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NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being ASSESSMENT TASK 2A and 2B This document contains:  Assessment requirements.  Detailed instructions for completing the task. ...

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NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being ASSESSMENT TASK 2A and 2B This document contains:  Assessment requirements.  Detailed instructions for completing the task.  Criterion Reference Assessment (CRA) Rubric that markers use to grade the assessment task. NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 – Assessment Task 2A and 2B Page 2 of 9 Assessment Task 2A&B Assessment name: Assessment Task 2A: Report Assessment Task 2B: Group Presentation Task description: Aboriginal and Torres Strait Islander peoples’ health and well-being is a complex area of health care policy, planning and practice. Throughout the semester you will be introduced to a number of historical, political, social and cultural issues that construct this complex area of health care. This aims to support you to be an informed and culturally safe practitioner to Aboriginal and Torres Strait Islander patients and their family. It also aims to inspire you to advocate for system changes within health care services. Scenario: Your group has been asked to present to the local Board of Directors and Chief Executive Officer (CEO) of the local mainstream health service. A number of topics have been identified by the Board of Directors and CEO for your presentation. Your group has been given the opportunity to present brief reports to the Board of Directors and CEO on these topics, and provide a concise presentation. Due to the multiple priorities of the Board of Director and the CEO, your group has only been permitted a short time for your presentation. As a result, you will need to ensure that it is concise and persuasive. The is a unique opportunity that may influence how the Board of Directors and the CEO plan to cater for Aboriginal and Torres Strait Islander peoples, now and into the future. Assessment Task 2A is the individual component, which includes:  a short report on the topic that you have been allocated through your group deliberations.  individual participation in three (3) online discussions. Assessment Task 2B is the group component, which requires your group to:  video recording of your group presentation that addresses the topics your group covered individually in Assessment Task 2A.  develop of a Project Plan, and then provide three (3) updates to your tutor via email. Learning outcomes assessed: 1. Apply the principles of cultural safety to the context of Aboriginal peoples and Torres Strait Islanders’ health and well-being to analyse and advance your current position on the continuum of cultural safety. 2. Describe historical, social, and political issues and how they inform current experiences of health and well-being, in order to realise their significance as determinants of current health and wellbeing of Aboriginal peoples and Torres Strait Islanders. 3. Discover the everyday experiences of Aboriginal peoples and Torres Strait Islanders that inform their health care and apply this NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 – Assessment Task 2A and 2B Page 3 of 9 knowledge to facilitate effective partnerships with individuals, families, and communities. 4. Articulate the principles of comprehensive primary health care as a vehicle for understanding Aboriginal peoples’ and Torres Strait Islanders’ health and well-being in terms of self-determination and activism. 5. Critically analyse existing Aboriginal peoples’ and Torres Strait Islanders’ health and well-being programs and associated professional roles to develop a culturally safe and holistic response to a complex case study. What you need to do: Assessment Task 2A Report In your group of 4-6 students, decide the allocation of topics. If you are a group of…  six (6), your group must allocate all topics.  five (5), your group must allocate 5 topics only.  four (4), your group must allocate 4 topics only. The topics include: 1. Holistic care – Reflecting on the Aboriginal and Torres Strait Islander definition of health (as included in the NACCHO Constitution), discuss the barriers that prevent our current mainstream health system from meeting the holistic health needs of Aboriginal and Torres Strait Islander peoples. 2. Aboriginal Community Controlled health services (ACCHS) – Discuss the strengths of ACCHS, specifically in their response to holistic health needs, as per the Aboriginal and Torres Strait Islander definition of health (as included in the NACCHO Constitution). 3. Interdisciplinary collaboration – Discuss the role of the Aboriginal and Torres Strait Islander health worker. What strengths do they bring to the interdisciplinary team? What are their limitations? How do nurses and Aboriginal and Torres Strait Islander health workers optimise each other’s role in this context? 4. Intersectionality – The poorer health outcomes experienced by Aboriginal and Torres Strait Islander peoples who identify as lesbian, gay, bisexual, transgender, intersex, queer (LGBTIQ), brother-boys or sister-girls is evidence of how people with intersectional identities may experience multiple layers of disadvantage. Discuss the main health concerns for this population group, and describe existing health and well-being services available to respond to these needs. 