NURS13128 - Nursing care for children and their families
Term 1 - 2017


All details in this unit profile for NURS13128 have been officially approved by CQUniversity and represent a learning partnership between the University and you (our student). The information will not be changed unless absolutely necessary and any change will be clearly indicated by an approved correction included in the profile.

Overview

Infants, children and adolescents are a unique group of individuals who have ever-changing, complex needs different to those of the adult person. This unit will expose you to the theories of child development, the fundamental rights and needs of the child and their families. Assessment and communication skills necessary to care for the child and their families in a range of settings will be explored. You will also review concepts of safety, health promotion and legal and ethical issues in relation to nursing children and their families.

Details

Career Level Undergraduate
Unit Level Level 3
Credit Points 6
Student Contribution Band 7
Fraction of Full-Time Student Load 0.125

Pre-requisites or Co-requisites

Pre-requisites

Students must have completed 96 credit points and NURS12158 Clinical Nursing Practice 3 or NURS13126 Critical Care Nursing

Attendance Requirements

All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).

Offerings

Term 1 - 2017
  • Distance

Website

This unit has a website, within the Moodle system, which is available two weeks before the start of term. It is important that you visit your Moodle site throughout the term. Go to Moodle

Recommended Student Time Commitment

Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.

Class Timetable

Assessment Overview

Assessment Task Weighting
1. Written Assessment 40%
2. Presentation and Written Assessment 60%

This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Procedures for more details of interim results and final grades.

All University policies are available on the IMPortal.

You may wish to view these policies:

  • Grades and Results Procedure
  • Assessment Policy and Procedure (Higher Education Coursework)
  • Review of Grade Procedure
  • Academic Misconduct Procedure
  • Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
  • Monitoring Academic Progress (MAP) Policy and Procedure – International Students
  • Refund and Excess Payments (Credit Balances) Policy and Procedure
  • Student Feedback – Compliments and Complaints Policy and Procedure
  • Acceptable Use of Information and Communications Technology Facilities and Devices Policy and Procedure

This list is not an exhaustive list of all University policies. The full list of University policies are available on the IMPortal.

Feedback, Recommendations and Responses

Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.

Feedback Source Recommendation
Overall positive comments on lecturer responses to students and unit materials for study. Student feedback Continue with broad format of the unit and revise/update study materials for 2017.
The assessment tasks need to be reviewed as students report having difficulty understanding what was required in assessment tasks. Student feedback Revise assessment tasks and seek peer review to ensure the assessment tasks are clearly defined. The word limits for each task will also be reviewed.
On successful completion of this unit, you will be able to:
  1. Utilise evidence-based practice principles to compare the unique biopsychosocial stages of child development and the impact these have on children and their families
  2. Examine legal, ethical and socio-cultural trends and their effect upon the provision of safe collaborative nursing care to children and their families.
  3. Discuss cultural awareness principles and family centred care as applied to the nursing care of children and families.
  4. Evaluate health promotion strategies at a local, national and international level relevant to the health and wellness of children and their families.

The learning outcomes are linked to the Australian Nursing and Midwifery Accreditation Standards for registered nurses and the Nursing and Midwifery Board of Australia Registered Nurse Standards for Practice.

Alignment of Assessment Tasks to Learning Outcomes

Assessment Tasks Learning Outcomes
1 2 3 4
1 - Written Assessment
2 - Presentation and Written Assessment

Alignment of Graduate Attributes to Learning Outcomes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Graduate Attributes Learning Outcomes
1 2 3 4
1. Communication
2. Problem Solving
3. Critical Thinking
4. Information Literacy
5. Team Work  
6. Information Technology Competence  
7. Cross Cultural Competence
8. Ethical practice

Alignment of Assessment Tasks to Graduate Attributes

  • Introductory Level
  • Intermediate Level
  • Graduate Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment
2 - Presentation and Written Assessment

Textbook Information

There are no required textbooks. Note:

Textbook Information

There are no required textbooks.

IT Resources

You will need access to the following IT resources:
  • CQUniversity Student Email
  • Reliable Internet
  • Unit Website (Moodle)

IT Resources

You will need access to the following IT resources:
  • Internet
  • Unit Website (Moodle)
  • CQUniversity Student Email
All submissions for this unit must use the American Psychological Association (APA) referencing style (details can be obtained here). For further information, see the Assessment Tasks below.
Unit CoordinatorKate Crowley (k.crowley@cqu.edu.au)
Note: Check the Term-Specific section for any additional contact information provided by the teaching team
Week Begin Date Module/Topic Chapter Events and Submissions
Week 1 06-03-2017 Module one: Professional nursing issues.

Topic 1. Discuss the Nursing and Midwifery Board of Australia Codes and Guidelines as it relates to paediatric nursing practice.

Topic 2. Display knowledge of the legal responsibilities of the nurse relevant to the care of infants, children and adolescent.

Topic 3. Explore issues pertinent to the scope of paediatric nursing practice.

Topic 4. Comprehend the function of the family.

Topic 5. Explore Family Centred Care.

Topic 6. Identify the different types of families.

Topic 7. Discuss family theory.

Topic 8. Undertake a family assessment.

Topic 9. Develop a genogram for a family.

Week 2 13-03-2017

Module two: Health promotion.

Topic 1. Apply knowledge of health promotion issues as they relate to infants, children and adolescent.

Topic 2. Identify appropriate strategies to promote growth, development and safety of the neonate, infant, and child.


Week 3 20-03-2017

Module three: Medication administration.

Module four: Cultural considerations when caring for paediatric patients.

Module 3

Topic 1. Undertake conversions of micrograms to milligrams and milligrams to grams.

Topic 2. Carry out conversions of millilitres to litres.

Topic 3. Correctly calculate medication dosages for paediatric patients.

Topic 4. Explore issues related to medication errors and administration of medications to children.

Module 4

Topic 1. What is culture?

Topic 2. Communication across cultures.

Topic 3. Providing appropriate care in a multicultural society.

