NMIH203 – Family Centred Nursing
SCHOOL OF NURSING
FACULTY OF SCIENCE, MEDICINE & HEALTH
NMIH203 Assessment Details
Overview
Assessment Item Form of Assessment Due Date Return/Feedback Due Date Weighting
Assessment 1 Case study discussion Sunday the 24rd of March 2019 Sunday the 31th of March 2019 0%
Assessment 2 Online Quiz 1 & 2 Friday 29thMarch (week 4) & Friday 31st May (week 12) On completion 20%
Assessment 3 Concept Map Thursday4thApril (week5) before 17:00 Within 15 working days of the submission date 30%
Assessment 4 Essay Thursday 23rdMay (week 11) before 17:00 On release of results 50%
Total Marks 100%
Assessment 1 Case Study
Due date End of week 3 Sunday the 23st of March 2019
Weighting 0%
Submission Online as per instructions on NMIH203 Moodle site.
Type of Collaboration Self-directed formative assessment
Length N/A
Details Self-directed formative assessment based on weeks 1, 2 and 3 online learning and tutorial content.A case study will be provided on Moodle, everyone will have the opportunity to post and generate a discussion.
Style and format Discussion forum participation
Subject Learning Outcomes 1. Analyse the concept of well women, well men and well children using an activities of living framework. 2. Analyse the normal bio/psycho/social/cultural/politico/economic /environmental processes relevant to the five stages of life. 3. Demonstrate an ability to assess Aboriginal and Torres Strait Islander people and the diverse population in order to incorporate differences in culture, age ethnicity, religion and disability in planned family care. 4. Utilise and evaluate evidence based criteria to appraise clinical practice involving families across the lifespan. 5. Demonstrate appropriate clinical practice planning and delivery for families during the care of children. 6. Evaluate community and hospital resources and strategies for promoting healthy families in urban, rural and remote settings.
Marking Criteria Students need to seek assistance and support early if required. There is no marking guide as this assessment has NO weighting. This is a formative assessment is NOT compulsory, however will be an opportunity for you to gain feedback from tutors and peers on your progress in NMIH203 early in the semester.
Assessment 2 Online quiz 1 & quiz 2
Due date End of week 4 and week 12 Friday 29th of March 2019 before 23:55 Friday 31st of May before 23:55
Weighting 20% (10% each)
Submission Online as per instructions on NMIH203 Moodle site.
Type of Collaboration Individual assessment
Length N/A
Details Self-directed assessment based on online learning and tutorial content.
Style and format Online quiz
Subject Learning Outcomes 1. Analyse the concept of well women, well men and well children using an activities of living framework. 2. Analyse the normal bio/psycho/social/cultural/politico/economic /environmental processes relevant to the five stages of life. 3. Demonstrate an ability to assess Aboriginal and Torres Strait Islander people and the diverse population in order to incorporate differences in culture, age ethnicity, religion and disability in planned family care. 5. Demonstrate appropriate clinical practice planning and delivery for families during the care of children. 6. Evaluate community and hospital resources and strategies for promoting healthy families in urban, rural and remote settings.
Assessment 3 Family Centred Assessment
Due date Thursday 4th April before 17:00
Weighting 30%
Submission Online as per instructions on NMIH203 Moodle site.
Type of Collaboration Individual Assessment
Length Concept map – A3 page Reflection – 500 word
Details Concept map Complete a family centred assessment using the Calgary Family Assessment Model. It could be a family that you have caredforduringyour workplaceexperience, maybea familywhoyouknowpersonally or could even be your own family. Represent information in the form of a concept map. Choose ONE member of the family to be the main concept. Usethemaptoconnectconcepts andfacts(nodes)andtodemonstraterelationshipsbetweenconceptslike; family structure; current support networks; health status/ conditions; holistic health outcomes; community connections; interdisciplinary referrals/ contact; determinantsofhealth. Links between concepts/facts needs to be labelled with descriptive words or short phrases representing the relationship and providing direction to the concept. Concept maps can be hand drawn – take a photograph and upload as a jpeg. Alternatively, you can use software such as CMAPs https://cmap.ihmc.us/ . Reflection Comment on how the concept map has represented the family; consider how undertakingthisassessmenttaskhasimpactedonyour understandingof individual and family health. Donotsimplydescribethemap.Consider howthedevelopmentof thisassessmenttaskhasimpactedonyour understandingofaperson-centredapproachtoworkingwith families.
Style and format Concept map and reflection
Referencing style Conceptmap– Footnoting. Number references in concept from reference list (constructed in APA 6). A summary can be accessed on the online guide on the Library website at http://uow.libguides.com/refcite/footnoting Reflection – APA 6 – American Psychological Association Referencing. A summary of APA system can be accessed in the online guide on the Library website at https://uow.libguides.com/refcite/apa6
Subject Learning Outcomes Analyse the concept of well women, well men and well children using an activities of living framework;Analyse the normal bio/psycho/social/cultural/politico/economic/environmental processes relevant to the five stages of life (Holland et al 2008). Demonstrate an ability to assess Aboriginal and Torres Strait Islander people and the diverse population in order to incorporate differences in culture, age, ethnicity, religion and disability in planned family care.