5. Discharge Against Medical Advice (DAMA) – Aboriginal and Torres Strait Islander peoples’ rates of DAMA is significantly higher than that of other Australians. Briefly discuss common health system factors that contribute to Aboriginal and Torres Strait Islander peoples’ rates of DAMA. Then discuss one (1) health system improvement strategy that could reduce the incidence of Aboriginal and Torres Strait Islander peoples’ rates NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 – Assessment Task 2A and 2B Page 4 of 9 of DAMA. 6. Political imperative of well-being – Patient advocacy by nurses contributes to improved health outcomes. However, for Aboriginal and Torres Strait Islander patients, patient advocacy has often been shown to be inadequate. How can the nursing profession and individual nurses become better advocates for Aboriginal and Torres Strait Islander peoples? Report presentation structure Individuals must address their allocated topic in their report. Your report should be structured as follows: 1. Introduction – introduce your topic. 2. Discussion – demonstrate your understanding of this topic through: a. defining the associated key concepts b. discussing the contemporary relevance of the topic to the Aboriginal and Torres Strait Islander peoples’ health context. Use the prescribed readings and broader resources to support your discussion. 3. Conclusion – summarise the main points of your report. Online Discussions In weeks 7, 9 & 11 a question will be posted on your tutorial group’s online discussion board on the NSB202 Blackboard. You will be required to:  provide constructive contribution to the discussion in the allocated weeks before Friday 5pm of that week.  use the prescribed and other relevant readings to support your discussion.  consider the main points that your colleagues (including your tutor) when contributing to the discussion. You are expected to contribute at least one post for each of these weeks. These discussions will assist with the development of your report. Assessment Task 2B Group Presentation The group presentation is recorded and uploaded onto YouTube as an unlisted video. Each group member must include the URL for this video on the cover sheet for your Assessment Task 2A Report. Your group presentation must be composed of the following: 1. Introduction. Clearly introduce each of the team members and their topic (1 minute). 2. Each group member gives a concise presentation discussing key points from their report. Each person is allocated 3 minutes to present. a. Group of four (4) –13 minutes in total including the introduction. b. Group of five (5) – 16 minutes in total including the introduction. c. Group of six (6) – 19 minutes in total including the introduction. NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 – Assessment Task 2A and 2B Page 5 of 9 There is no need to summarise the presentation at the end. The last speaker concludes simply by thanking the Board of Directors and the CEO for their time. YouTube Your video must be uploaded onto YouTube as an unlisted video. Please follow the instructions from this video to create a YouTube account (if you don’t have one already) and to upload your video. Name and describe your video appropriately. Project Plan Groups are required to submit a completed and updated version of their Project Plan, to their tutor via email in weeks 7, 9 and 11. Length: Assessment Task 2A: 1500 words, +/-10% (word length includes in-text referencing and excludes your reference list and appendices)  Report: 1200 words  Online Discussion: 100 words for each post (3 posts in total) Assessment Task 2B: Group Presentation: 13 or 15 or 19 minute presentation for groups of 4 or 5 or 6 individuals respectively (see above). Estimated time to complete task: Assessment Task 2A: 20 hours Assessment Task 2B: 10 hours Weighting: 60 % Individual/Group: Assessment Task 2A: Individual Assessment Task 2B: Group Formative/Summative: Formative and Summative How will I be assessed: 7-point grading scale using a rubric Due date: Online Discussion: By 5pm Friday, Week 7, 9 and 11. Submission to your Group Discussion Board on NSB202 Blackboard. Project Plan: By 5pm Friday, Week 7, 9 and 11. Submission to your tutor via email. Report and Group Presentation: Friday 1 June, submitted via Turnitin in your NSB202 Blackboard site by 11:59 pm. More information about Turnitin is available on the FAQs about Turnitin page. Presentation requirements: Your responses to the assessment tasks must adhere to the prescribed formatting. Assessment Task 2A: Your Report should be written in third-person style and prepared as follows:  Has a cover sheet with the assessment title, your name, student number, tutor name and word count. Importantly, it must include NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 – Assessment Task 2A and 2B Page 6 of 9 the URL for your Assessment Task 2B video. Coversheet template is recommended and available on your NSB202 Blackboard site.  Include ‘footer’ on each page with your name, student number, unit code and page number.  3 cm margins on all sides, double-spaced text  Times New Roman, font size 12.  QUT APA style referencing (see http://www.citewrite.qut.edu.au/)  Include a complete reference list on a new page.  Include total word count.  Be submitted in electronic format via Turnitin. Your discussion board contributions must:  be evidence based, demonstrating use of prescribed and broader literature.  consider the contribution of other participants. Assessment Task 2B: Your group presentation is required to:  be recorded, edited and uploaded as a single video as per the appropriate timeframes (above).  