You will choose ONE of the provided scenarios below and create an online educational resource package (a website) using the program Microsoft Sway (located in Office 365 suite). Your target audience are registered nurses (graduates) or enrolled nurses who need an education resource to help plan the care for their patients.
scenario
A 69-year-old male of Australian background with a history of hypertension and is a cu
ent smoker (30 years), diagnosed with aortic stenosis.
The website must include the following sections:
1. Justification and epidemiology:
• Identify the chosen disease. What is your rationale for choosing this disease? Provide an overview of epidemiological data for the chosen disease within the Australian context.
2. Pathophysiology and pharmacology (video):
• You are required to create and upload to the website a short video (6-7 minutes maximum length) of yourself “teaching” your target audience about the disease pathophysiology and related pharmacology.
• This video needs to include:
i. A comprehensive discussion of the pathophysiology of the chosen disease ii. Identifications of one (1) drug commonly used to manage the chosen disease. You need to identify the drug class, and describe the mechanism of action, indications and relevant considerations for the chosen drug, with reference to the patient. This needs to be linked back to the pathophysiological changes of the disease.
3. Impact of chronic disease: • Identify and discuss the impact of the chosen chronic disease on the patient.
4. Long-term management and health promotion strategies:
• Identify long-term management strategies to promote health and independence for the patient with the chosen chronic disease. These should be linked to the identified factors impacting the patient in the previous section.
5. Nursing care plan for an acute exace
ation (infographic):
• You are required to develop a nursing care plan that identifies two (2) acute issues, goals and interventions to manage the issues. • This is to be completed using the provided infographic template on LEO 6.
6.Justification of nursing care:
• You will provide your discussion and justification for the identified issues and interventions outlined in your nursing care plan.
7. References
.
You will submit 2 parts:
1. The URL link for your website
2. The exported Word document which provides a time stamp of when you finished your website and submitted your work.
If a student is found to have edited their website and work after the submission date, their website will be compared to the uploaded Word version and marks will be deducted dependent on the significance of the changes, which may result in an allocation of 0 marks.
FORMATTING
File format
The assessment will be completed using the program Microsoft Sway. You will also use the infographic template for your nursing care plan. There is no need to include an introduction or conclusion.
Each answer must be cited and supported by a wide range of relevant and credible resources were indicated in the marking ru
ic.
REFRENCING
Referencing Style APA 7th edition Minimum References,
A minimum of 15 high quality resources are to be used.
All arguments must be supported using a variety of high-quality primary evidence.
Avoid using any one source repetitively.
Age of References Published in the last 5 years unless using seminal text.
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 Double spacing the entire reference list, both within and between entries.
Unit Outline
Page 16 of 17… Extended Unit Outline – NRSG265_FINAL MODERATED_202360 © Australian Catholic University 2023
APPENDIX 1 – ASSESSMENT 1 PROJECT
Criterion
(weighting)
HD XXXXXXXXXX%)
DI (75-84%)
CR (65-74%)
PA (50-64%)
NN (<50%) No Attempt
Resource:
General layout,
mechanics
20%
The education resource is
easy to navigate and
clearly presents the
equired components.
Diagrams, images and text
are relevant and have a
highly effective level of
engagement and visual
appeal throughout.
Information is targeted at
the right audience.
There are no e
ors with
grammar, spelling and
punctuation and the
meaning is very clear.
The education resource is
easy to navigate and
presents the required
components.
Diagrams, images and text
are relevant and have a
strong level of
engagement and visual
appeal throughout.
Information is targeted at
the right audience.
There are no e
ors with
grammar, spelling and
punctuation and the
meaning is clear.
The education resource
presents the required
components in a mostly
logical way.
Diagrams, images and text
are relevant and have a
satisfactory level of
engagement and visual
appeal throughout.
Information is targeted at
the right audience.
There are some e
ors with
grammar, spelling and
punctuation. However, the
meaning is clear.
The education resource
presents the required
components.
Diagrams, images and text
are relevant and have a
asic level of engagement
and visual appeal
throughout.
Information is targeted at
the right audience.
There are several e
ors
with grammar, spelling and
punctuation. The e
ors
detract somewhat from the
meaning.
The education resource is
poorly organised and
difficult to navigate, and
does not present all of the
equired components.
Diagrams, images and text
are not relevant, and are
not visually engaging.
Information is not targeted
at the right audience.
There are substantial
e
ors with grammar,
spelling and punctuation.
The e
ors detract
significantly from the
meaning.
The education
esource is presented
in a haphazard manner
and is missing many of
the required
components.
No engagement and/or
elevance.
Information is not
targeted at the right
audience.
Substantial e
ors in
grammar, spelling and
punctuation are such
that the content does
not make sense
Justification of
chosen disease
and
epidemiology in
Australian
context
5%
Provides comprehensive
justification and discussion
for the chosen disease.
Discussion is supported by
a wide range of relevant
and credible sources.
Provides thorough
justification and discussion
for the chosen disease.
Discussion is supported by
a wide range of relevant
and credible sources.
Provides sound
justification and discussion
for the chosen disease.
Discussion is supported by
mostly credible sources.
Provides basic justification
and discussion for the
chosen disease.