Marking Criteria Refer to rubric available in eLearning
Criteria High distinction 84-100% Distinction 75-84% Credit 65-74% Pass 50-64% Fail 0-49%
Concept Map Content Family centred assessment Well developed & engaging family centred assessment. Comprehensive presentation of all essential information from main concept. Extensively depicts all components of a holistic family centred assessment, using the Calgary Family Assessment Model. Provides an engaging family centred assessment. Insightful presentation of all essential information from main concept. Accurately depicts all components of a holistic family centred assessment, using the Calgary Family Assessment Model. Coherent and logical family centred assessment. Depicts most of the essential information from main concept. Accurately depicts most of the components of a holistic family centred assessment, using the Calgary Family Assessment Model. Brief family centred assessment. Presents some of the essential information from main concept. Depicts most components of a holistic family centred assessment, and some use of the Calgary Family Assessment Model. Family centred assessment is absent or contains extraneous information. Family centred assessment is not holistic in nature and minimal use of the Calgary Family Assessment Model. 40
Concept map Presentation Links & Linking Linking lines connect related terms and point in correct direction. Linking words accurately describe relationship between concepts. Extensive variety of linking words used. Comprehensive, highly developed and logical flow of main concept. Linking lines connect related terms and point in correct direction. Most linking words accurately describe the relationship between concepts. Good variety of linking words used. Well-developed links ad very good logical flow of main concept. Most linking lines connect properly. Most linking words accurately describe the relationship between concepts. Some variety in linking words used. Insightful links made demonstrating good flow of main concept. Linking lines not always pointing in correct direction. Linking words don’t consistently clarify relationships between concepts. Repetitive linking words used. Some flow and evolution of main concept. Linking lines not always pointing in correct direction.Linking words don’t clarify relationships between concepts and are repetitive.Numerous linking opportunities missed. Flow and evolution of main concept is largely absent. 10
Concept map Presentation Arrangement & Design Clean and logical design, high visual appeal. Easy to read/ appropriately sized. Main concept easily identified all sub concepts branch appropriately from main idea. Fits page without a lot of scrolling. Amount of text is appropriate for intended audience. Outstanding use of colour, shapes and font for emphasis. Mostly clean design, good visual appeal and four or fewer symbol shapes. Main concept easily identified; most sub concepts branch from main idea. Fits page without a lot of scrolling. Amount of text generally appropriate for intended audience. Colour used effectively for emphasis. Design fairly clean, with some exceptions. Main concept can be identified with few sub concepts branch from main idea. Concept map has some visual appeal, with four or fewer symbol shapes and fits page well. Amount of text generally fits intended audience. Uses colour effectively most of time. Cluttered design and low visual appeal. Main concept not clearly identified and sub concepts don’t consistently branch from main idea. Requires a lot of scrolling to view entire diagram. Text amount is too much for intended audience. Choice of colours lacks visual appeal and impedes comprehension. Very cluttered design, difficult to read or understand. Absent or unclear main concept. Simplistic empty design, lacking in elements, difficult to understand. Text amount is excessive for intended audience or is absent. 10
Reflection Many original ideas presented. Evidence of in-depth analysis and reflection. Effective use of reflective model evident and explicitly named. Some original ideas presented. Evidence of some analysis and reflection. Effective use of reflective model evident but not explicitly named. Some original ideas presented. Evidence of some reflection and analysis but largely descriptive. Effective use of reflective model evident. Few original ideas presented. Little evidence of reflection or analysis but largely descriptive. No original ideas presented. No evidence of reflection or analysis, and is solely descriptive. 30
Academic writing Uses correct spelling and paragraph structure throughout. Structured as per UOW assessment Handbook. Outstanding writing. Clear evidence of analytical writing and use of sophisticated vocabulary. No spelling or grammatical errors. A superior standard of writing. Clear, concise and with logical flow. Extensive use of vocabulary and paraphrasing technique. Minimal errors in grammar and punctuation. High standard of writing. Presented clearly and in a logical sequence. Occasional errors in grammar and punctuation. Satisfies minimum requirements for writing. Some logical flow, evidence of original writing/ paraphrasing. Spelling and grammar largely correct throughout. Fails to satisfy minimal requirements. There is no logical flow, minimal attempts to paraphrase and frequent use of direct quotes and/or lists. Frequent errors in spelling, grammar and/or language use that detracts from the reading. 5
Referencing Uses APA style. Both in-text referencing and reference list included. Complies with all the referencing style requirements. Footnoting comprehensively performed with precision and correctly correlates with reference list. There are no errors in referencing throughout. APA6 referencing style is consistently accurate. Concept map is correctly footnoted and correlates with reference list. Less than 5 minor referencing errors. Complies with referencing style requirements. Footnoting performed with some precision and correlates with reference list. Some referencing errors in in-text or reference list. Attempts made to use APA6 style. Some errors in reference list & in-text. Some evidence of footnoting. References included in reference list not in-text or footnoted & vice-versa. Absent in-text referencing or reference list. Minimal footnoting performed. Reference list & in-text referencing has major errors. 5
Assessment 4 Families in contemporary Australia
Due date Thursday 23rd May (week 11) before17:00
Weighting 50%
Submission Online as per instructions on NMIH203 Moodle site.
