School of Nursing and Midwifery

Assessment Brief

School of Nursing and Midwifery

Unit Code and Title: NUM3505 Interprofessional Practice in Health Care

Ass. Item # Assessment Type

As stated in CAPS

Click on textbox below to select the CAPS Assessment Type

Assessment Description

As stated in CAPS Weighting Word count

Undergraduate

10% = 300-350 words

Postgraduate:

10% = 500 words

2 Presentation Contemporary topic 40% 1200 1400 words (equivalent).

Due date and submission information Submit via Panopto by Week 10, no later than 3rd May at 23.59.

Please ensure that you have read and understood the before you submit an assignment information attached to this assignment brief.

Why am I doing this assessment?

This assignment will help you to understand and demonstrate the following unit learning outcomes:

ULO 1: Critically reflect on the role and function of the interprofessional team in different healthcare contexts.

ULO 2: Critique emerging technologies and their application in health care within the context of the interprofessional team.

ULO 3: Identify strategies for health and wellbeing of self and others in relation to capability to practice.

ULO 5: Outline interprofessional and collaborative approaches to crisis management strategies within health care.

By completing these ULOs, you are demonstrating that you are working towards the following course learning outcome (CLO) and therefore, the related professional standards:

CLO 2: Incorporate digital and information literacy skills within professional practice to inform the delivery of care.

CLO 3: Effectively communicate and collaborate within an interprofessional context, to sustain culturally safe, therapeutic and professional relationships.

CLO 5: Integrate knowledge and skills to assess, plan, implement and evaluate safe, quality nursing care, responsive to the needs of people across the lifespan.

Employability skills addressed

Select all that apply

EMPLOYABILITY SKILLS

FORMCHECKBOX Reflective practice

FORMCHECKBOX Decision making

FORMCHECKBOX Critical thinking

FORMCHECKBOX Problem solving

FORMCHECKBOX Communication

FORMCHECKBOX Digital literacy

FORMCHECKBOX Conflict resolution

FORMCHECKBOX Time management

FORMCHECKBOX Teamwork

FORMCHECKBOX Cultural competency

FORMCHECKBOX Leadership

FORMCHECKBOX Creativity and Innovation PERSONAL ATTRIBUTES

FORMCHECKBOX Self-awareness

FORMCHECKBOX Self-efficacy

FORMCHECKBOX Professional identity

FORMCHECKBOX Resilience

FORMCHECKBOX Interpersonal skills

FORMCHECKBOX Interprofessional coordination

FORMCHECKBOX Emotional intelligence

FORMCHECKBOX Cross-cultural awareness

CAREER MANAGEMENT SKILLS

FORMCHECKBOX Self-awareness

FORMCHECKBOX Career decision making

FORMCHECKBOX Opportunity awareness

FORMCHECKBOX Transition learning

FORMCHECKBOX Career planning

FORMCHECKBOX Specialist skills (course specific)

Assessment Task Instructions

Develop a PowerPoint presentation of six slides and using these slides, record a video presentation of 7 10 minutes to upload to Panopto. Your presentation will address a contemporary topic relating to the care of a patient by a nurse (you) and another healthcare professional that will analyse the collaborative processes between different health disciplines.

The topic of the assignment

Choose a health discipline other than nursing and consider a situation, as a registered nurse, where you would liaise with a member of this health discipline in a professional capacity and how you would do this.

You may choose from any of the following disciplines (or any other you can think of):

Physiotherapist

Social worker

Occupational Therapist

Medical Doctor

Speech Pathologist

Dietician

Pharmacist

Then consider the situation as examples:

You are caring for a patient who underwent surgery two days ago and the surgical team has requested gentle mobilisation. This will require you to liaise with the ward physiotherapist.

You are caring for a homeless patient who is due to be discharged and has nowhere to go. You require assistance from the ward social worker to determine what, if any, support services are available for the patient when they no longer require hospitalisation.

You are caring for an elderly patient who is due to be discharged home and lives alone. It is not clear that the patient can cope alone, so you need an assessment undertaken by the ward occupational therapist to determine if discharge home is appropriate at this time.

You may use one of these examples, or choose your own - there are plenty of disciplines and situations to choose from.

Format and structure

After choosing the professional from a health discipline, present a clinical scenario relating to interprofessional collaboration that would occur with this person. Construct your presentation based on six slides using Microsoft PowerPoint. You may use pictures/graphics that are appropriate to your presentation.

Slide One: Introduce the topic and outline the clinical scenario:

Does your scenario take place in the hospital or in the community?

Provide a statement about the importance of interprofessional collaboration?

Slide Two: Present a description of the patients clinical problem/diagnosis/health complaint:

What led the patient to initially seek healthcare services?

What treatment have they so far received?

Slide Three: Describe what support your chosen health discipline can provide for your patient:

What specialist knowledge and skills does your chosen health discipline bring in providing care for your patient?

What information does your chosen health discipline need from you that will assist them in providing care for your patient?

Slide Four: Discuss measures that would assist your chosen health discipline:

What observations if any could you undertake that would assist your chosen health discipline to evaluate if the patient has improved following their interventions?

Slide Five: Application to current and/or future practice.

What actions in the future could you do that would make it easier to collaborate with other health disciplines generally?

Slide Six: Reference list you should use at least three references from peer-reviewed journal articles. You do not need to present this slide just show it at the conclusion of your presentation.

What you should do

The aim of this assignment is for students to submit a video presentation around a contemporary clinical scenario demonstrating the importance of interprofessional collaboration.

You will need to submit a recorded video presentation 7 to 10 minutes in duration. The presentation can be recorded using your mobile phone or any other video recording device. You will then need to upload your video to Panopto.

Step 1:Choose your other profession

Step 2 :Identify a clinical situation during which you would need to collaborate with this health professional.

