NRSG372: Chronic Illness and Disability
NRSG372 Assessment 1: Health Education/Promotion Na
ated PowerPoint - © Australian Catholic University Page 1 of 4
ASSESSMENT INFORMATION
Assessment Title Assessment Task 1 - Health Education/Promotion Na
ated PowerPoint
Purpose This assessment task will allow students to demonstrate an understanding of the
complexities of multimo
idity 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 Na
ation length: 8 – 10 minutes (Na
ation only – no video of self required )
Slide deck length: 8 slides
Assessment Ru
ic 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
equire. 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 na
ated PowerPoint based on one (1) of
the case studies provided. They will then choose ONE of the multimo
idity
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 multimo
idity chronic
condition.
2. Slide Two: Concisely summarise the case study, their disability and define
the chosen multimo
idity chronic condition.
3. Slide Three: Briefly outline the pathophysiology of the disability AND the
chosen multimo
idity 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 Na
ated 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
ief 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 na
ation 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,
emoves 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
aby. 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
ain 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
eath 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 co
ect 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 Na
ated 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 Cali
i, 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 Cali
i or Arial)
Alphabetical Order References are a
anged 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, incu
ing 5% penalty
of the maximum marks available up to a maximum of 15%. Assessment tasks
eceived more than three calendar days after the due or extended date will
eceive 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 Na
ated PowerPoint - © Australian Catholic University Page 4 of 4
100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student
eceives 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
e 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 Li
arians and the Academic Skills Unit.
Knowledge and Health behaviour theory Health behaviour theory Health behaviour theory is Health behaviour Health behaviou
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
easoning 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 multimo
idity disability and chosen to the disability and chosen | multimo
idity chronic | and chosen
thinking, ‘multimo
idity chronic chronic condition AND the ‘multimo
idity chronic multimo
idity chronic condition AND multimo
idity
easoning and condition AND the multimo
idity effects on the condition AND the condition AND the multimo
idity effects chronic condition
evaluation LO3 multimo
idity effects on quality of life and multimo
idity effects on multimo
idity 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 multimo
idity
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 ba
iers, consequences connections made between | and/or connections understanding
thinking, connections made identified ba
iers, and evaluation of the ba
iers and/or, ‘made between ba
iers and/o
easoning and between identified ba
iers, | 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 ba
iers
(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/supportig
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.
easoning 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.
eferencing na
ation and reference list na
ation and reference list na
ation and reference na
ation and reference list slides, oral na
ation
Use of APA 7th (no e
ors XXXXXXXXXXe
ors). list (3-4 e
ors XXXXXXXXXXe
ors). and reference list (>7
Edition required. e
ors).
(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 o
(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,