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NSB105 Wellness across the lifespan Assessment Task 2 NSB105 – Assessment Task 2 Page 2 of 6 NSB105 Wellness across the lifespan Assessment Task 2 Assessment name: Health Promotion Case Study Report Learning outcomes measured: 1. Explain and discuss key concepts and issues in relation to health and illness across the lifespan including the influence of social determinants of health 2. Identify the principles of partnerships with consumers in health care and demonstrate application of these principles to person-centred care across the lifespan 3. Apply knowledge of professional, ethical, social and cultural dimensions of communication to establish and maintain therapeutic relationships and partnerships in health care 4. Analyse the principles of health promotion and evaluate health promotion strategies in relation to a selected health problem and key social determinants of health across the lifespan. Length: 1500 words and a short 1 – 2 minute video Estimated time to complete task: 30 hours Weighting: 60% Individual/Group: Individual Formative/Summative: Summative How will I be assessed: 7 point grading scale using a rubric Due date: Week 13 – 4pm Friday 27th October Submitted via Turnitin in your NSB105 Blackboard site by 4 pm. More information about Turnitin is available on the FAQs about Turnitin page. Presentation requirements: This assessment task must:  Represent the individual work of the student  Use QUT APA referencing for citing academic literature  Be submitted in electronic format as a PDF document via Turnitin. Task description: You will prepare a 1500 word report and a short 1 – 2 minute video based on the following case study: Jan is a 40 year old women who lives in a rural Queensland town. Jan is a single parent of two children aged 13 and 15. Jan is having a difficult time at the moment, she recently separated from her husband and she also lost her job when the small retail business she NSB105 – Assessment Task 2 Page 3 of 6 NSB105 Wellness across the lifespan worked for closed. She is currently on unemployment benefits and money is very tight. Jan also worries about her health, she has a family history of heart disease and knows she could be healthier. She quite likes walking for exercise but finds it hard to stick to a routine. Jan enjoys cooking, likes to add extra salt to food and enjoys drinking 4-5 full-sugar Cola drinks each day. Jan feels quite stressed with her situation and her GP, Dr Forrest, has noticed her blood pressure is a bit high. Dr Forrest has referred Jan to the local Community Health Centre Nurse for some additional support to assist Jan to reduce her risk factors for heart disease. Imagine you are the Community Nurse who meets with Jan. Listen to the video where Jan introduces herself and discusses her social situation and health concerns. A video of Jan will be available in the Assessment 2 Folder in BB at the commencement of Week 8. What you need to do: Part A (1500 words) In relation to Jan’s case, write a short report that addresses the following points : 1. Provide a short written introduction to the report (150 words) 2. Outline the impact of cardiovascular disease (CVD) in Australian women (300 words) 3. Briefly describe the social determinants that increase Jan’s risk of CVD (300 words) 4. Briefly describe the behavioural determinants that increase Jan’s risk of CVD (300 words) 5. Outline the motivational interviewing principles you will apply when discussing CVD risk factors with Jan (300 words) 6. Write a short summary and conclusion to finish your report (150 words) 7. Provide a Reference List (Minimum of 10 relevant and contemporary references, QUT APA format) Part B (1 – 2 minute video) 8. Listen to the video of Jan (available on Assessment 2 Folder of BB site from commencement of Week 8) 9. Prepare a short 1 – 2 minute video recording of your response to Jan. In this response, you are required to demonstrate basic motivational interviewing skills to establish rapport and initiate discussion about one of Jan’s health concerns: NSB105 – Assessment Task 2 Page 4 of 6 NSB105 Wellness across the lifespan  Introduce yourself (Engage)  Briefly explain your approach to the discussion (PACE)  Demonstrate communication skills (OARS), including Affirmation, Reflection and Summarising to respond to Jan. Note: Record your video on any mobile device, upload the video to your YouTube channel (select unlisted). Generate a QR code and copy this onto your Assignment Cover Sheet 10. Upload the written report including the embedded QR code link to Turnitin by the due date. Resources needed to complete task:  In order to be successful in this task it is highly recommended that you attend scheduled lectures and tutorials, that will help prepare you to complete this assessment task  You will also need to undertake some independent study and reading about cardiovascular disease in Australia  In relation to points 2 to 5 above, you will need to draw on good quality, recent scientific literature and provide references to support your writing  Suggested references may include: Australian Institute for Health and Welfare (AIHW), Australia’s Health, National Health and Medical Research Council (NHMRC) literature, Australian Bureau of Statistics (ABS) data/reports, Heart Foundation guidelines for health professionals, recent research eg. systematic reviews etc. to evidence your writing.  Instructions for creating a YouTube channel  Instructions for generating QR code and embedding on Cover Sheet  QUT Cite|Write APA guide.  