consist of no more than 14 slides (2 slides each, 1 introductory slide, and 1 reference slide).  Be evidence-based, and include a reference list at the conclusion of your presentation. Your Project Plan must:  utilise the template available on your NSB202 Blackboard. What you need to submit: Assessment Task 2A: 1. One word document that contains: Assignment Cover Sheet (including video URL) & your response to your allocated topic (above) written as per the presentation requirements (above). 2. Three discussion board posts (one post in Week 7, 9, and 11) that contribute to the nominated discussion topic. Assessment Task 2B: 1. A single video of your group presentation that responds to the assessment task (above). Include the URL in the Assessment Task 2A Assignment Cover Sheet. 2. Your current Project Plan is emailed to your tutor in Week 7, 9, and 11. NSB202 Aboriginal and Torres Strait Islander Peoples’ Well-Being NSB202 – Assessment Task 2A and 2B Page 7 of 9 Resources needed to complete task:  Week 1 – 12 NSB202 required and recommended readings, videos, lectures and tutorial material.  Smart device with video recording capabilities.  QUT Cite|Write APA guide.  Turnitin Tip Sheets.  Creating a YouTube account and uploading your video: https://youtu.be/n7DB3Xhih9c. Academic Integrity The School of Nursing takes academic integrity very seriously. All work submitted must be your own work. The work of others needs to be correctly acknowledged and referenced according to the APA guidelines. There are serious consequences that will be imposed should you be found to breach academic integrity. Make sure you are familiar with the MOPP C/5.3 Academic Integrity and view the Academic Integrity video and explore the Academic Case Studies available on your Blackboard site. Maintaining academic integrity is your responsibility. If in doubt, check it carefully. NSB202 Aboriginal and Torres Strait Islander Peoples Well-Being NSB202 - Assessment 2A and 2B Page 8 of 9 NSB202 Assessment Task 2A and 2B Rubric Name: Learning outcomes assessed: 1, 2, 3, 4, and 5. Weighting: 60 % Criteria XXXXXXXXXXPart 2A: Theoretical understanding Weighting: 20% Demonstrates comprehensive understanding of key concepts based on prescribed and a number of appropriate additional learning resources. Demonstrates a strong understanding of key concepts based on prescribed and some additional learning resources. Demonstrates a sound understanding of key concepts based on prescribed learning resources. Demonstrates an adequate understanding of key concepts somewhat based on prescribed learning resources. Demonstrates little understanding of key concepts somewhat based on learning resources. Demonstrates little to no understanding of key concepts based on minimal learning resources or did not use learning material at all. Part 2A: Application of knowledge Weighting: 30% Demonstrates comprehensive understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate strong understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate sound understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate adequate understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate basic understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Demonstrate little to no understanding of the application of key concepts to Aboriginal and Torres Strait Islander peoples’ health context. Part 2A: Communication, presentation and referencing Weighting: 10%  Presentation accurately met presentation requirements.  Consistently used professional nondiscriminatory language.  Consistently and accurately applied QUT APA style of referencing.  Expressed ideas clearly, concisely and fluently with accurate spelling and grammar.  Kept to word limit.  Presentation met most aspects of presentation requirements.  Almost always used professional nondiscriminatory language.  Almost always applied QUT APA style of referencing.  Expressed ideas clearly and fluently with accurate spelling and grammar.  Kept to word limit.  Presentation met some aspects of presentation requirements.  Mostly used professional non-discriminatory language.  Generally correctly applied QUT APA style of referencing.  Mostly expressed ideas clearly.  Mostly accurate spelling and grammar.  Kept to word limit.  Presentation met few aspects of presentation requirements.  Sometimes used professional nondiscriminatory language.  Sometimes applied QUT APA style of referencing correctly.  Expressed ideas clearly.  Sound spelling and grammar.  Kept to word limit.  Presentation met limited aspects of presentation requirements.  Rarely used professional nondiscriminatory language.  Rarely applied QUT APA style of referencing correctly.  Ideas were not clearly expressed.  Was under or over the required word limit.  Presentation ignored presentation requirements, and QUT APA referencing conventions.  Rarely used professional nondiscriminatory language.  Attempted to communicate your ideas in writing.  Was significantly under or over the required word limit. NSB202 Aboriginal and Torres Strait Islander Peoples Well-Being NSB202 - Assessment 2A and 2B Page 9 of 9 Part 2A: Online Group Discussion participation Weighting: 10%  Comprehensive contribution that demonstrates mastery of key concepts and their application to the Aboriginal and Torres Strait Islander peoples’ health context.  Based on prescribed and other appropriate additional learning resources.  Considers the contribution of others.  Consistent participation in Weeks 7, 9 and 11.  