Assessment 2 – Powerpoint presentation with na
ation
Weighting Percentage:
40% of overall unit grade
Addresses learning outcomes:
1. Actively identify and moderate the impact of bias and stigma on therapeutic use of self
2. Describe and discuss the interplay of personal and professional values to enable the experience of engaging in therapeutic relationships with consumers, family, peers and community
Assessment details:
Students are required to create a poster presentation using the PowerPoint platform with five (5) minutes of na
ation that will be electronically submitted to Canvas. Please include an image within your presentation that represents a bias/stigma that could negatively affect the therapeutic relationship between the healthcare consumer and healthcare professional. Explain the relevance of the image in relation to the ‘therapeutic use of self’. This discussion should be supported by outlining interpersonal and communication strategies that the healthcare professional may use to reduce the influence of bias/stigma in the therapeutic relationship. Please consider contemporary communication, relational and other theory relevant to therapeutic engagement to support your discussion.
· Your poster may include text to support your image with any images or text including the appropriate reference sources.
· Utilise the PowerPoint platform with a single slide used as your poste
· Include five (5) minutes of na
ation (4-6 minutes)
· Your poster should include at least five (5) academic references to support your assessment using APA 7th edition referencing style – the reference list should be presented as a second slide in your submitted presentation
· This is an individual submission – one poster per student
Note: All assessments must be attempted to pass this unit
Ru
ic
Assessment 2: powerpoint poster presentation
Assessment 2: powerpoint poster presentation
Criteria
Ratings
Pts
This criterion is linked to a learning outcomeAddressing bias / stigma
Addresses bias/stigma that may negatively affect the therapeutic relationship between the healthcare consumer and healthcare professional and links this discussion to the chosen image.
10 to >8.4 Pts
High distinction
Excellent overview of the bias/stigma that may negatively affect the therapeutic relationship between the healthcare consumer and healthcare professional. Student provides insightful and sophisticated links between their chosen image and their key discussion points.
8.4 to >7.4 Pts
Distinction
Very Good overview of the bias/stigma that may negatively affect the therapeutic relationship between the healthcare consumer and healthcare professional. Student provides insightful and well considered links between their chosen image and their key discussion points.
7.4 to >6.4 Pts
Credit
Good overview of the bias/stigma that may negatively affect the therapeutic relationship between the healthcare consumer and healthcare professional, though lacks depth to this discussion. Student provides good, clear links between their chosen image and their key discussion points.
6.4 to >4.5 Pts
Pass
Some overview of the bias/stigma that may negatively affect the therapeutic relationship between the healthcare consumer and healthcare professional, though lacks depth to this discussion. Student provides some links between their chosen image and their key discussion points.
4.5 to >0 Pts
Fail
Minimal or nil overview of the bias/stigma that may negatively affect the therapeutic relationship between the healthcare consumer and healthcare professional. Student provides minimal or nil reference to their chosen image to support this discussion.
10 pts
This criterion is linked to a learning outcomeInterpersonal and communication strategies
Addresses the relevance of chosen image to the ‘therapeutic use of self’ (5 marks).
Outlines interpersonal and communication strategies that the healthcare professional may use to reduce the influence of bias/stigma in the therapeutic relationship (10 marks).
The discussion of strategies is supported by contemporary communication, relational and other relevant theory to therapeutic engagement (5 marks).