Discussion is supported by
some credible sources.
Provides inappropriate or
inaccurate justification and
discussion for the chosen
disease.
Discussion is not
supported by credible
sources.
No appropriate
justification and
discussion for the
chosen disease.
Discussion is not
supported by any
credible sources.
Pathophysiology
(video)
15%
A comprehensive and in
depth understanding of the
pathophysiology is evident.
Discussion is supported by
a wide range of relevant
and credible sources.
A thorough and in depth
understanding of the
pathophysiology is evident.
Discussion is supported by
a wide range of relevant
and credible sources.
A sound understanding
with adequate depth of the
pathophysiology is evident.
Discussion is supported by
mostly credible sources.
A basic understanding of
the pathophysiology is
evident. Sufficient depth is
provided.
Discussion is supported by
some credible sources.
A minimal understanding
of the pathophysiology is
evident. Insufficient depth
is provided.
Discussion is not
supported by credible
sources.
No understanding of
the pathophysiology is
evident and not
supported by any
credible sources.
Discussion is not
supported by any
credible sources.
Pharmacology
(video)
5%
One (1) class of drug
appropriately identified and
taught to the audience. A
comprehensive
understanding and
explanation of drug action,
indication and relevant
nursing considerations is
evident. Discussion is
supported by a wide range
of relevant and credible
sources.
One (1) class of drug
appropriately identified and
taught to the audience. A
thorough understanding
and explanation of drug
action, indication and
elevant nursing
considerations is evident.
Discussion is supported by
a range of relevant and
credible sources.
One (1) class of drug
appropriately identified and
taught to the audience. A
sound understanding and
explanation of drug action,
indication and relevant
nursing considerations is
evident. Discussion is
supported by mostly
credible sources.
One (1) class of drug
appropriately identified and
taught to the audience. A
asic understanding and
explanation of drug action,
indication and relevant
nursing considerations is
evident. Discussion is
supported by some
credible sources.
Less than one (1) class of
drug appropriately
identified and taught to the
audience. Minimal
understanding and
explanation of drug action,
indication and relevant
nursing considerations is
evident. Discussion is not
supported by credible
sources.
No appropriate
identification of one (1)
class of drug. No
understanding and
explanation of drug
action, indication and
elevant nursing
considerations is
evident. Discussion is
not supported by any
credible sources.
PowerPoint Presentation
Interventions for Issue 1 (list)
Acute Issue 1 (use format: issue, cause, evidence)
Goal for Issue 1 (use SMART format)
Acute Issue 2 (use format: issue, cause, evidence)
Goal for Issue 2 (use SMART format)
Interventions for Issue 2 (list)
Unit Outline
Page 16 of 17… Extended Unit Outline – NRSG265_FINAL MODERATED_202360 © Australian Catholic University 2023
APPENDIX 1 – ASSESSMENT 1 PROJECT
Criterion
(weighting)
HD XXXXXXXXXX%)
DI (75-84%)
CR (65-74%)
PA (50-64%)
NN (<50%) No Attempt
Resource:
General layout,
mechanics
20%
The education resource is
easy to navigate and
clearly presents the
equired components.
Diagrams, images and text
are relevant and have a
highly effective level of
engagement and visual
appeal throughout.
Information is targeted at
the right audience.
There are no e
ors with
grammar, spelling and
punctuation and the
meaning is very clear.
The education resource is
easy to navigate and
presents the required
components.
Diagrams, images and text
are relevant and have a
strong level of
engagement and visual
appeal throughout.
Information is targeted at
the right audience.
There are no e
ors with
grammar, spelling and
punctuation and the
meaning is clear.
The education resource
presents the required
components in a mostly
logical way.
Diagrams, images and text
are relevant and have a
satisfactory level of
engagement and visual
appeal throughout.
Information is targeted at
the right audience.
There are some e
ors with
grammar, spelling and
punctuation. However, the
meaning is clear.
The education resource
presents the required
components.
Diagrams, images and text
are relevant and have a
asic level of engagement
and visual appeal
throughout.
Information is targeted at
the right audience.
There are several e
ors
with grammar, spelling and
punctuation. The e
ors
detract somewhat from the
meaning.
The education resource is
poorly organised and
difficult to navigate, and
does not present all of the
equired components.
Diagrams, images and text
are not relevant, and are
not visually engaging.
Information is not targeted
at the right audience.
There are substantial
e
ors with grammar,
spelling and punctuation.
The e
ors detract
significantly from the
meaning.
The education
esource is presented
in a haphazard manner
and is missing many of
the required
components.
No engagement and/or
elevance.
Information is not
targeted at the right
audience.
Substantial e
ors in
grammar, spelling and
punctuation are such
that the content does
not make sense
Justification of
chosen disease
and
epidemiology in
Australian
context
5%
Provides comprehensive
justification and discussion
for the chosen disease.
Discussion is supported by
a wide range of relevant
and credible sources.
Provides thorough
justification and discussion
for the chosen disease.
Discussion is supported by
a wide range of relevant
and credible sources.
Provides sound
justification and discussion
for the chosen disease.
Discussion is supported by
mostly credible sources.
Provides basic justification
and discussion for the