NRSG372 Principles of Nursing Chronic Illness and Disability 202530
- Subject Code :
NRSG372
- University :
Australian Catholic University Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
Australia
School of Nursing, Midwifery and Paramedicine
Faculty of Health Sciences
Australian Catholic University
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NRSG372 Principles of Nursing Chronic Illness and Disability 202530
ASSESSMENT INFORMATION |
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Assessment Title |
Assessment 1 Health Education/Promotion Resource. |
Purpose |
This assessment enables you to showcase verbal and written communication skills and your understanding of the key issues for people with chronic illness and disability. The assessment allows you to demonstrate an understanding of the complexities of multimorbidity for a person with a disability and chronic condition. This assessment will develop and expand on your ability to identify factors which inhibit independence and diminish quality of life. You will need to consider issues that inform behaviour and advocate for practical strategies to improve independence and quality of life. |
Due Date & Time |
Wednesday 16th April 2025, 14:00. |
Weighting |
50%. |
Length |
PowerPoint with 10-12-minute audio narration (no video required). Your marker will stop the presentation at 12minutes. Content after this time will not be included in the marks. PowerPoint slides minimum of 8 slides, no maximum number of slides. |
Assessment Rubric |
Attached as Appendix A of this document. |
Canvas Resource |
A national Q&A session will be held during week 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 Canvas, on the Modules tab under Assessment 1: Explanatory Video and Q&A. You are encouraged to post questions on the AT1 discussion forum on Canvas and to check for answers there as a first point of query. |
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LOs Assessed |
LO1, LO2, LO3, LO4, LO5. |
Task |
You are to develop an engaging and visually appealing 10-12-minute health education PowerPoint presentation tailored to a person living with a chronic illness and disability (based on a provided case study). The goal is to educate and empower the individual to manage their conditions and enhance their quality of life. |
Submission |
Submit via the Canvas dropbox in the NRSG372 Canvas site under the Assessment module. Submit one PowerPoint file only. The only file types accepted are .pptx, .ppt, .ppsx, .pps. Audio must be embedded in the file and not submitted as a separate file. Video is not required. |
Presentation |
Select one of the following case studies to base your health education PowerPoint presentation on. Case Study 1: Jake, 18-year-old male with autism and asthma Jake is an 18-year-old male recently transitioning from high school to adulthood. He has autism spectrum disorder (ASD) and asthma. While both are generally well-managed with medication and a structured routine, Jake finds it hard to remember the details of his asthma action plan and often leaves home without his inhalers. Jakes parents are supportive but worry about his ability to live more independently. He struggles with sensory sensitivities and changes in routine, which often increase his anxiety and exacerbate his asthma symptoms. Social interactions are challenging for Jake, and he avoids large groups and has not yet had any employment. He enjoys gaming, drawing, and spending time with his family dog, Buddy. His parents want to help him develop strategies to manage his health, promote his independence and gain confidence in social and community settings. Case Study 2: Mary, 38-year-old Aboriginal woman with blindness and generalised anxiety disorder Mary is a 38-year-old Aboriginal woman living in a remote community. She has been blind since childhood due to congenital glaucoma and was diagnosed with generalised anxiety disorder three years ago. Mary lives with her partner and two school-age children and is worried about the impact her anxiety is having on her ability to care for her family. She often experiences panic attacks which limit her ability to participate in community and family activities she once enjoyed. Mary uses a cane and braille to navigate her environment but has difficulty accessing health services due to geographical isolation and limited eHealth literacy. She values her cultural heritage deeply and participates in traditional practices when she can. Mary seeks support in managing her mental health and improving her quality of life while maintaining her cultural connections. Case Study 3: George, 75-year-old male with cerebral palsy and heart failure |
George is a 75-year-old man with mild hypertonic cerebral palsy and heart failure. He lives independently at home with daily community nursing visits to assist with basic self-care activities and medication management. George enjoys gardening, listening to music, and participating in a local mens group at his church. Recently, he has become less active and more withdrawn, with noticeable weight gain and increased fatigue. He is starting to experience peripheral oedema, more frequent episodes of breathlessness and increasing joint pain related to contractures and jerking movements, which is limiting his mobility. George has a close relationship with his sister, who visits weekly, but she is concerned about a recent decline in his function. George and his sister are seeking guidance to better support his physical and emotional well-being whilst also maintaining his independence.
