NUR1102 |Literacies and Communication for Health Care Assessment 3|Oral Presentation
Task overview
| Brief task description | Prepare an oral PowerPoint presentation based on the scenario below. The task will require consideration of the nurse and patient communication processes, with respect to communication frameworks and concepts of care. You will include a SOAP note of the episode of care and SBAR verbal clinical handover as part of the presentation. You will also provide a brief reflection of resilience and self-care strategies appropriate to the scenario using your electronic Portfolio (eportfolio). |
| Due Date | 25th May 2022 by 2355hrs (AEST) |
| Length | Part A – 10-minute individual recorded oral presentation (+/- 10%) Maximum of 10 PowerPoint slides. Part B – Reflective paragraph – 300 words (+/-10%) |
| Marks out of: Weighting: | Marks out of 100 Weighting is 40 % |
| Course Objectives measured | CLO 1, 2, 3, 4, 5 & 6 |
| Exemplar| Example provided | To be provided |
| Task detail | The assignment includes two parts: Part A: In a voice recorded PowerPoint presentation, you will analyse the communication processes occurring between the patient and nurse in the given scenario (below), based on your developed knowledge and understanding of communication frameworks and concepts of care covered in the course. You will identify and discuss the ineffective verbal and nonverbal communication evident in this scenario. You will then apply the effective communication framework as learned, which contributes to achievement of therapeutic communication for patient and family. Integrate a SOAP note for the non- verbal inter-professional communication and a verbal clinical handover (SBAR format) on how you would communicate this in a nursing handover at the end of your shift, as per intra-professional communication. Your slide presentation must include the following: An introduction:Introduce yourself to the reader/listenerProvide an overview of the main points that your presentation is going to provideIn the body of your presentation:Provide a discussion of each of the components in your presentation: |
| Your analysis of the ineffective communication used by the nurse, patient in the scenario.Application of communication strategies, skills and approaches to achieve both effective and therapeutic communications, inclusive of discussion on caring conversations and cultural considerations to support the loss and grief of the patient.SOAP notes that document the ineffective communication. You will include in your presentation a slide of documented SOAP notes of the information exchange between yourself and patient and family, as part of written communication in healthcare.SBAR approach for clinical handover for consistency in therapeutic communication. You will provide an orally presented clinical handover using the SBAR format for intra- professional communication between nurses to ensure consistency of therapeutic communication. | |
| Provide in-text references in your slides to support your information and/or specific examples. 3. In your conclusion: – Provide a summation on how written and verbal professional communication contributes to patient safety and quality in nursing practice. Finish with a powerful impact statement. Your last slide will be your reference page of all in-text references/citations. PART B PORTFOLIO TASK: Using the first 2 stages of Gibbs Reflective Cycle (below), provide a reflective paragraph (in your Portfolio) about the resilience and self-care required for maintaining effective and therapeutic communications relative to the scenario (below). |
| Scenario | You (the nurse) are commencing your shift in a medical ward and have been allocated a new admission, Ms Jane Fryberg, a 28-year-old Indigenous female from Goomeri, a small rural town 200kms north-west of Toowoomba. You received a very brief bedside clinical handover as the end of shift nurse was rushing to leave for a personal appointment. You agreed to read the patient’s medical records and discuss with the patient about her health history and admission to hospital. You decide to talk to Jane first in order to establish a therapeutic relationship. You commence with asking her age and if she lives locally. Jane replied and her observed facial expression was one of annoyance. You then question Jane regarding her symptoms leading up to her hospital admission and asked what investigations have been undertaken since her arrival into the ward. Jane becomes much shorter in her responses, providing limited details and avoids eye contact with you. You ask Jane, “Is everything ok Jane, I notice you are very brief in your answers to my questions?” Jane replies, “I don’t understand why you are asking me all of these questions when you can just read the notes about my age and address in my