Health Education Narrated PowerPoint
This assessment task will allow students to demonstrate an understanding and empathy towards the complexity of modifiable risk factor behaviour alteration for patient with chronic illness and or disability. This assignment will develop students’ ability to identify factors which inhibit independence and diminish quality of life, require consideration of issues that inform behaviour, and advocate practical strategies for modification. Students will have the
opportunity to demonstrate critical thinking, clinical reasoning and the principles of caring for people with a chronic illness or disability are applied.
Stream A Due Date
Wednesday, 21st April 2021
Stream B Due Date Wednesday, 2nd June 2021
8 to 10 minute narration of a PowerPoint presentation. Minimum of 6 slides including introduction and conclusion. Slide/s containing reference list are not counted in the minimum.
Appendix B of the NRSG unit outline
LEO Resource Health Education Narrated PowerPoint Unpacking video, assessment tile
LO3, L04, LO5
Students will choose from one of two case studies that display multiple modifiable risks. Students can then choose ONE risk factor to focus their assessment on. Students are required to develop a narrated PowerPoint on behaviour change for patients with multiple chronic diseases or disabilities. It is expected that appropriate evidence-based literature will be used to support answer the following questions:
1. Briefly summarise the case study and define the chosen modifiable risk factor behaviour.
2. Outline factors that may contribute to the behaviour (why the behaviour happens), and how the behaviour will impact on the chronic illness or disability.
3. Identify a health behaviour theory that may be appropriate to explain the behaviour, and can be used as the basis for an intervention to modify that behaviour
4. Outline and justify one (1) innovative and practical strategy that can be implemented at home by person in the case study to encourage risk factor behaviour modification, why it is a relevant strategy for the case study, and what the RN’s role will be within this strategy.
5. Outline and justify one (1) appropriate (real) service/support/group in your
area able to assist. Include a brief description of the service (relevant to the clinician, not the consumer), why this service will assist, how will it be funded, and what the RN’s role will be within this strategy. Please include contact details for the service (a website or phone number) on the PPT slide.
Instructions on how to record a slide show with narration and slide timings in PowerPoint are available on the LEO assessment tile.
Case Study 1
Alan, 75 years old, retired from the public service four years ago. He lives alone in a second storey apartment on a busy main road. Alan no longer drives due to vision issues, has a BMI of 34.9, and is diagnosed with osteoarthritis, hypertension, hepatitis C, skin cancer and polycystic kidney disease. He has recently had a fall getting out of the shower but did not sustain any injuries. Alan spends his time watching Netflix or playing games on his Ipad. Alan leaves his house only to see his GP every two months to renew his multiple prescriptions and walks next door to the petrol station to purchase food supplies every few days. Alan has current referrals from the GP to a physiotherapist, dietician, occupational therapist and has appointments for all within the next 6 weeks.
Case Study 2
Parker is a 19-year-old full time student, studying marketing. Parker has a history of asthma, attention deficit hyperactivity disorder, anxiety, depression. Parker's mother coordinated schedules, diet, medications, doctors’ appointments; however, she passed away four months ago, and Parker now lives alone. Parker now often runs out of prescribed medications, schedules but fails to attend for appointments, relies on take-out food, and isn’t sure where his repeat prescriptions are. Parker was recently fired from his job at McDonald's due to poor attendance from increasing anxiety, and failed three units at uni last semester. Parker has current referrals from the GP to a physiotherapist, dietician, occupational therapist and has appointments for all within the next 6 weeks.
Via the assessment dropbox in the NRSG372 LEO site on your campus tile.
Please ensure you submit to the dropbox assigned to your stream.
PowerPoint Show (.ppsx)
Introduction slide, content slides, conclusion slide, reference slide/s.
Minimum of 6 slides, excluding reference slides.
Always require page number. No more than 10% of WC in direct quotes
Name - Student Number – Ax2 - NRG372 - 2021 (in 9 point Calibri or Arial)
Minimum References A minimum of 14 high quality resources are to be used.
Age of References
Published in the last 5 years as this area of knowledge is rapidly developing
“References” is centered, bold, on a new slide (14 point Calibri or Arial)
References are arranged alphabetically by author family name
Second and subsequent lines of a reference have a hanging indent
Presented as functional hyperlink
Double spacing the entire reference list, both within and between entries
Late penalties will be applied from 9:01am on the due date, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks
received more than three calendar days after the due or exten receive feedback but will not not be allocated a mark.
Penalty Timeframe Penalty
09:01am Wednesday to 9am Thursday 5% penalty
09:01am Thursday to 9am Friday 10% penalty
09:01am Friday to 9am Saturday 15% penalty
Received after 09:01 Saturday No mark allocated
An assignment is submitted 12 hours late and is initially mark
100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark. ded date will
ed at 60 out of
Return of Marks
Marks will be generally returned in three weeks; if this is not achievable, you will be notified via your campus LEO forum.
Marks for the final assessment (assessment three) of this unit will be withheld until after grade ratification and grade release.
Assessment template project informed by ACU student forums, ACU Librarians and the Academic Skills Unit.