Topic 4. Indigenous Australians and the importance of kinship.

Topic 5. Closing the gap.

Topic 6. Effective communication and Indigenous people.

Week 4 27-03-2017

Module five: Infant development and attachment.

Topic 1. Demonstrate understanding of normal foetal and infant development.

Topic 2. Explore the effects of prenatal substance abuse on the foetus and infant.

Topic 3. Differentiate the stage of growth and development experienced by infants.

Topic 4. Discuss developmental theories relevant to infant development.


Week 5 03-04-2017

Module six: Common illnesses in infancy.

Topic 1. Demonstrate understanding of common illnesses of the infant.

Vacation Week 10-04-2017

Have a break or catch up.

Week 6 17-04-2017

Module seven: Care of the hospitalised child.

Module eight: Trauma care of children and adolescence.

Module 7

Topic 1. Display knowledge on the importance of developmentally appropriate care for the hospitalised child.

Topic 2. Explore avenues to improve the care of children within the hospital setting.

Topic 3. Evaluate pain assessment processes as they apply to the care of the child.

Topic 4. Discuss the various techniques used to manage pain in children.

Topic 5. Examine the issues surrounding the hospital discharge of children.


Module 8

Topic 1. Identify the structured approach to assessment of the seriously ill infant.

Topic 2. Discuss the assessment of children and adolescents following a trauma.

Topic 3. Display ability to care for children and adolescents who have experienced a musculoskeletal trauma.

Week 7 24-04-2017

Module nine: Toddler development.

Topic 1. Demonstrate understanding of normal toddler development.

Topic 2. Differentiate the stages of growth and development experienced by toddlers.

Topic 3. Discuss development theories relevant to toddler development.

Assessment item one due: Thursday 1600hrs Case Study 40%

Written Assessment - Case Study Due Thursday (27 Apr 17) 04:00 PM AEST
Week 8 01-05-2017

Module ten: Common illnesses in the toddler years.

Topic 1. Demonstrate understanding of common illnesses on the toddler.

Week 9 08-05-2017

Module eleven: Young child development.

Module twelve: Common illnesses in young children.

Module 11

Topic 1. Discuss the concept of positive parenting.

Topic 2. Demonstrate understanding of normal preschool child development.

Topic 3. Differentiate the stages of growth and development experienced by preschool children.

Topic 4. Discuss development theories relevant to preschool child development.


Module 12

Topic 1. Demonstrate understanding of common illnesses of the preschool aged child.

Week 10 15-05-2017

Module thirteen: School aged child development.

Topic 1. Demonstrate understanding of normal school aged child development.

Topic 2. Differentiate the stages of growth and development experienced by school aged children.

Topic 3. Discuss development theories relevant to school aged child development.

Week 11 22-05-2017

Module fourteen: Common illnesses in the school years.


Module fifteen: Adolescent development.

Module 14
Topic 1. Demonstrate understanding of common illnesses of the school aged child.


Module 15
Topic 1. Demonstrate understanding of normal adolescent development.

Topic 2. Differentiate the stages of growth and development experienced by adolescents.

Topic 3. Discuss development theories relevant to adolescent development.

Topic 4. Discuss development theories relevant to adolescent development.

Week 12 29-05-2017 Module sixteen: Common Illnesses, Mental Health Issues and Health Promotion in Adolescence.


Topic 1. Demonstrate understanding of common illnesses in adolescence.

Topic 2. Describe the factors that influence adolescent health.

Topic 3. Identify community services available to assist pregnant teenagers.

Topic 4. Discuss adolescent risk taking behaviours as it relates to health and wellness.

Topic 5. Demonstrate understanding of mental health issues in adolescence.

Topic 6. Evaluate risk minimization strategies to reduce drug usage by the adolescent.

Topic 7. Explore mental health promotion strategies applicable to the adolescent.

Topic 8. Apply knowledge of youth suicide prevention strategies to nursing care of the adolescent.

Assessment item two due: Thursday 1600hrs Written assessment and presentation 60%.

Written Assessment and Presentation - Assessment 2 Due Thursday (01 Jun 17) 04:00 PM AEST
Review/Exam Week 05-06-2017
Exam Week 12-06-2017

Zoom sessions (replacing Blackboard Collaborate) are being offered this term and students are strongly encouraged to attend. Please see Moodle for details.

1 Written Assessment

Assessment Title Written Assessment - Case Study
Task Description

T1 2017 NURS13128 Nursing Care for children and their families

Assessment 1: Written Assessment Item 1 - Case Study

Word limit: 2000 words

Weighting: 40% Due: Week 7, Thursday 27th April, 1600hrs

Assessment item one addresses course learning outcomes one, two, three and four.

1.Utilise evidence-based practice principles to compare the unique biopsychosocial stages of child development and the impact these have on children and their families.

2.Examine legal, ethical and socio-cultural trends and their effect upon the provision of safe collaborative nursing care to children and their families.

3.Discuss cultural awareness principles and family centred care as applied to the nursing care of children and families.

4.Evaluate health promotion strategies at a local, national and international level relevant to the health and wellness of children and their families.

Instructions to students

When addressing the assessment topic, it is expected that you will write in the third person, read widely around the topic and correctly reference your paper using the APA referencing style. Please note: referencing constitutes of 10% of your overall mark for this assessment. The Course Study Guide, Course Profile or handouts from the on-campus clinical laboratories/residential school should not be used as reference sources. Please ensure all assessable items are in the body of the paper, as if any appendix included will not attract extra marks.

A 2000-word limit has been set for this assignment. A 10% leeway on either side of the word limit will be accepted. Word count will be measured from the first word of the introduction to last word of the conclusion. Not included in the word count are in text references (for example your reference in brackets), the contents page, reference list and appendix (if included).

Submitting your Assignment through Turnitin

Please submit your assessment into the course moodle site assessment 1 submission box.