Please include the following information in your presentation. You may like to use the suggested headings underlined below.
Introduction
- Introduce yourself and provide an overview of the purpose of the presentation. Remember, you are talking to the case study/client directly, not a health professional. Therefore, your language and tone need to be at a consumer level the way you would talk to a
- Write your name, student number and case study on the first Understanding your journey
- Explain the chronic illness and disability in simple terms, including how the two conditions can relate/intersect and their effects on the body (pathophysiology).
- Outline factors that impact quality of life for the client and the impacts the chronic condition and disability can have on daily life, independence and activities of living.
Making healthy changes and addressing challenges
- Describe a relevant health behaviour theory (e.g. health belief model, theory of planned behaviour etc.) and apply it to the case study to help you to identify, understand and outline what inhibits or is inhibiting behaviour change for the case study.
Managing your care
- Outline an innovative, practical, evidence-based strategy the client can implement at home that aims to address and promote self- care/self-management of the chronic condition or disability and thus improve independence.
- The strategy may include innovations involving pharmacological/non-pharmacological elements, complementary therapies, eHealth tools, apps, remote monitoring etc.
- Outline the relevance of the identified strategy for the individual and what your (the RNs) role will be in assisting the person to be able to independently implement the strategy.
Looking ahead
- Provide an appropriate, relevant and real service/support/group in your local area that could assist the individual to improve their independence and quality of This may include a national online service. Include a description of the real service/support/group, its
relevance and why/how the service will assist the individual. Your support and services Provide an overview of the relevant government funded support service (i.e. NDIS or My Aged Care) and its role in the individuals care needs. Outline how you, as an RN, can promote ONE of the elements of the NDIS Code of Conduct or Code of Conduct for Aged Care when supporting the person in the case study in the management of their conditions. Summary Summarise the key points from the presentation. Reference List Include all references in APA7 format. |
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IMPORTANT INFORMATION |
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A minimum of eight slides are required. There is no maximum number of slides. All slides (except the reference slides) are to include narration. The PowerPoint narration is to be 10-12-minutes long. Those exceeding 12 minutes in length will not be listened to after this point. No marks will be awarded for content beyond this point. Your recording MUST be comprehensible to your marker. Do NOT speed up the audio component of your recording to fit within the allocated time. You do NOT need to discuss your reference list in your recorded narration; however, your intext references and your reference list need to be included in your presentation. The slides should be visually appealing, with the key points included in the presentation, supported by diagrams, figures and imagery. Use your narration to expand on the information presented visually on your slides. The presentation MUST contain intext references as well as a reference list. All points made on the presentation and in your narration MUST be referenced. The overall word count for this assessment item is equivalent to 2000 words. You do not need to provide your written script. Your presentation must be 10-12-minutes in length. |
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FORMATTING |
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Recording of PowerPoint |
Recording your PowerPoint 1) Create your assessment in PowerPoint. 2) Record your audio assessment in PowerPoint DO NOT record a video as the file will be too large to upload. Audio.,Select Insert">Microsoft audio support link (do not hide Audio icon). 3) Canvas support recommends that students record the PowerPoint in mono single channel as this reduced the megabytes for a 10-minute recording from 100 megabytes down to 30. |
4) Ensure images are also a small data size. 5) Ensure the Audio icon image is easily visible to the marker on each slide. |
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File format |
The only accepted file types for this assessment are pptx, .ppt, .ppsx, .pps. Do not submit pdf, MP4 or Mac files. Do not submit links to google docs as Turnitin will not be able to process these file types. ACU has made Microsoft office 365 available for students for either PC or Mac versions. |
Font and size |
Arial or Calibri, or any font that is easily discernible. 48-point for headings; 18-24-point for content. Minimum size accepted for the reference list is 12-point. |
Direct quotes |
Direct quotes always require author surname, date and page number. No more than 10% of word count in direct quotes. |
Technical support |
For technical support, please call the Canvas Support Hotline 24/7 on (02) 8310 8314 or utilise the Live Chat with Canvas Support 24/7 (Students). |
REFRENCING |
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Referencing Style |
APA 7th edition |
Minimum References |
A minimum of 15 high quality and contemporary resources are to be used. All information must be supported using a variety of high-quality primary evidence. Avoid using any one source repetitively. Nursing related literature (including textbooks) should be cited in preference to medical focused literature. All points made on the presentation and in your narration MUST be referenced. The presentation MUST contain intext references as well as a reference list. |
Age of References |
Published in the last 5 years as this area of knowledge is rapidly developing. |
List Heading |
References is centred, bold, on a new slide (14-point Calibri or Arial). |
Alphabetical Order |
References are arranged alphabetically by author family name. |
Hanging Indent |
Hanging indent not required. |
DOI |
Presented as functional hyperlink. |
Spacing |
Minimum of 1.0 spacing between each reference. |
APA Guides |
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 |
014:01 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 |
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Example: An assignment is submitted 12 hours late and is initially marked at 60 out of 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark. |
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Return of Marks Marks will be generally returned in three weeks; if this is not achievable, you will be notified via your Canvas discussion forum.