Turnitin Tip Sheets. Academic Integrity The School of Nursing takes academic integrity very seriously. All work submitted must be your own work. The work of others 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. NSB105 – Assessment Task 2 Page 5 of 6 NSB105 Wellness across the lifespan NSB105 Wellness across the lifespan Assessment Task 2 Rubric Name: Learning outcomes assessed: 1, 2, 3 and 4 Weighting: 60% Criteria 7 6 5 4 3 2 1 Part A Knowledge of health problem (40%) Demonstrates excellent knowledge of health problem including all social determinants and behavioural determinants relevant to the case study Demonstrates good knowledge of health problem including most of the social determinants and behavioural determinants relevant to the case study Demonstratessound knowledge of health problem including the important social determinants and behavioural determinants relevant to the case study Demonstrates basic knowledge of health problem including some of the social determinants and behavioural determinants relevant to the case study, although some gaps in understanding evident Demonstrates limited knowledge of health problem including social determinants and behavioural determinants relevant to the case study Demonstrates no knowledge of health problem/social determinants and behavioural determinants relevant to the case study No evidence of meeting this criterion. Knowledge of communication principles (10%) Comprehensive understanding of therapeutic communication principles, including active listening and motivational interviewing evident Good understanding of therapeutic communication principles, including active listening and motivational interviewing evident Sound understanding of therapeutic communication principles, including active listening and motivational interviewing evident Demonstrates basic knowledge of therapeutic communication principles, with some gaps in understanding evident Demonstrates limited knowledge of therapeutic communication principles relevant to the case study, with significant gaps in understanding evident Demonstrates inaccurate knowledge of therapeutic communication principles relevant to the case study No evidence of meeting this criterion Part B Communication skills – video role play (30%) Demonstrates excellent person centered, empathic communication skills (Consistent use of eye contact, clear voice, appropriate choice of words, affirmation, reflection and summarizing evident) Demonstrates good person centered, empathic communication skills (Mostly consistent use of eye contact, clear voice clear, appropriate choice of words, affirmation, reflection and summarizing evident evident) Demonstrates sound person centered, empathic communication skills (Use of eye contact, clear voice, appropriate choice of words, affirmation, reflection and summarizing evident) Demonstrates basic person centered, empathic communication skills (Some use of eye contact, clear voice, appropriate choice of words, affirmation, reflecting and summarizing somewhat evident but could be better developed) Demonstrates communication skills that are poorly developed/ not empathic or person centered (Lack of eye contact/ voice unclear or inaudible/inappropriat e choice of words/ lack of affirmation, reflection and summarizing skills evident) Did not meet requirements of set task No evidence of meeting this criterion. NSB105 – Assessment Task 2 Page 6 of 6 NSB105 Wellness across the lifespan Academic writing (10%) Excellent written communication skills are evident through consistent and accurate use of grammar, spelling, punctuation and nondiscriminatory language Introduction and conclusion concise and coherent Kept to word limit Good written communication skills are evident through mostly consistent and accurate use of grammar, spelling, punctuation and nondiscriminatory language Introduction and conclusion coherent Kept to word limit Sound written communication skills are evident Some minor errors in use of grammar, spelling, punctuation and nondiscriminatory language Introduction and conclusion evident Kept to word limit Basic written communication skills are evident Written expression at times lacks clarity or structure with minor consistent errors in grammar/ spelling and punctuation/use of nondiscriminatory language Introduction and conclusion evident, although could be more coherent Kept to word limit Written expression is poorly structured with major errors in grammar/spelling/ punctuation/use of nondiscriminatory language Introduction and conclusion unclear or missing Under/over word limit ± 10% Did not meet requirements of set task. Very poor presentation and academic writing requirements not followed No evidence of meeting this criterion. Use of evidence based literature and referencing (10%) Consistent use of a wide range of relevant and contemporary literature to support writing Appropriate QUT APA referencing standards consistently applied Mostly use of relevant and contemporary literature to support writing Appropriate QUT APA referencing standards mostly applied Use of some high relevant and contemporary literature to support writing Appropriate QUT APA referencing with minor errors Used literature to support writing, although could be more relevant and contemporary, or some important literature missing Appropriate QUT APA referencing with minor consistent errors Use of low quality or out of date literature Referencing does not meet QUT referencing standards Did not meet this criterion No evidence of meeting this criterionNSB105 