Your document should contain your assessment item 1 inclusive of a reference list. This document should be saved with the following:

• your name

• student number and

• NURS13128 Assessment item one

Task details

The purpose of this assessment is to encourage critical analysis and reflection on nursing practice that would be applied in a paediatric setting. You should reflect on the scenario, imagine the scenario in a practice context and then research evidence based nursing care that could be applied in response to the events that are described. When nursing children and their families in hospital there are some crucial points to consider and the nurse needs to specifically address these factors for the child and his family in this case study. The research that is required for this case study also enables you to apply what you learn in a broader sense within your nursing practice. The assessment responses to the case study should be in essay format, informed and supported by evidence based literature.

The case study scenario described occurs over three days from admission to discharge. This enables you to propose an outline of a plan of care for the patient and his family from the time he is transferred to the ward until discharge. Your role in this is that of a 3rd Year student registered nurse beginning your final placement. * It is not necessary to do an hour by hour plan, or tabled plan of care over three days, just include a prioritised summary of the plan that would occur over three days.

The discussion in your essay should address and include the following:

1.An overview of the pathophysiology of pneumonia.

2.Reflect on worldwide statistics and health promotion strategies of pneumonia in children – briefly discuss how Australia compares.

3.In order of priority using a family centred approach, outline the nursing management of Isaac and his family whilst he is an inpatient including the following:

- Initial and ongoing assessments of Isaac

- Priorities of nursing care

- Isaac’s developmental stage ensuring therapeutic nursing care

- Safety

- Risk assessment (Pressure and falls)

- Infection control

- Legal and ethical issues related to caring for Isaac and his family

- Cultural aspects of nursing in relation to Isaac and his family

On day three – Isaac has progressed well and is ready for discharge.

4.Outline the health promotion and management strategies when planning and preparing for Isaac’s discharge from hospital. A collaborative approach is recommended.

Case study scenario: Isaac and his admission to hospital.

Presentation in ED: Isaac is brought to ED by his mother Karen. Karen reported to ED staff that he had a two day history of fever, cough, increased breathing rate and he has become increasingly tired. Isaac also has a 12-hour history of decreased feeding and wet nappies. The CEWT score in ED was 6. Isaac was diagnosed with pneumonia (likely community acquired). The paediatric Registrar has reviewed Isaac in ED and commenced IV therapy for re-hydration and intravenous antibiotics due to the impression of bacterial pneumonia. Bloods were obtained during cannulation including blood cultures, full blood count and urea + electrolytes. The Paediatric registrar confirms with the Paediatric Consultant that a chest x-ray should be taken; there are no orders for a naso-pharangeal aspirate (NPA) to be performed.

The paediatric registrar has prescribed the following orders: Benzyl penicillin every six hours (first dose given in ED at 12pm); IVT until Isaac improves oral intake; paracetamol PRN; frequent vital signs and 02 therapy if oxygen saturations are less than 92% in room air; chest x-ray; Isaac is to be reviewed if any deterioration observed.

Day One Afternoon shift: You are informed that Isaac, an 18month old toddler is about to be admitted from the emergency department (ED) to the regional paediatric ward where you are on clinical placement. The RN you are working with allocates you to care for Isaac. The RN also tells you that:

“Isaac needs to be taken to radiology department to have his chest x-ray - the form is in his progress notes and you need to call the department to arrange a suitable time, and blood results are NAD”.

On admission to the ward at 1330hrs you carry out a full set of vital signs and obtain the following observations:

  • Airway: Patent, though you note increased mucous production
  • Breathing: RR: 46 bpm, oxygen saturations: 93% on room air, moderate work of breathing: intercostal recession, subcostal recession, tracheal tug and nasal flaring, crackles on auscultation, a prolonged expiratory phase was also noted.
  • Circulation: HR: 140 Bpm, BP: 100/65, capillary refill <2seconds
  • Disability: alert though lethargic, temperature: 38.5 degrees Celsius, pain score (FLACC): 4
  • CEWT score: 5

During the admission assessment you gather the nursing history from Karen and she informs you that Isaac has been unwell with cold/flu like symptoms off and on since he started at day-care six months ago. Despite this she says Isaac is normally a happy baby and is not usually on any medications at home. Karen states that Isaac is usually walking and babbling a few words. He has not had his 18/12 immunisations yet but other immunisations have been given.

Isaac is the youngest of three children. All three children live with their mother after Karen separated from the children’s father, Tamati, six months ago. Tamati, still sees the children regularly but Karen reports the relationship breakdown has been difficult. Tamati is originally from New Zealand and Karen reports he often talks about wanting to move back to NZ. Karen and Tamati both smoke cigarettes.

Isaac’s two elder siblings, aged 4 and 6 are currently at kindy and school but Karen appears stressed and tells you she needs to work out who could pick them up and look after them if she has to stay in hospital.

When you question Karen about Isaac’s normal diet she informs you that Isaac started solids at about five months of age and now he has three meals a day but is fussy and does not seem to eat a lot. Isaac drinks full strength cow’s milk.

Day 2 Morning shift: Night duty report Isaac improved through the night and his CEWT score was between 1 -3 but continues to have a moist cough. You take vital signs are they are now within normal limits, with a CEWT score of O at 0800hrs. He is becoming more active, sitting up in his cot. Following ward rounds the paediatric team state Isaac can commence oral antibiotics after the lunchtime dose of penicillin. Isaac is also able to have his fluids ceased and oral intake is to be encouraged.

Day 3 Day shift: Following ward rounds the paediatric team state Isaac is able to be discharged home with appropriate medications and education for his Mum.