Appendix A - Criterion Referenced Rubric Assessment Task 1: Health Education/Promotion Resource |
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Criteria (Marks) |
High Distinction 100-85% |
Distinction 84-75% |
Credit 74-65% |
Pass 64-50% |
Fail 49-0% |
Presentation 5 marks |
5.00 4.25 |
4.24 3.75 |
3.74 3.25 |
3.24 2.50 |
2.49 - 0 |
Visually outstanding presentation that is appropriate for the target audience. Demonstrates creativity and excellent use of colour, imagery, figures, diagrams, text, and font size throughout, which makes the presentation highly engaging and promotes ease of reading for the audience. |
Presentation has strong visual appeal and is appropriate for the target audience. Very good use of colour, imagery, figures, diagrams, text, and font size throughout, which makes the presentation engaging. |
Presentation has moderate visual appeal and is mostly appropriate for the target audience. Good use of colour, imagery, figures, diagrams, text, and font size throughout, which makes the presentation generally engaging. |
Presentation has some visual appeal and is somewhat appropriate for the target audience. Mostly appropriate use of colour, imagery, figures, diagrams, text, and font size throughout. |
Presentation has no/minimal visual appeal and is not engaging or appropriate for the target audience. Inappropriate use of colour, imagery, figures, diagrams, text, and font size throughout. The presentation contains an excessive amount of text, detracting from visual appeal. |
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Grammar 5 marks |
5.00 4.25 |
4.24 3.75 |
3.74 3.25 |
3.24 2.50 |
2.49 - 0 |
There are no errors with grammar, spelling, and punctuation and the meaning is easily discernible. |
There are minimal (1-2) errors with grammar, spelling, and punctuation, however the meaning is easily discernible. |
There are minimal (3-4) errors with grammar, spelling, and punctuation. The errors detract somewhat, but the meaning is easily discernible. |
There are multiple (5-6) errors with grammar, spelling, and punctuation. The errors detract but the meaning is discernible with some effort. |
There are substantial (>7) errors with grammar, spelling, and punctuation, such that the errors detract significantly from the meaning. |
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Narration 5 marks |
5.00 4.25 |
4.24 3.75 |
3.74 3.25 |
3.24 2.50 |
2.49 - 0 |
The presenter delivers all information extremely clearly, logically and in a highly engaging manner throughout. Appropriate, targeted and correct use of language and terminology is used throughout the narration. Length of narration is 10-12 minutes. |
The presenter delivers information clearly, logically and in an engaging manner. Appropriate, targeted and correct use of language and terminology is used throughout the narration. Length of narration is 10-12 minutes. |
The presenter delivers most information clearly, logically and in a reasonably engaging manner. Appropriate, targeted and correct use of language is used on most occasions throughout the narration. Length of narration is 10-12 minutes. |
The presenter delivers some information clearly. There are some episodes of illogical flow of information during the narration. The narration can be heard but there may be difficulty understanding or hearing on occasions. Appropriate, targeted and correct use of language is used on some occasions during the narration. Length of narration is 10-12 minutes. |
The presenter does not deliver information clearly throughout the narration. The narration is incoherent and/or not able to be understood or heard. The narration is under 10 or over 12 minutes. |
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LO3: Pathophysiological Knowledge 15 marks |
15.00 - 12.75 |
12.74 - 11.25 |
11.24 - 9.75 |
9.74 - 7.50 |
7.49 0 |
Applies a comprehensive understanding of the pathophysiology of the chronic illness and disability experienced by the case study through presenting the pathophysiology in simple terms that could be easily understood by the case study. The information presented is comprehensively supported by a wide range of relevant and credible sources. |
Applies a good understanding of the pathophysiology of the chronic illness and disability experienced by the case study through presenting the pathophysiology in simple terms that could be understood by the case study. The information presented is well supported by a range of relevant and credible sources. |
Applies sound understanding of the pathophysiology of the chronic illness and disability experienced by the case study through presenting the pathophysiology in simple terms that could mostly be understood by the case study. The information presented is mostly supported by a range of relevant and credible sources. |