Contribution that demonstrates a strong understanding of key concepts and their application to the Aboriginal and Torres Strait Islander peoples’ health context.  Based on prescribed and other additional learning resources.  Considers the contribution of others.  Consistent participation in Weeks 7, 9 and 11.  Contribution that demonstrates a sound understanding of key concepts and their application to the Aboriginal and Torres Strait Islander peoples’ health context.  Based on learning resources.  Consistent participation in Weeks 7, 9 and 11.  Contribution that demonstrates an adequate understanding of key concepts and their application to the Aboriginal and Torres Strait Islander peoples’ health context.  Somewhat based on prescribed learning resources.  Consistent participation in Weeks 7, 9 and 11.  Contribution that demonstrates limited understanding of key concepts and their application to the Aboriginal and Torres Strait Islander peoples’ health context.  Vaguely based on learning resources.  Participation in at least 2 online discussions.  Demonstrates little to no understanding of key concepts and their application to the Aboriginal and Torres Strait Islander peoples’ health context.  Based on minimal learning resources or did not use learning material at all.  Participation in 1 or none of the online discussions. Part 2B: Group Work Weighting: 30%  Video presentation consistently concise and persuasive.  Timely receipt of completed project plans for all of the milestones (weeks 7, 9 and 11).  Kept to recommended time limit.  Video presentation mostly concise and informative.  Receipt of completed project plans for all of the milestones (weeks 7, 9 and 11).  Kept to recommended time limits.  Video presentation informative.  Receipt of most project plans for most of the milestones (weeks 7 and/or 9 and/or 11).  Kept to recommended time limits.  Video presentation conveyed basic information on topics.  Receipt of most project plans for some of the milestones (weeks 7 or 9 or 11).  Kept to recommended time limits.  Video presentation includes some relevant information to the topics.  Receipt of project plans for some of the milestones (weeks 7 or 9 or 11).  Did not abide to recommended time limits.  Video presentation includes minimal to no relevant information to the topics.  Minimal or none of the project plans received.  Did not abide to recommended time limits.
Answered Same Day May 14, 2020 NSB202

Solution

Mayank answered on May 15 2020
142 Votes
Aboriginal and To
es Strait Islander Peoples: Effect of Discharge against medical advice (DAMA)
Course
College
Due Date
Introduction
Discharge against medical advice (DAMA) has been significantly related with the increased incidence of hospital mortality and re-admission of the patients. Thus, various reports suggested that DAMA in various cases results in patient dissatisfaction, and emerged as very complicated health issues in the society due to the incomplete treatment, which would threaten the patients, his/her relatives with increased severity of illness, mortality, complications, and re-admission. Research studies recommended that since 1960, highest cases of DAMA were from psychiatric health care centres and acute care hospitals. However, the rate has been increased and lead to double the number percentage in 10 years Besides, some basic reasons in increasing number of cases are clinical and legal aspects along with the patient rights charter, and social contexts, while now a days through various service of healthcare management and improved patient-centred services quality shown a significant reduced DAMA cases (Lee, Cho, Choi, Kim & Park, 2016). Most of the patients of DAMA faced a significant health issues such as insufficient treatment, high level of serious complications, and risk of re-admission and very common increased patients stay durationduring re-admission process in the hospitals (Choi, Kim, Qian & Palepu, 2011). A study data reported that after discharge of DAMA patientswithin 15 days the risk of re-admission was reported to be more than 7 time higher as compared with the patients who were dischargedformally. The record of DAMA case study presentedthe re-admission in HIV infection patients, whichwas found be one of the major reason that might lead to mortality. Due to incomplete treatment of DAMA cases, high cost of treatment, negligence, etc. results in increased death cases along with associated health issues such asdiabetic ketoacidosis, endocarditis,meningitis, and pneumonia. The aim of the present study showed a
ief state of DAMA and its association with the Aboriginal peoples. Thedata with respect to DAMA patient’sstatus of Aboriginal and To
es Strait Islander Peoples and its associated factors that were found to be responsible have been increased the number of cases with respect to other Australians.
Aboriginal people strait are defined with respect to the colour and they are considered as the first inhabitants of Australia. On the basis of their skin colour or the percentages of 'Aboriginal blood' they were categorized. Further, as per government definitions, these peoples is of Aboriginal descent, identifies as an Aboriginal person, and further they are accepted as an Aboriginal person by the community in which he/she lives. They denoted diverse Aboriginal nations, various languages, tradition, lived in mainland or in continent's offshore islands. It was believed that these peoples might come from different To
es...
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