hospital chart and that folder at the end of my bed”. I feel like I am repeating the same things over and over, to the last nurse and now you.” You explain to Jane you are talking with her to learn more about her and checking that information already documented is correct, as part of your responsibility in caring for her this afternoon. Jane still appears to be frustrated from your observations of her non-engagement with you, and continued avoidance of eye contact. Jane nods her head with questions you further ask about her family, relatives in the area and any special dietary requirements. Jane has no family in Toowoomba, all reside on the Sunshine Coast. She was in Toowoomba at a friend’s birthday party when she became unwell with headaches, vomiting and dizziness, causing her to collapse at the party. She has bruising to the left side of her face? impact on collapse or physical assault. Her serum blood alcohol level was slightly elevated. Jane states to you, “I need to get home to my family and help Aunty who is looking after my kids while I am stuck in here. Can you talk to the Doctors and tell them to send me home or I’ll have to leave here soon?” Jane then walks to the bathroom, ending the conversation. |
| Writing & formatting requirements | Record your presentation as a voice-over/ narrated PowerPoint (as per course content – Week Nine).In your PowerPoint presentation, include a maximum of 10 slides. Do not include any external audio-visual material (eg. videos) in your presentation. Your slides should consist of text and images only.You will be assessed on your presentation content and on your oral presentation skills (see marking rubric).Reference list to be provided as the last PPT slide using APA 7th Edn. referencing style (no less than 6 references).Sources: Reference list must include at least three (3) scholarly sources no older than 6 years old.Images: Reference under image. |
| Resources available to complete task | PowerPoint: How to Add Audio to PowerPoint on Windows 10 and MacGibbs Reflective CycleReferencing: https://www.usq.edu.au/library/referencing Students are encouraged to access the following USQ policies:Assessment PolicyAcademic Integrity PolicyAssessment ProcedureExaminations InformationAssessment Extension Request |
| What you need to submit | Part A – 1 X Microsoft PowerPoint (ppt.) file. Submit this via the Assessment 3 submission link Part B – ePortfolio – reflective paragraph in ePortfolio Do not include the marking criteria sheet or the transcript of your recording |
| Submission requirements | Part A: Voice over PowerPoint recording; upload 1 PowerPoint (ppt.) file that includes audio recording over slides to Assessment 3 submission link. surname_initial_studentnumber_coursecode Example: Jones_J_s7652846_NUR1102 Part B: Word document with a copy of the URL for your ePortfolio. Title this document with your name, course code and name and the URL link. surname_initial_studentnumber_coursecode_URL link Example: Jones_J_s7652846_NUR1102_URL link Submit two separately named files via the Supplementary Assessment Submission Link in the Assessment Tab. |
| Moderation | This presentation will be marked against the marking rubric attached.All Markers assessing your work meet to discuss and compare their marking before marks are finalised.Final release of grades will be 3 weeks from the date of submission. |
| Academic Integrity Statement | The USQ policy on Academic Integrity can be found on the link below: https://policy.usq.edu.au/documents/13752PL |
| Late Submissions Penalty | Please refer to the link on late submission of assessment items and penalties applied – Late Submissions of Assignments – 4.2.4 http://policy.usq.edu.au/documents/14749PL#4.4Applications for an extension of time will only be considered if received in accordance with the USQ Assessment procedure https://policy.usq.edu.au/documents/14749PL and the Assessment of Compassionate and Compelling Circumstances Procedure:https://policy.usq.edu.au/documents/131150PL Applications for extension request must be made PRIOR to the due date of assessment |
| NUR1102 S1 2022 | Assessment Three| Marking Rubric | ||||||
| Part A | COMMUNICATION | 20 – 17 | 16.5 – 15 | 14.5 – 13 | 12.9 – 10 | 9 – 0 | |
| Analysis of the ineffective communication used by the nurse, patient in the scenario. | High level of understanding of the inter & intra-personal communication issues clear & thorough awareness of the potential impact on patient care and safety. | Moderate understanding of the inter- and intrapersonal communication issues some lapses of awareness of how the communication impacted on patient care and safety. | Satisfactory analysis Requires greater awareness of the inter- and intrapersonal communication issues and their impact on patient care and safety. | Beginning attempt to analyse the ineffective communication. errors or places where the explanation lacked insight into communication issues and their impact on patient care & safety. | Minimal or No evidence of meeting this criterion. | |