Applies some understanding of the pathophysiology of the chronic illness and disability experienced by the case study through presenting the pathophysiology in simple terms that could somewhat be understood by the case study. The information presented is supported by some relevant and credible sources. |
Applies minimal/no understanding of the pathophysiology of the chronic illness and disability experienced by the case study as information is not presented in a way in which the case study could understand. The information presented is minimally/not supported by relevant and credible sources. |
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LO1: Impacts 15 marks |
15.00 - 12.75 |
12.74 - 11.25 |
11.24 - 9.75 |
9.74 - 7.50 |
7.49 0 |
Demonstrates a comprehensive understanding of the factors that impact on quality of life for the client and the impacts the chronic condition and disability have on quality of life, independence, and activities of living. The information presented is comprehensively supported by a wide range of relevant and credible sources. |
Demonstrates good understanding of the factors that impact on quality of life for the client and the impacts the chronic condition and disability have on quality of life, independence, and activities of living. The information presented is well supported by a range of relevant and credible sources. |
Demonstrates sound understanding of the factors that impact on quality of life for the client and the impacts the chronic condition and disability have on quality of life, independence, and activities of living. The information presented is mostly supported by a range of relevant and credible sources. |
Demonstrates some understanding of the factors that impact on quality of life for the client and the impacts the chronic condition and disability have on quality of life, independence, and activities of living. The information presented is supported by some relevant and credible sources. |
Demonstrates minimal/no understanding of the factors that impact on quality of life for the client and the impacts the chronic condition and disability have on quality of life, independence, and activities of living. The information presented is minimally/not supported by relevant and credible sources. |
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LO2: Health behaviour theory 15 marks |
15.00 - 12.75 |
12.74 - 11.25 |
11.24 - 9.75 |
9.74 - 7.50 |
7.49 0 |
Health behaviour theory is comprehensively described and applied to the case study. The information presented is comprehensively supported by a wide range of relevant and credible sources. |
Health behaviour theory is applied well to the case study. The information presented is well supported by a range of relevant and credible sources. |
Health behaviour theory is mostly applied to the case study. The information presented is mostly supported by a range of relevant and credible sources. |
Health behaviour theory is somewhat applied to the case study. The information presented is supported by some relevant and credible sources. |
Health behaviour theory is not applied or does not relate to the case study. The information presented is minimally/not supported by relevant and credible sources. |
LO4: Strategies 10 marks |
10.00 8.50 |
8.49 7.50 |
7.49 6.50 |
6.49 5.00 |
4.99 - 0 |
Comprehensively describes the relevance and application of an innovative and relevant strategy/action/behaviour change that client can implement at home that aims to address and promote self- care/self-management of the chronic condition or disability and thus improve independence. The role of the nurse in assisting the person to be able to independently implement the strategy is comprehensively articulated. The information presented is comprehensively supported by a wide range of relevant and credible sources. |
Thoroughly describes the relevance and application of an innovative and relevant strategy/action/behaviour change that the client can implement at home that aims to address and promote self- care/self-management of the chronic condition or disability and thus improve independence. The role of the nurse in assisting the person to be able to independently implement the strategy is thoroughly articulated. The information presented is well supported by a range of relevant and credible sources |
Describes the relevance and application of an innovative and relevant strategy/action/behaviour change that the client can implement at home that aims to address and promote self- care/self-management of the chronic condition or disability and thus improve independence. The role of the nurse in assisting the person to be able to independently implement the strategy is clearly articulated. The information presented is mostly supported by a range of relevant and credible sources. |