Assessment Due Date Week 7 Thursday (27-Apr-2017) 04:00 PM AEST
Please see moodle for complete instructions
Return Date to Students Week 10 Thursday (18-May-2017)
To be returned via Moodle (Grademark)
Weighting 40%
Assessment Criteria
HD 85-100% D 75-84% C 65-74% P 50-64% F <50%
Structure (15%)
Clear and succinct introduction that introduces the topic and outlines the direction of the paper. (5%) Clear and appropriate introduction that introduces the topic and outlines the direction of the paper. Appropriate introduction that introduces the topic and outlines the direction of the paper. Introduction is apparent but consists only of a list of the contents of the paper. Topic not clearly introduced. No recognisable introduction. The topic is not introduced and/or there is no direction offered in respect of the paper.
Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) Clear and appropriate conclusion that outlines the main points and brings the argument to a close. Conclusion outlines most of the main points and brings some sense of closure. Conclusion apparent and outlines some of the main points and endeavours to bring the argument to a close—there may be some incongruity. No recognisable conclusion. Little reference to the main points and does not offer a clear conclusion to the paper
Excellent presentation of assignment, double spaced with 12 point font. Title page, contents page, discussion and reference list included. Consistently accurate with spelling, grammar and sentence and paragraph structure. (5%) Well presented assignment, double spaced with 12-point font. Title page, contents page, discussion and reference list included with 1 -2 errors. 1 or 2 errors spelling, grammar and/or sentence and paragraph structure. Well presented assignment, double spaced with 12 point font. Title page, contents page, discussion and reference list included with 3 -4 errors. 3-4 consistent errors with spelling, grammar and/or sentence and paragraph structure. Well presented assignment, double spaced with 12 point font. Many errors or 1 -2 of the following not submitted. Title page, contents page, discussion and reference list. 5 -6 consistent errors with spelling, grammar and/or sentence and paragraph structure. Poorly presented assignment. Double spacing not used. 12 point font not used. Title page, contents page, discussion and references not included. Consistently poor spelling, grammar and/or sentence and paragraph structure. (> 5 errors).
HD 85-100% D 75-84% C 65-74% P 50-64% F <50%
Approach and Argument (75%)
Clearly and accurately assesses the child in the case study that includes critical analysis of their biopsychosocial development with links to developmental --theorists. (10%) Assesses most major aspects of the child in the case study that includes discussion of their biopsychosocial development with links to developmental theorists. Descriptive but disjointed assessment of most aspects of the child in the case study with consideration of their biopsychosocial development with minimal links to developmental theorists. Assesses some aspects of the child in the case study with limited consideration of their biopsychosocial development with limited links to developmental theorists. Minimal reference to the assessment of the child in the case study. No consideration given to the child’s biopsychosocial development with limited to no links to developmental theorists.
Able to clearly prioritise care needs for the child in the case study and develop a plan that has consistent recognition of the special needs of the child and family in the case study. Rationales for required nursing interventions detailed and clear (15%) Able to prioritise some care needs for the child in the case study and develop a plan that frequently recognises the special needs of the child and family in the case study. Rationales for required nursing interventions clear. Attempt made to prioritise the care needs for the child in the case study and develop a plan that generally recognises the special needs of the child and family in the case study. Attempt made to provide rationales for required nursing interventions. Develops a plan that occasionally recognises the special needs of the child and family in the case study. Care needs of the child not prioritised. Minimal/limited rationales for required nursing interventions. Develops a plan that infrequently recognises the special needs of the child and family in the case study. Care needs not prioritised. Rationales for required nursing interventions not evident.
Demonstrates detailed and in-depth knowledge of health promotion strategies relevant to the child in the case study (15%) Demonstrates well developed knowledge of health promotion strategies relevant to the child in the case study Demonstrates general knowledge of health promotion strategies relevant to the child in the case study Demonstrates basic knowledge of health promotion strategies relevant to the child in the case study. Lack of knowledge of health promotion strategies relevant to the child in the case study.
Demonstrates critical thinking, problem solving skills and consistent integration of knowledge in the health promotion plan for the child and family in the case study. (15%) Demonstrates problem solving skills and integration of knowledge in the health promotion plan for the child and family in the case study. General integration of knowledge in the health promotion plan for the child and family in the case study. Occasional integration of knowledge in the health promotion plan for the child and family in the case study. Infrequent integration of knowledge in the health promotion plan for the child and family in the case study. Critical thinking and problem solving skills not evident.
Clearly and accurately applies knowledge of legal and ethical frameworks to the care of the child and family in the case study. Argument clear and logical (10%) Able to apply knowledge of legal and ethical frameworks to the care of the child and family in the case study. Argument disjointed at times but for the main flows logically. Attempt made to apply knowledge of legal and ethical frameworks to the care of the child and family in the case study. Some logic in argument but flow is disjoint. Minimal application of knowledge of legal and ethical frameworks applied to the care of the child and family in the case study. Logical follow of argument not evident. Limited or no application of legal and ethical frameworks relevant to the care of the child and family in the case study. Logical follow of argument not evident.
Clearly and accurately assesses cultural considerations of the child and family in the case study. Able to clearly demonstrate cultural awareness and the cultural appropriateness of strategies and interventions. Argument clear and logical (10%) Able to assess cultural considerations of the child and family in the case study. Able to demonstrate cultural awareness and the cultural appropriateness of strategies and interventions. Argument disjointed at times but for the main flows logically. Attempt made to assess cultural considerations of the child and family in the case study. Minimal demonstration of cultural awareness and the cultural appropriateness of strategies and interventions. Some logic in argument but flow is disjointed. Minimal attempt made to assess cultural considerations of the child and family in the case study. Limited demonstration of cultural awareness and the cultural appropriateness of strategies and interventions. Logical follow of argument not evident. Limited or no attempt made to assess cultural considerations of the child and family in the case study. Limited or no demonstration of cultural awareness and the cultural appropriateness of strategies and interventions. Logical follow of argument not evident.
HD 85-100% D 75-84% C 65-74% P 50-64% F <50%
Referencing (10%)
Consistently integrates up-to-date references to support and reflect all ideas and factual information. No direct quotes used. Referencing is consistent throughout with APA. Consistently accurate with intext referencing. (5%) Generally integrates up-to-date references to support and reflect ideas and factual information, with 1 or 2 exceptions. 1or 2 direct quotes used. Referencing is consistent throughout with APA. 1 or 2 consistent intext referencing errors identified. Frequently integrates up-to- date references to support and reflect ideas and factual information, with 3 or 4 exceptions.3or 4 direct quotes used. Referencing is consistent throughout with APA. 3 or 4 consistent intext referencing errors identified. Occasionally integrates up-to-date references to support and reflect ideas and factual information, with 5 or 6 exceptions. 5or 6 direct quotes used. Referencing is consistent throughout with APA. 3 or 4 inconsistent intext referencing errors identified. Fails to or infrequent attempts (>7 errors) to integrate up-to- date references to support and reflect ideas and factual information. >7 direct quotes used.Referencing is not consistent with APA. Many inaccuracies with intext referencing (>5).
A minimum of 20 references used including 10 peer reviewed journal articles as well as relevant books and web sites. Reference list in alphabetical order. References in reference list have been entered clearly and with the correct detail. Accurate use of APA referencing style evident. (5%) A minimum of 17 references used including 8 peer reviewed journal articles as well as relevant books and web sites. Reference list in alphabetical order. References in reference list have been entered as per APA referencing style guide. 1 or 2 consistent referencing errors identified in the reference list. A minimum of 14 references used including 6 peer reviewed journal articles as well as relevant books and web sites. Reference list in alphabetical order. References in reference list have been entered as per APA referencing style guide. 3 or 4 consistent referencing errors identified in the reference list. A minimum of 10 references used including 4 peer reviewed journal articles as well as relevant books and web sites. Reference list not in alphabetical order. References in reference list have been entered as per APA referencing style guide. 3 or 4 inconsistent referencing errors identified in the reference list. A minimum of 10 references not used. The required number of peer reviewed journal articles not sourced. Relevant books and web sites not used. Reference list not in alphabetical order. APA referencing style not used. Course Study Guide, Course Profile or Moodle discussion used as reference sources. Many inaccuracies with reference list referencing style (>5).
Referencing Style American Psychological Association (APA)
Submission Online