Wellness across the lifespan Assessment Task 2 NSB105 – Assessment Task 2 Page 2 of 6 NSB105 Wellness across the lifespan Assessment Task 2 Assessment name: Health Promotion Case Study Report Learning outcomes measured: 1. Explain and discuss key concepts and issues in relation to health and illness across the lifespan including the influence of social determinants of health 2. Identify the principles of partnerships with consumers in health care and demonstrate application of these principles to person-centred care across the lifespan 3. Apply knowledge of professional, ethical, social and cultural dimensions of communication to establish and maintain therapeutic relationships and partnerships in health care 4. Analyse the principles of health promotion and evaluate health promotion strategies in relation to a selected health problem and key social determinants of health across the lifespan. Length: 1500 words and a short 1 – 2 minute video Estimated time to complete task: 30 hours Weighting: 60% Individual/Group: Individual Formative/Summative: Summative How will I be assessed: 7 point grading scale using a rubric Due date: Week 13 – 4pm Friday 27th October Submitted via Turnitin in your NSB105 Blackboard site by 4 pm. More information about Turnitin is available on the FAQs about Turnitin page. Presentation requirements: This assessment task must:  Represent the individual work of the student  Use QUT APA referencing for citing academic literature  Be submitted in electronic format as a PDF document via Turnitin. Task description: You will prepare a 1500 word report and a short 1 – 2 minute video based on the following case study: Jan is a 40 year old women who lives in a rural Queensland town. Jan is a single parent of two children aged 13 and 15. Jan is having a difficult time at the moment, she recently separated from her husband and she also lost her job when the small retail business she NSB105 – Assessment Task 2 Page 3 of 6 NSB105 Wellness across the lifespan worked for closed. She is currently on unemployment benefits and money is very tight. Jan also worries about her health, she has a family history of heart disease and knows she could be healthier. She quite likes walking for exercise but finds it hard to stick to a routine. Jan enjoys cooking, likes to add extra salt to food and enjoys drinking 4-5 full-sugar Cola drinks each day. Jan feels quite stressed with her situation and her GP, Dr Forrest, has noticed her blood pressure is a bit high. Dr Forrest has referred Jan to the local Community Health Centre Nurse for some additional support to assist Jan to reduce her risk factors for heart disease. Imagine you are the Community Nurse who meets with Jan. Listen to the video where Jan introduces herself and discusses her social situation and health concerns. A video of Jan will be available in the Assessment 2 Folder in BB at the commencement of Week 8. What you need to do: Part A (1500 words) In relation to Jan’s case, write a short report that addresses the following points : 1. Provide a short written introduction to the report (150 words) 2. Outline the impact of cardiovascular disease (CVD) in Australian women (300 words) 3. Briefly describe the social determinants that increase Jan’s risk of CVD (300 words) 4. Briefly describe the behavioural determinants that increase Jan’s risk of CVD (300 words) 5. Outline the motivational interviewing principles you will apply when discussing CVD risk factors with Jan (300 words) 6. Write a short summary and conclusion to finish your report (150 words) 7. Provide a Reference List (Minimum of 10 relevant and contemporary references, QUT APA format) Part B (1 – 2 minute video) 8. Listen to the video of Jan (available on Assessment 2 Folder of BB site from commencement of Week 8) 9. Prepare a short 1 – 2 minute video recording of your response to Jan. In this response, you are required to demonstrate basic motivational interviewing skills to establish rapport and initiate discussion about one of Jan’s health concerns: NSB105 – Assessment Task 2 Page 4 of 6 NSB105 Wellness across the lifespan  Introduce yourself (Engage)  Briefly explain your approach to the discussion (PACE)  Demonstrate communication skills (OARS), including Affirmation, Reflection and Summarising to respond to Jan. Note: Record your video on any mobile device, upload the video to your YouTube channel (select unlisted). Generate a QR code and copy this onto your Assignment Cover Sheet 10. Upload the written report including the embedded QR code link to Turnitin by the due date. Resources needed to complete task:  In order to be successful in this task it is highly recommended that you attend scheduled lectures and tutorials, that will help prepare you to complete this assessment task  You will also need to undertake some independent study and reading about cardiovascular disease in Australia  In relation to points 2 to 5 above, you will need to draw on good quality, recent scientific literature and provide references to support your writing  Suggested references may include: Australian Institute for Health and Welfare (AIHW), Australia’s Health, National Health and Medical Research Council (NHMRC) literature, Australian Bureau of Statistics (ABS) data/reports, Heart Foundation guidelines for health professionals, recent research eg. systematic reviews etc. to evidence your writing.  Instructions for creating a YouTube channel  Instructions for generating QR code and embedding on Cover Sheet  QUT Cite|Write APA guide.  