| STRATEGIES | 20 – 17 | 16.5 – 15 | 14.5 – 13 | 12.9 – 10 | 9 – 0 | |
| Application of communication framework strategies, skills, and approaches to achieve both effective and therapeutic communications, inclusive of discussion on caring conversations and cultural considerations to support the patient’s feelings of loss and grief. | Extensive discussion of significant, relevant strategies, skills and therapeutic communication, including cultural considerations. Significant discussion on loss & grief. | Comprehensive discussion of significant, relevant strategies, skills and therapeutic communication, including cultural considerations. Relevant discussion on loss & grief. | Thorough discussion of significant, relevant strategies, skills and therapeutic communication, including cultural considerations. Good discussion on loss & grief. | Limited discussion of significant, relevant strategies, skills and therapeutic communication, including cultural considerations. Limited discussion on loss & grief. | Minimal or No evidence of meeting this criterion | |
| SOAP NOTES + SBAR | 20 – 17 | 16.5 – 15 | 14.5 – 13 | 12.9 – 10 | 9 – 0 | |
| SOAP notes that document the ineffective communication (10) | Considerably detailed understanding of clinical documentation and its application to communication in the case study. | Detailed understanding of clinical documentation and its application to communication in the case study. | General understanding of clinical documentation and its application to communication in the case study with some minor errors or omissions. | Basic understanding of clinical documentation and its application to communication in the case study. . | No evidence of meeting this criterion. | |
| SBAR clinical handover for consistency in therapeutic communication | Clear and precise clinical handover covering all aspects of SBAR | Clear clinical handover covering all aspects of SBAR with only minor issues with accuracy. | Clinical handover covers all aspects of SBAR however requires development in terms of clarity and accuracy. | Clinical handover covers the main aspects of SBAR but with some omissions or issues with clarity and accuracy. | No evidence of meeting this criterion. | |
| Part B | EPORTFOLIO REFLECTION | 10 – 8.5 | |||||
| Discuss/ reflect on the importance of resilience and self-care for maintaining effective & therapeutic communication as a nurse. | Demonstrates high level of complexity of thinking about the importance of resilience and self- care for effective and therapeutic communication. | Demonstrates complexity of thinking about the importance of resilience and self-care, for effective and therapeutic communication. | Demonstrates some insight of thinking about the importance of resilience and self-care, for effective and therapeutic communication. | Demonstrates a beginning attempt of thinking about the importance of resilience and self-care, for effective and therapeutic communication. | No evidence of meeting this criterion. | |
| POWERPOINT PRESENTATION | 30 – 25.5 | 25 – 22.5 | 22 – 19.5 | 19 – 15 | 14.5 – 0 | |
| 10 PPT slides Grammar + spelling Audible and appropriate dialogue Use of graphics Evidence of research, use of suitable references | High level achievement of PowerPoint content and construction. No errors in grammar or spelling. Audible and appropriate dialogue. Graphics support the theme/content. Overall presentation is logical and clear and well supported with highly relevant literature. | Very good achievement of PowerPoint content and construction. Some errors in grammar or spelling. Audible and somewhat appropriate dialogue. Graphics somewhat support the theme/content. Overall presentation is sound and clear and well supported with highly relevant literature. | Good demonstration of achievement of PowerPoint content and construction. Some errors in grammar or spelling. Audible and suitable dialogue. Graphics suitably support the theme/content. Overall presentation is clear and supported with relevant literature. | Adequate demonstration of achievement of PowerPoint content and construction. Grammar and/or spelling and dialogue require attention. Some graphics support the theme/content. Overall presentation is supported with relevant literature. | Ineffective PPT presentation Overall discussion is not appropriate. Graphics not appropriate. Not supported by literature. | |
| APA 7th Edition referencing | ||||||
| LATE PENALTY: 5% of total marks for this assessment may be deducted per calendar day. | /100 (overall mark out of 100) weighted at 40%. | |||||
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