Step 3:Construct your slides, adding appropriate reference material (follow the guidance above).

Step 4 :Practice your presentation to ensure it runs within the time limits and adjust if necessary.

Step 5:Record your presentation.

Step 6:Upload your presentation to Panopto (follow the instructions below).

Click on the link below to find Instructions for recording and uploading a video through Panopto.

How to Record a Video (panopto.com)Marking rubric

The marking rubric is attached to this assessment brief.

Feedback and moderation

Your results and feedback will be released after three weeks via Canvas.

All unit assessments are subject to a robust moderation process. Note that results are not final until they are officially released at the end of semester following ratification at the Progression Panel and are therefore subject to change.

Additional Resources

Library Referencing GuideAcademic IntegrityNUM3505: Interprofessional Practice in Health Care. Assessment 2 - presentation marking rubric

Well Below Average (<25%) Below Average (26-49%) Pass/ Average (50-59%) Credit (60-69%) Distinction (70-79%) High Distinction (>80%)

Content Does not address assessment item. No evidence to support main ideas. Unable to demonstrate an understanding of the main ideas or concepts. Ideas are non-existent or not relevant to topic. No description of concepts. Does not, or poorly addresses assessment item. Insufficient evidence to support main ideas. poorly demonstrates an understanding of the main ideas or concepts. Ideas are not relevant to the topic. 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. 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. 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. Content fully addresses all parts of the assessment item. 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.

0-2 3-4 5 6 7-8 9-10

Critical Thinking Does not demonstrate critical thinking appropriate to required level. No application of professional practice and/or evidence-based thinking to assessment item. Journal articles not linked to discussion. Poorly demonstrates critical thinking appropriate to required level. Poor application of professional practice and/or evidence-based thinking to assessment item. Limited demonstration of critical thinking appropriate to level of education. Limited application of professional practice and/or evidence-based thinking to assessment item. Demonstration of critical thinking appropriate to level of education. Application of professional practice and/or evidence-based thinking to assessment item. 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. Excellent demonstration of critical thinking appropriate to level of education. Excellent application of professional practice and/or evidence base to practice in assessment.

0-2 3-4 5 6 7-8 9-10

Structure The assignment does not conform to the structure of the assessment item. Lack of introduction to the assessment. Omits summation of key points in conclusion. Development of ideas was chaotic The assignment does not conform to the structure of the assessment item. Poor introduction to the assessment. Omits or provides poor summation of key points in conclusion. Development of ideas was not logical/cohesive. Limited aspects conform to the structure of the assessment item. Limited introduction of topic and summation of key points in the conclusion. Development of ideas was not logical/cohesive. Most aspects conform to the structure of the assessment item. Introduction adequately introduces topic and summarises key points in conclusion. Logical/ cohesive development of ideas in some of the presentation. Most aspects conform to the structure of the assessment item. Very good introduction of topic and summation of key points in the conclusion that reflects the students position and provides clear insights into the issue. Logical/cohesive development of ideas throughout most of the presentation. All aspects conform to the structure of the assessment item. Excellent introduction of topic and strong summation of key points in the conclusion that reflects the students position and provides clear insights into the issue. Logical/cohesive development of ideas throughout the presentation.

0-2 3-4 5 6 7-8 9-10

Referencing Referencing does not follow instructions in the ECU APA Referencing Guide. In text and/or end-text referencing has multiple errors. Includes references in conclusion. Referencing poorly follows instruction in the ECU APA Referencing Guide. In text and/or end-text referencing has many errors. Includes references in conclusion. Mainly adheres to instruction in the ECU APA Referencing Guide. In text and/or end- text referencing has some errors. Adheres to instruction in the ECU APA Referencing Guide. In text and/or end-text referencing has few errors. Adheres to instruction in the ECU Referencing Guide. In text and/or end-text referencing has very few errors. Completely adheres to all instruction in the ECU APA Referencing Guide. In text and/or end-text referencing has no errors.

0 1 2 3 4 5

Presentation style

Multiple grammatical, spelling and punctuation errors were present throughout the slides. Sentence structure poor making it difficult to determine meaning.

Read from script. No attempt to engage with the audience. No eye contact made with camera. Pace too fast/too slow. Voice not clear, difficult to hear/understand. Many grammatical spelling and punctuation errors were present and needs improvement. Sentence structure needs improvement. Mostly read from script. Little attempt to engage with the audience. Little eye contact made with camera. Pace too fast/too slow. Voice not always clear, at times, difficult to hear/understand. Mostly correct grammar, spelling and punctuation evident throughout. Sentence structure acceptable but needs improvement. Attempt made to not read from script. Attempted to engage with the audience. Some eye contact made with camera. Pace was appropriate but too fast/too slow at times. Voice generally clear, appropriate voice projection, viewer could hear/understand entire presentation. Mainly correct grammar, spelling and punctuation. Very few errors. Sentence structure was of a good standard. Good attempt made to not read from script but checked script often. Good attempt to engage with the audience. Appropriate eye contact made with camera. Pace was appropriate. Voice clear, appropriate voice projection, viewer could hear/understand most of the presentation. Grammar, spelling, and punctuation were error free. Sentence structure of a high standard. Did not read from script but checked script at times. Very good engagement with the audience. Very good eye contact made with camera. Very good pace. Voice very clear, very good voice projection, viewer could hear/understand entire presentation. Grammar, spelling, and punctuation were error free. Sophisticated use of all writing conventions on slides. Did not read from script, checked script occasionally or not at all. Excellent engagement with the audience. Excellent eye contact made with camera. Excellent pace. Voice clear throughout the presentation, excellent voice projection, viewer could hear/understand entire presentation.

0 1 2 3 4 5