Turnitin Tip Sheets. Academic Integrity The School of Nursing takes academic integrity very seriously. All work submitted must be your own work. The work of others 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. NSB105 – Assessment Task 2 Page 5 of 6 NSB105 Wellness across the lifespan NSB105 Wellness across the lifespan Assessment Task 2 Rubric Name: Learning outcomes assessed: 1, 2, 3 and 4 Weighting: 60% Criteria 7 6 5 4 3 2 1 Part A Knowledge of health problem (40%) Demonstrates excellent knowledge of health problem including all social determinants and behavioural determinants relevant to the case study Demonstrates good knowledge of health problem including most of the social determinants and behavioural determinants relevant to the case study Demonstratessound knowledge of health problem including the important social determinants and behavioural determinants relevant to the case study Demonstrates basic knowledge of health problem including some of the social determinants and behavioural determinants relevant to the case study, although some gaps in understanding evident Demonstrates limited knowledge of health problem including social determinants and behavioural determinants relevant to the case study Demonstrates no knowledge of health problem/social determinants and behavioural determinants relevant to the case study No evidence of meeting this criterion. Knowledge of communication principles (10%) Comprehensive understanding of therapeutic communication principles, including active listening and motivational interviewing evident Good understanding of therapeutic communication principles, including active listening and motivational interviewing evident Sound understanding of therapeutic communication principles, including active listening and motivational interviewing evident Demonstrates basic knowledge of therapeutic communication principles, with some gaps in understanding evident Demonstrates limited knowledge of therapeutic communication principles relevant to the case study, with significant gaps in understanding evident Demonstrates inaccurate knowledge of therapeutic communication principles relevant to the case study No evidence of meeting this criterion Part B Communication skills – video role play (30%) Demonstrates excellent person centered, empathic communication skills (Consistent use of eye contact, clear voice, appropriate choice of words, affirmation, reflection and summarizing evident) Demonstrates good person centered, empathic communication skills (Mostly consistent use of eye contact, clear voice clear, appropriate choice of words, affirmation, reflection and summarizing evident evident) Demonstrates sound person centered, empathic communication skills (Use of eye contact, clear voice, appropriate choice of words, affirmation, reflection and summarizing evident) Demonstrates basic person centered, empathic communication skills (Some use of eye contact, clear voice, appropriate choice of words, affirmation, reflecting and summarizing somewhat evident but could be better developed) Demonstrates communication skills that are poorly developed/ not empathic or person centered (Lack of eye contact/ voice unclear or inaudible/inappropriat e choice of words/ lack of affirmation, reflection and summarizing skills evident) Did not meet requirements of set task No evidence of meeting this criterion. NSB105 – Assessment Task 2 Page 6 of 6 NSB105 Wellness across the lifespan Academic writing (10%) Excellent written communication skills are evident through consistent and accurate use of grammar, spelling, punctuation and nondiscriminatory language Introduction and conclusion concise and coherent Kept to word limit Good written communication skills are evident through mostly consistent and accurate use of grammar, spelling, punctuation and nondiscriminatory language Introduction and conclusion coherent Kept to word limit Sound written communication skills are evident Some minor errors in use of grammar, spelling, punctuation and nondiscriminatory language Introduction and conclusion evident Kept to word limit Basic written communication skills are evident Written expression at times lacks clarity or structure with minor consistent errors in grammar/ spelling and punctuation/use of nondiscriminatory language Introduction and conclusion evident, although could be more coherent Kept to word limit Written expression is poorly structured with major errors in grammar/spelling/ punctuation/use of nondiscriminatory language Introduction and conclusion unclear or missing Under/over word limit ± 10% Did not meet requirements of set task. Very poor presentation and academic writing requirements not followed No evidence of meeting this criterion. Use of evidence based literature and referencing (10%) Consistent use of a wide range of relevant and contemporary literature to support writing Appropriate QUT APA referencing standards consistently applied Mostly use of relevant and contemporary literature to support writing Appropriate QUT APA referencing standards mostly applied Use of some high relevant and contemporary literature to support writing Appropriate QUT APA referencing with minor errors Used literature to support writing, although could be more relevant and contemporary, or some important literature missing Appropriate QUT APA referencing with minor consistent errors Use of low quality or out of date literature Referencing does not meet QUT referencing standards Did not meet this criterion No evidence of meeting this criterion

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