Please see moodle for complete instructions

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Utilise evidence-based practice principles to compare the unique biopsychosocial stages of child development and the impact these have on children and their families

2. Examine legal, ethical and socio-cultural trends and their effect upon the provision of safe collaborative nursing care to children and their families.

3. Discuss cultural awareness principles and family centred care as applied to the nursing care of children and families.

4. Evaluate health promotion strategies at a local, national and international level relevant to the health and wellness of children and their families.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice



2 Presentation and Written Assessment

Assessment Title Written Assessment and Presentation - Assessment 2
Task Description

T1 2017 NURS13128 Nursing care for children and their families

Assessment 2: Written Assessment & Power Point Presentation – Adolescent Health

Word limit: 2000 words

Weighting: 60% Due: Week 12, Thursday 1st June 1600hrs

Assessment item two addresses course learning outcomes one, two, three and four.

1.Utilise evidence-based practice principles to compare the unique biopsychosocial stages of child development and the impact these have on children and their families.

2.Examine legal, ethical and socio-cultural trends and their effect upon the provision of safe collaborative nursing care to children and their families.

3.Discuss cultural awareness principles and family centred care as applied to the nursing care of children and families.

4.Evaluate health promotion strategies at a local, national and international level relevant to the health and wellness of children and their families.

Instructions to students

When addressing the assessment topic, it is expected that you will write in the third person, read widely around the topic and correctly reference your paper using the APA referencing style. Please note: referencing constitutes 10% of your overall mark for this assessment. The Course Study Guide, Course Profile or handouts from the on-campus clinical laboratories/residential school should not be used as reference sources. Please ensure all assessable items are in the body of the paper, as any appendix will not attract extra marks.

A 2000-word limit has been set for this assessment. A 10% leeway on either side of the word limit will be accepted. Word count will be measured from the first word of the introduction to last word of the conclusion. Not included in the word count are in text references (for example your reference in brackets), the contents page, reference list and appendix.

Submitting your NURS13128 Assessment through Turnitin

Please submit your assessment into the course Moodle site in two documents.

Document 1 should contain your powerpoint presentation inclusive of speech notes and reference list.

Your powerpoint and speech notes need to be converted to word for submission by doing the following:

Office 2010:

1. Click on File.

2. Click on Save and Send.

3. Under file types, click on Create Handouts.

4. Under Create Handouts in Microsoft Word, click on Create Handouts.

5. The Send to Microsoft Office Word dialogue box appears.

6. This has several options as to how you would like your handouts to appear in Word. Choose one of them.

7. Click on OK, wait a short while, and there they are.

Office 2013 (and 2016 is the same)

1. Click on File.

2. Click on Export.

3. Click on Create handouts on the left.

4. Click on Create Handouts on the right.

5. This has several options as to how you would like your handouts to appear in Word. Choose one.

6. Click on OK, wait a short while, and there they are.

To add a title page to your document in Microsoft Word:

• Select “Insert” in top menu.

• Select “Blank Page” in far right of drop down menu.

Reference List

• Your reference list should be included in slides at the end of your speech so that your listeners are aware of the sources you have used and that your discussion is based on evidence.

• If you choose, you can also add in a reference list at the end of the document by again going to insert (top menu), and then choosing blank page.

This document should be saved with the following:

• Your name.

• Student number and

• NURS13128 Assessment item 2.

Document 2 should contain your self-reflection, your five presentation evaluations and your marking assessment criteria.

*Please be aware that this document will have a high turnitin score, as all students are required to submit the presentation evaluation templates and the marking criteria tool.

Self Reflection – Word Document (500 words). Details provided at the end of this document.

Presentation evaluations – Five completed evaluations. Please scan and upload these into your second word document. (The blank template of this tool is available both in this document and as a separate document under Essential Assessment Two information in moodle).

Marking Assessment Criteria – Please copy and paste the marking criteria at the end of your second word document, following the self-reflection and the five evaluations. (This template is also available both in this document and as a separate document under Essential Assessment Two information in moodle).

As per Document 1 please save the second document with your name, student number and NURS13128 Assessment Item 2.