Somewhat describes the relevance and application of an innovative and relevant strategy/action/behaviour change that the client can implement at home that aims to address and promote self- care/self-management of the chronic condition or disability and thus improve independence. The role of the nurse in assisting the person to be able to independently implement the strategy is somewhat articulated. The information presented is supported by some relevant and credible sources. |
Minimal/no description of the relevance and application of an innovative and relevant strategy/action/behaviour change that the client can implement at home that aims to address and promote self- care/self-management of the chronic condition or disability and thus improve independence. The role of the nurse in assisting the person to be able to independently implement the strategy is not clearly articulated. The information presented is minimally/not supported by relevant and credible sources. |
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LO4: Strategies 10 marks |
10.00 8.50 |
8.49 7.50 |
7.49 6.50 |
6.49 5.00 |
4.99 - 0 |
Comprehensively outlines an appropriate, relevant and real service/support/group that could assist the person in the case study to improve their independence and quality of life. The information presented is comprehensively supported by a wide range of relevant and credible sources. |
Thoroughly outlines an appropriate, relevant and real service/support/group that could assist the person in the case study to improve their independence and quality of life. The information presented is well supported by a range of relevant and credible sources |
Outlines an appropriate and real service/support/group that could assist the person in the case study to improve their independence and quality of life. The information presented is mostly supported by a range of relevant and credible sources. |
Somewhat outlines an appropriate, relevant and real service/support/group that could assist the person in the case study to improve their independence and quality of life. The information presented is supported by some relevant and credible sources. |
Minimal/no outline of an appropriate, relevant and real service/support/group that could assist the person in the case study to improve their independence and quality of life. |
LO5: Legal & Ethical 15 marks |
15.00 - 12.75 |
12.74 - 11.25 |
11.24 - 9.75 |
9.74 - 7.50 |
7.49 0 |
Comprehensively outlines the role of the NDIS or My Aged Care in the case studys ongoing care needs and how the registered nurse can promote one of the elements of the NDIS Code of Conduct or Code of Conduct for Aged Care when supporting the person in the case study in the management of their conditions. The information presented is comprehensively supported by a wide range of relevant and credible sources. |
Thoroughly outlines the role of the NDIS or My Aged Care in the case studys ongoing care needs and how the registered nurse can promote one of the elements of the NDIS Code of Conduct or Code of Conduct for Aged Care when supporting the person in the case study in the management of their conditions. The information presented is well supported by a range of relevant and credible sources. |
Outlines the role of the NDIS or My Aged Care in the case studys ongoing care needs and how the registered nurse can promote one of the elements of the NDIS Code of Conduct or Code of Conduct for Aged Care when supporting the person in the case study in the management of their conditions. The information presented is mostly supported by a range of relevant and credible sources. |
Somewhat outlines the role of the NDIS or My Aged Care in the case studys ongoing care needs and how the registered nurse can promote one of the elements of the NDIS Code of Conduct or Code of Conduct for Aged Care when supporting the person in the case study in the management of their conditions. The information presented is supported by some relevant and credible sources. |
Minimal/no outline of the role of the NDIS or My Aged Care in the case studys ongoing care needs and how the registered nurse can promote one of the elements of the NDIS Code of Conduct or Code of Conduct for Aged Care when supporting the person in the case study in the management of their conditions. The information presented is minimally/not supported by relevant and credible sources. |
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Referencing 5 marks |
5.00 4.25 |
4.24 3.75 |
3.74 3.25 |
3.24 2.50 |
2.49 - 0 |
Accurate use of APA referencing style in all instances (no errors). 15 or more relevant and credible sources utilised. |
Accurate use of APA referencing style on most occasions (1-2 errors). 15 or more relevant and credible sources utilised. |
Accurate use of APA referencing style on most occasions (3-4 errors). 15 or more relevant and credible sources utilised. |
Accurate use of APA referencing style on some occasions (5-6 errors). 15 or more relevant and credible sources utilised. |
Many inaccuracies with the APA referencing style (>7 errors). 14 or less relevant and credible sources utilised. |
