Limited referencing to support ideas.
2 pts
Well Below Average
Does not address the assessment items. No evidence to support the main ideas. Unable to demonstrate an understanding of the main ideas or concepts. No credible sources were used to support the main ideas. / 15 pts
Structure and Presentation
view longer description 20 pts
High Distinction
Very interesting, innovative or creative approach. Communicates ideas clearly, fluently and with ease throughout the presentation. Uses a wide range of highly effective verbal and non-verbal communication skills and strategies that are very well -suited to the audience and purpose.
17 pts
Distinction
Interesting, innovative or creative approach. Communicates ideas clearly, fluently and with ease throughout most of the presentation. Uses a good range of effective verbal and non-verbal communication skills and strategies that are well - suited to the audience and purpose.
14 pts
Credit
Presentation clear and relevant to practice. Communicated ideas clearly and fluently throughout much of the presentation. Uses a range of effective verbal and non-verbal communication skills and strategies that suit the audience and purpose.
10 pts
Pass/Average
Common or basic topic presented clearly via standard 'voice over powerpoint' or similar approach. Uses a range of effective verbal and nonverbal communication skills and strategies that may not be entirely suited to audience and purpose.
7.5 pts
Below Average
No visual interest or poorly presented slides or visual element. Poorly communicates throughout most of the presentation. Uses some effective verbal and non-verbal communication skills and strategies that may not be entirely suited to the audience and purpose.
5 pts
Well Below Average
Very boring presentation with limited audio or visual interest. Very short presentation which lacks relevance to practice setting. Uses verbal and non-verbal communication skills and strategies that are not suited to audience and purpose. / 20 pts
English Language Proficiency
view longer description 10 pts
High Proficiency
Grammar, spelling, and punctuation were error-free. Speaks confidently and freely without reading a script. Word choice was appropriate to target audience. The logical flow of ideas throughout the presentation. Sentence structure of a high standard. Effective use of variation in voice tone, speed and volume. Use of non-verbal communication evident.
8 pts
Very good proficiency
7 pts
Good proficiency
6 pts
Moderate Proficiency
4 pts
Developing Proficiency
2 pts
Low Proficiency
Errors in grammar, spelling and English language conventions evident throughout the presentation. Jumbled ideas and lack of logical flow of information. Difficult to hear or understand what was being said. Inappropriate word choice, tone or speed of voice. / 10 pts
Referencing
view longer description 10 pts
High Distinction
Completely adheres to all instructions in the ECU Referencing Guide. In-text and/or end-text referencing has no errors.
8 pts
Distinction
Adheres to instruction in the ECU Referencing Guide. In-text and/or end-text referencing has very few errors.
6 pts
Credit
Adheres to instruction in the ECU Referencing Guide. In-text and/or end-text referencing has a few errors.
5 pts
Pass/Average
Mainly adheres to instruction in the ECU Referencing Guide. In-text and/or end-text referencing has some errors.
4 pts
Below Average
Referencing poorly follows instructions in the ECU Referencing Guide. In-text and/or end-text referencing has many errors. Includes references in conclusion.
2 pts
Well Below Average
Referencing does not follow instructions in the ECU Referencing Guide. In-text and/or end-text referencing has multiple errors. Includes references in conclusion. / 10 pts
Total points: 0