Assessment 2 Task details

The purpose of this assessment/presentation is to encourage critical analysis and reflection on nursing practice that would be applied in a community paediatric setting. It is expected that you will utilise up to date, evidence based literature to inform your responses.

Scenario

You are a 3rd year student registered nurse continuing on your final placement in a Child and Family Community Health Clinic. You have learned that a number factors increase the risk of poor outcomes in adolescence if they are not managed well. Three of these factors are listed below. You are required to: Conduct a ten minute oral presentation on ONE of the topics below.

· Adolescent mental health.

· Adolescent sexual health.

· Adolescent drug & alcohol use.

*The topics are deliberately broad so that you can provide an overview of the larger issue or focus on one particular area of interest – for example: depression in adolescence or teenage pregnancy or tobacco use in adolescence.

You are required to develop a power-point presentation that you will utilise whilst delivering your oral presentation. Remember to consider the audience when developing and delivering your power-point presentation.

Present your oral presentation to a minimum of five people (this may be your colleagues, family & friends and/or peers). Five audience members will be required to complete an evaluation of your presentation (using the evaluation tool located on moodle in the assignment section); you will then scan and upload the evaluations into your second word document (as described earlier) along with your self-reflection.

Note: It is expected that you would need 7 – 10 slides for a ten-minute presentation. You should include and address the following:

· Your chosen topic must identify the significance of the health problem in your community and within Australia by using demographic data/statistics. Compare Australian statistics to world health data.

· Give a brief overview of how your chosen topic influences adolescent health both in their present and in their future health.

· Ensure that you review age groups as well as ethnic and cultural groups to establish who is most impacted by this issue.

· Address why the issue is so prevalent in this target group, providing evidence to justify your view point.

· From a nursing practice perspective communicate with the audience how you address the legal and ethical issues that arise when adolescents present to the clinic for support and advice with your chosen issue.

· Establish a health promotion plan that provides three family-centred, ethically and culturally appropriate interventions that could potentially prevent and improve outcomes for your target group. The plan should incorporate evidence-based rationales for the interventions.

· Consider developmental stages and needs of the target group to ensure safe, therapeutic nursing care when forming your health promotion plan.

· When finalising your powerpoint presentation document the strategies utilised to demonstrate that you have considered your target audience.

Self-Reflection

Critical thinking and problem solving skills are attributes required by the registered nurse. To be able to effectively critically think and problem solve the registered nurse must also be able to critically reflect on their own knowledge and skills. This is also part of our Nursing and Midwifery Board of Australia (NMBA) registered nurse standards for practice. To facilitate the development of this skill you are required to undertake a self-reflection of your NURS13128 Paediatric Nursing assessment prior to submission. To do this you will need to reflect on your health promotion project by answering the following questions. (500 words)

Reflect on your presentation:

  • What went well?
  • What areas could you improve?
  • What would you do differently next time?
  • Do you feel that you addressed the assignment task? If so, how? If not, why do you feel that you have not addressed the assignment task and how could you improve for next time?
  • Do you feel that by developing this health promotion plan, you have gained knowledge that will change your future nursing practice? Explain your answer.

Please note that you are not required to provide references for your self-reflection as this should be based on your thoughts and feelings.

Assessment Due Date Week 12 Thursday (01-Jun-2017) 04:00 PM AEST
Please see moodle for complete instructions
Return Date to Students Exam Week Thursday (15-Jun-2017)
To be returned via Moodle (Grademark)
Weighting 60%
Assessment Criteria

NURS13128 Marking Criteria ASSESSMENT 2 - Written Assessment and Powerpoint Presentation Adolescent Health