20 to >16.5 Pts
High distinction
Excellent overview of the relevance of chosen image to the ‘therapeutic use of self’. Student thoughtfully considers interpersonal and communication strategies that the healthcare professional may use to reduce the influence of bias/stigma in the therapeutic relationship. This discussion considers and is well-supported by contemporary communication, relational and other relevant theory to therapeutic engagement
16.5 to >14.5 Pts
Distinction
Very Good overview of the relevance of chosen image to the ‘therapeutic use of self’. Student considers interpersonal and communication strategies that the healthcare professional may use to reduce the influence of bias/stigma in the therapeutic relationship. This discussion is supported by contemporary communication, relational and other relevant theory to therapeutic engagement
14.5 to >12.5 Pts
Credit
Good overview of the relevance of chosen image to the ‘therapeutic use of self’. Student considers some interpersonal and communication strategies that the healthcare professional may use to reduce the influence of bias/stigma in the therapeutic relationship. This discussion may lack depth. Some reference to contemporary communication, relational and other relevant theory to therapeutic engagement
12.5 to >9.5 Pts
Pass
Adequate overview of the relevance of chosen image to the ‘therapeutic use of self’. Student considers interpersonal and communication strategies that the healthcare professional may use to reduce the influence of bias/stigma in the therapeutic relationship though there is a lack of depth or relevance of these strategies. Limited use of contemporary communication, relational and other relevant theory to therapeutic engagement to support discussion
9.5 to >0 Pts
Fail
Minimal overview of the relevance of chosen image to the ‘therapeutic use of self’. Student provides nil or minimal interpersonal and communication strategies that the healthcare professional may use to reduce the influence of bias/stigma in the therapeutic relationship. There is minimal or nil reference to contemporary communication, relational and other relevant theory to therapeutic engagement
20 pts
This criterion is linked to a learning outcomeDesign and presentation
Use of PowerPoint platform to present a single slide ‘poster’.
Na
ation is clear and is delivered in five (5) minutes (4-6 minutes).
Clear presentation of poster information with consideration given to graphic design including use of colour, fonts and imagery.
Follows conventional academic approach including – academic language, grammar, spelling, punctuation and syntax in both the written and na
ated components.
5 to >4.2 Pts
High distinction
Excellent standard of academic writing with co
ect grammar, writing, spelling and syntax. Excellent structure and articulation of ideas within the assessment that reflects assessment instructions. Excellent use of graphic design to support the presentation
4.2 to >3.7 Pts
Distinction
Very good standard of academic writing with co
ect grammar, writing, spelling and syntax. Excellent structure and articulation of ideas within the assessment that reflects assessment instructions. required word count. Very good use of graphic design to support the presentation
3.7 to >3.2 Pts
Credit
Good standard of academic writing with mostly co
ect grammar, writing, spelling and syntax. Good structure and articulation of ideas within the assessment that mostly reflects assessment instructions.
3.2 to >2.4 Pts
Pass
Adequate standard of academic writing with a number of e
ors in grammar, writing, spelling and syntax. Adequate structure and articulation of ideas within the assessment that somewhat reflects assessment instructions. Adequate use of graphic design to support the presentation
2.4 to >0 Pts
Fail
Minimal standard of academic writing with a number of e
ors in grammar, writing, spelling and syntax. Poor structure or articulation of ideas within the assessment that does not reflect assessment instructions. Minimal attention given to use of graphic design to support the presentation
5 pts
This criterion is linked to a learning outcomeReferences
Utilised and appropriately referenced at least five (5) sources using the APA 7th edition referencing style.
Key elements identified in the PowerPoint poster and na
ated content are supported by evidence from high-quality sources
5 to >4.2 Pts
High distinction
Excellent use of literature to support this assessment. This includes high-quality peer-reviewed sources. References and reference list adheres to APA 7th edition referencing with no e
ors or unsupported claims in the assessment
4.2 to >3.7 Pts
Distinction
Very good use of literature to support this assessment. This includes good-quality peer-reviewed sources. References and reference list adheres to APA 7th edition referencing with minimal e
ors or some unsupported claims in the assessment
3.7 to >3.2 Pts
Credit
Good use of literature to support this assessment. This includes good-quality peer-reviewed sources. References and reference list mostly adheres to APA 7th edition referencing with some e
ors or unsupported claims in the assessment
3.2 to >2.4 Pts
Pass
Adequate use of literature to support this assessment. This includes some use of quality peer-reviewed sources. References and reference list somewhat adheres to APA 7th edition referencing with e
ors or unsupported claims evident in the assessment
2.4 to >0 Pts
Fail
Minimal or absent use of literature to support this assessment. There are minimal or absent sources used to support the assessment. References and reference list minimally adheres to APA 7th edition referencing with a number of e
ors or unsupported claims in the assessment
5 pts
Total points: 40