HD 85-100% D 75-84% C 65-74% P 50-64% F <50%
Structure (15%)
Clear and succinct introduction that introduces the topic and outlines the direction of the discussion. Clear and succinct conclusion that outlines the main points and brings the argument to a logical close. (5%) Clear and appropriate introduction that introduces the topic and outlines the direction of the discussion. Clear and appropriate conclusion that outlines the main points and brings the argument to a close. Appropriate introduction that introduces the topic and outlines the direction of the discussion. Conclusion outlines most of the main points and brings some sense of closure. Introduction is apparent but consists only of a list of the contents of the discussion. Topic not clearly introduced. Conclusion apparent and outlines some of the main points and endeavours to bring the argument to a close—there may be some incongruity. No recognisable introduction.The topic is not introduced and/or there is no direction offered in respect of the discussion. No recognisable conclusion.Little reference to the main points and does not offer a clear conclusion to the paper
Excellent presentation of assignment, double spaced with 12 point font. Title page, contents page, discussion and reference list included. Consistently accurate with spelling, grammar and sentence and paragraph structure (5%) Well presented assignment, double spaced with 12-point font. Title page, contents page, discussion and reference list included with 1 -2 errors. 1 or 2 errors spelling, grammar and/or sentence and paragraph structure. Well presented assignment, double spaced with 12 point font. Title page, contents page, discussion and reference list included with 3 -4 errors. 3-4 consistent errors with spelling, grammar and/or sentence and paragraph structure. Well presented assignment, double spaced with 12 point font. Many errors or 1 -2 of the following not submitted. Title page, contents page, discussion and reference list. 5 -6 consistent errors with spelling, grammar and/or sentence and paragraph structure. Poorly presented assignment. Double spacing not used. 12 point font not used. Title page, contents page, discussion and references not included. Consistently poor spelling, grammar and/or sentence and paragraph structure. (> 5 errors).
Includes a detailed self-reflection with excellent analysis and reflection on the assignment content and oral presentation content and delivery. Self-reflection tool submitted (5%) Includes a complete self-reflection with very good analysis and reflection on the assignment content and oral presentation content and delivery. Self-reflection tool submitted. Includes a basic self-reflection with good analysis and self-reflection on the assignment content and oral presentation content and delivery. Self-reflection tool submitted. Includes a limited self- reflection with some analysis and self-reflection on the assignment content and oral presentation content and delivery. Self-reflection tool submitted No self-reflection submitted or minimal to nil analysis and self-reflection on the assignment content and oral presentation content and delivery.
Approach and Argument (60%)
Clearly demonstrates an understanding of the health effects of the chosen topic. Clearly describes how the target group was chosen and provides clear, accurate and up to date data to justify choosing this target group. Clearly and accurately assesses the chosen target group that includes analysis of their biopsychosocial development. (10%) Demonstrates an understanding of the health effects of the chosen topic. Describes how the target group was chosen and provides accurate and up to date data to justify choosing this target group. Assesses most major aspects of the target group that includes discussion of their biopsychosocial development. Minimal understanding of the health effects of the chosen topic demonstrated. States a chosen target group and provides accurate data to justify choosing this target group. Descriptive but disjointed assessment of most aspects of target group with consideration of their biopsychosocial development. Limited understanding of the health effects of chosen topic demonstrated. States a chosen demographic target group and is able to provide evidence to justify choosing this target group. Assesses some aspects of the target group with limited consideration of their biopsychosocial development. Limited to nil understanding of the health effects of chosen topic demonstrated. No clear demographic target group and does not provide evidence to justify choosing this target group. Minimal reference to the target group. No consideration given to biopsychosocial development.
Demonstrates detailed and in-depth knowledge of health promotion strategies relevant to the target group. Able to clearly prioritise health promotion strategies and develop a plan that has consistent recognition of the special needs of the chosen target group. Rationales for health promotion strategies detailed and clear (20%) Demonstrates well developed knowledge of health promotion strategies relevant to the target group. Able to prioritise health promotion strategies and develop a plan that frequently recognises the special needs of the chosen target group. Rationales for health promotion strategies clear. Demonstrates general knowledge of health promotion strategies relevant to the target group. Attempt made to prioritise health promotion strategies and develop a plan that generally recognises the special needs of the chosen target group. Attempt made to provide rationales for health promotion strategies. Demonstrates basic knowledge of health promotion strategies relevant to the chosen target group. Develops a plan that occasionally recognises the special needs of the chosen target group. Health promotion strategies not prioritised. Minimal/limited rationales for health promotion strategies. Lack of knowledge of health promotion strategies relevant to the target group. Develops a plan that infrequently recognises the special needs of the chosen target group. Health promotion strategies not prioritised. Rationales health promotion strategies not evident.
Demonstrates critical thinking, problem solving skills and consistent integration of knowledge in the health promotion plan for the demographic target group (10%) Demonstrates problem solving skills and integration of knowledge in the health promotion plan for the demographic target group General integration of knowledge in the health promotion plan for the target group. Many attempts to problem solve and critically think about target group are obvious. Occasional integration of knowledge in the health promotion plan for the demographic target group. Few attempts to problem solve and critically think about target group. Infrequent integration of knowledge in the health promotion plan for the chosen target group. Critical thinking and problem solving skills not evident.
Clearly and accurately applies knowledge of legal and/or ethical frameworks when developing the health promotion plan for your chosen target group. Argument clear and logical (10%) Able to apply knowledge of legal and/or ethical frameworks when developing the health promotion plan for your chosen target group. Argument disjointed at times but for the main flows logically. Attempt made to apply knowledge of legal and/or ethical frameworks when developing the health promotion plan for your chosen target group. Some logic in argument but flow is disjoint. Minimal application of knowledge of legal and/or ethical frameworks when developing the health promotion plan for your chosen target group. Logical follow of argument not evident. Limited or no application of legal and/or ethical frameworks relevant to your chosen target group when developing the health promotion plan. Logical follow of argument not evident.
Clearly and accurately assesses relevant cultural considerations of your chosen target group. Able to clearly demonstrate cultural awareness and the cultural appropriateness of strategies and interventions. Argument clear and logical (10%) Able to assess relevant cultural considerations of your chosen target group. Able to demonstrate cultural awareness and the cultural appropriateness of strategies and interventions. Argument disjointed at times but for the main flows logically. Attempt made to assess relevant cultural considerations of your chosen target group. Minimal demonstration of cultural awareness and the cultural appropriateness of strategies and interventions. Some logic in argument but flow is disjointed. Minimal attempt made to assess relevant cultural considerations of your chosen target group. Limited demonstration of cultural awareness and the cultural appropriateness of strategies and interventions. Logical follow of argument not evident. Limited or no attempt made to assess relevant cultural considerations of your chosen target group. Limited or no demonstration of cultural awareness and the cultural appropriateness of strategies and interventions. Logical follow of argument not evident.
Powerpoint Pres (15%)
HD 85 – 100% D 75-84% C 65-74% P 50-64% F <50%
Powerpoint presentation and powerpoint notes clearly and accurately demonstrates an understanding of the health effects of chosen issue, clearly describes how the target group was chosen and provides clear, accurate and up to date data to justify choosing this target group (including a clear and accurate assessment of cultural considerations in relation to the demographic target group). Powerpoint presentation and powerpoint notes demonstrate a detailed and in-depth knowledge of health promotion strategies and consistent integration of knowledge in the health promotion plan for the target group (10%). Powerpoint presentation and powerpoint notes demonstrates an understanding of the health effects of chosen issue, describes how the target group was chosen and provides accurate and up to date data to justify choosing this target group (including an assessment of cultural considerations in relation to the demographic target group). Powerpoint presentation and powerpoint notes demonstrate a well-developed knowledge of health promotion strategies and integration of knowledge in the health promotion plan for the demographic target group. Powerpoint presentation and powerpoint notes demonstrates minimal understanding of the health effects of chosen issue, states a chosen target group and provides accurate data to justify choosing this target group, (including basic cultural considerations in relation to the demographic target group). Powerpoint presentation and powerpoint notes demonstrate general knowledge of health promotion strategies and general integration of knowledge in the health promotion plan for the demographic target group. Powerpoint presentation and powerpoint notes demonstrates limited understanding of the health effects of chosen issue, states a chose target group and is able to provide evidence to justify choosing this target group, (including minimal cultural considerations in relation to the demographic target group). Powerpoint presentation and powerpoint notes demonstrate basic knowledge of health promotion strategies and basic integration of knowledge in the health promotion plan for the demographic target group. Powerpoint presentation and powerpoint notes demonstrates limited to nil understanding of the health effects of chosen issue, no clear target group and does not provide evidence to justify choosing this target group (including no cultural considerations in relation to the demographic target group). Powerpoint presentation and powerpoint notes demonstrate lack of knowledge of health promotion strategies and limited to nil integration of knowledge in the health promotion plan for the demographic target group.
All five oral presentation evaluation tools submitted. Audience ticked yes to 14 or 15 criteria on all five evaluation tools. The audience was clearly considered in developing the presentation. (5%) Four oral presentation evaluation tools submitted. Audience ticked yes 12 or 13 criteria on all five evaluation tools or all 15 criteria on all four evaluation tools if only four submitted. The audience was considered in developing the presentation. (5%) Three oral presentation evaluation tools submitted. Audience ticked yes to 10 or 11 criteria on all five evaluation tools or all 15 criteria on all three evaluation tools if only three submitted. Some consideration given to the audience in developing the presentation (5%) Two oral presentation evaluation tools submitted. Audience ticked yes to 8 or 9 criteria on all five evaluation tools or all 15 criteria on all two evaluation tools if only two submitted. Minimal consideration given to the audience when developing the presentation. (5%) <2 oral presentation evaluation tools submitted. Audience ticked yes to <8 criteria on all five evaluation tools. No consideration given to the audience when developing the presentation. (5%)
HD 85-100% D 75-84% C 65-74% P 50-64% F <50%
Referencing (10%)
Consistently integrates up-to-date references to support and reflect all ideas and factual information. No direct quotes used. Referencing is consistent throughout with APA. Consistently accurate with intext referencing. (5%) Generally integrates up-to-date references to support and reflect ideas and factual information, with 1 or 2 exceptions. 1or 2 direct quotes used. Referencing is consistent throughout with APA. 1 or 2 consistent intext referencing errors identified. Frequently integrates up-to- date references to support and reflect ideas and factual information, with 3 or 4 exceptions.3or 4 direct quotes used. Referencing is consistent throughout with APA. 3 or 4 consistent intext referencing errors identified. Occasionally integrates up-to-date references to support and reflect ideas and factual information, with 5 or 6 exceptions. 5or 6 direct quotes used. Referencing is consistent throughout with APA. 3 or 4 inconsistent intext referencing errors identified. Fails to or infrequent attempts (>7 errors) to integrate up-to- date references to support and reflect ideas and factual information. >7 direct quotes used.Referencing is not consistent with APA. Many inaccuracies with intext referencing (>5).
A minimum of 20 references used including 10 peer reviewed journal articles as well as relevant books and web sites. Reference list in alphabetical order. References in reference list have been entered clearly and with the correct detail. Accurate use of APA referencing style evident. (5%) A minimum of 17 references used including 8 peer reviewed journal articles as well as relevant books and web sites. Reference list in alphabetical order. References in reference list have been entered as per APA referencing style guide. 1 or 2 consistent referencing errors identified in the reference list. A minimum of 14 references used including 6 peer reviewed journal articles as well as relevant books and web sites. Reference list in alphabetical order. References in reference list have been entered as per APA referencing style guide. 3 or 4 consistent referencing errors identified in the reference list. A minimum of 10 references used including 4 peer reviewed journal articles as well as relevant books and web sites. Reference list not in alphabetical order. References in reference list have been entered as per APA referencing style guide. 3 or 4 inconsistent referencing errors identified in the reference list. A minimum of 10 references not used. The required number of peer reviewed journal articles not sourced. Relevant books and web sites not used. Reference list not in alphabetical order. APA referencing style not used. Course Study Guide, Course Profile or Moodle discussion used as reference sources. Many inaccuracies with reference list referencing style (>5).

Grade:

Comments:

NURS13128 Assessment Item 2 – Oral Presentation Evaluation Tool

Yes No
Was there adequate lighting in the room?
Was the temperature in the room set to a comfortable level?
Did the presenter appear prepared to deliver the oral presentation?
Did the presenter make eye contact with you during the presentation?
Was the presenter’s voice clear and easy to hear?
Did the presenter engage you in the presentation? For example, ask you questions and/or give you a chance to ask questions either during or after the presentation?
Was the presentation length between 9-11 minutes?
Was the powerpoint easy to read and understand?
Was the powerpoint font size large enough to read from where you were sitting?
The powerpoint slides were not overcrowded and you were able to read all content on the slide before the presenter moved to the next slide?
Do you feel that you learned more about the prevalence of the chosen adolescent issue by attending this presentation?
Do you feel that you have a better understanding of the current and long-term health effects of the issue presented?
Do you feel that you have a better understanding of effective methods to assist adolescents after attending this presentation?
Do you feel that you have a better understanding of how you can incorporate the family into adolescent risk prevention efforts after attending this presentation?
If you asked questions? Was the presenter able to answer your questions?
Additional Comments: _________________________________________________ ______________________________________________________________________________________________________________________________________

Referencing Style American Psychological Association (APA)
Submission Online

Please see moodle for complete instructions

Learning Outcomes Assessed
This section can be expanded to view the assessed learning outcomes

1. Utilise evidence-based practice principles to compare the unique biopsychosocial stages of child development and the impact these have on children and their families

2. Examine legal, ethical and socio-cultural trends and their effect upon the provision of safe collaborative nursing care to children and their families.

3. Discuss cultural awareness principles and family centred care as applied to the nursing care of children and families.

4. Evaluate health promotion strategies at a local, national and international level relevant to the health and wellness of children and their families.

Graduate Attributes
This section can be expanded to view the assessed graduate attributes

1. Communication

2. Problem Solving

3. Critical Thinking

4. Information Literacy

5. Team Work

6. Information Technology Competence

7. Cross Cultural Competence

8. Ethical practice




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