Type of Collaboration Individual Assessment
Length 2500 words
Details Essay Drawing from your concept map, identify ONE issue that modern Australian families are facing. Part 1 – Provide rationale for selected topic, and explain why it is current health issue (trends) and why it is a target area to address (impacts). (450 words) Part 2 – Outline and examine ONE current Government Strategy in place that addresses this issue for modern Australian families. (900 words) Describe the Government Strategy Identify target audienceExplain purpose of this strategyIdentify enablers and barriers to the success of the strategy Part 3 – Outline the role of the registered nurse in relation to implementing the strategy and working with families.(900 words)
Style and format Essay
Subject Learning Outcomes Analyse the concept of well women, well men and well children using an activities of living framework.Analyse the normal bio/psycho/social/cultural/politico/economic/environmental processes relevant to the five stages of life (Holland et al 2008). Demonstrate an ability to assess Aboriginal and Torres Strait Islander people and the diverse population in order to incorporate differences in culture, age, ethnicity, religion and disability in planned family care. Utilise and evaluate evidence based criteria to appraise clinical practice involving families across the lifespan. Demonstrate appropriate clinical practice planning and delivery for families during the care of children.Evaluate community and hospital resources and strategies for promoting healthy families in urban, rural and remote settings.
Criteria High distinction 84-100% Distinction 75-84% Credit 65-74% Pass 50-64% Fail 0-49%
Introduction Provides an overview of the assessment. Well-developed introduction engages the reader. Clearly outlines the main objectives of the task including how the objectives will be achieved. Introduction engages the reader. Succinctly and accurately provides an overview of the main objectives of the task. Introduction provides a logical overview of the main objectives of the task. Introduction present and provides a brief overview of the task. Absent or incomplete introduction. 5
Part 1 Identify and provide rationale for current health issue. Outstanding identification, understanding, interpretation of the current health issue and rationale. Sources extensively integrated & evaluated where appropriate. Superior analysis & critique of supporting literature. Very good understanding of the public health issue and provided a supported and logical rationale. Extensive use of quality supporting references. Insightful response into the identified health issue and logical rationale. All information supported by reputable sources. Paraphrases sources demonstrating understanding. Combination of primary & secondary sources. Brief overview of the public health issue. Limited rationale provided. Adequate use of supporting references. Uses multiple quotes instead of paraphrasing showing only basic understanding of topic. Incorrect or absent identification of public health issue. Absent or inadequate rationale provided. Response not supported by evidence. No/limited interpretation of information provided. 15
Part 2 Outline and examine a current government strategy in place addressing this issue for contemporary families. An outstanding response in terms of understanding, interpreting & making links with the health strategy and the public health issue. Thorough and comprehensive presentation of all required discussion points. Superior analysis & critique of government strategy.Sources extensively integrated & evaluated where appropriate. Superior analysis & critique of supporting literature. A high level of work which demonstrates a very good understanding of the government strategy. Insightful discussion of all required points. Demonstrates good analysis and critique of government strategy.Extensive use of quality supporting references. Response demonstrates insight into the government strategy. Coherent discussion of all required points. Some analysis and critique of the government strategy.All information supported by reputable sources. Paraphrases sources demonstrating understanding. Combination of primary & secondary sources. Limited overview of the Government strategy. Basic discussion of all points. Incomplete analysis and critique of the government strategy.Adequate use of supporting references. Uses multiple quotes instead of paraphrasing showing only basic understanding of topic. Incorrect or absent identification of current government strategy. Absent analysis and critique of the government strategy.Response not supported by evidence.No/limited interpretation of information provided. 30
Part 3 Outline the role of the nurse in relation to implementing the strategy and working with families. Role of the nurse has been comprehensively explored and well supported. Highly developed analysis and critical thinking. Response has used clear, concise and relevant examples. Sources extensively integrated & evaluated where appropriate. Superior analysis & critique of supporting literature. Role of the nurse has been thoroughly explored, and support by research. Evidence of analysis and critical thinking. Response includes several relevant examples. Extensive use of quality supporting references. Role of the nurse has been clearly explored. Evidence of analysis and some critical thinking. Good use of examples to support response. All information supported by reputable sources. Paraphrases sources demonstrating understanding. Combination of primary & secondary sources. Role of the nurse has been satisfactory identified. Adequate examples have been provided. Some evidence of analytical skills. Adequate use of supporting references. Uses multiple quotes instead of paraphrasing showing only basic understanding of topic. Absent or minimal mention of the role of the nurse.Response not supported by evidence. No/limited interpretation of information provided. 30
Conclusion Provides a summary of the assessment. Conclusion succinctly & accurately provides a logical summary of the main points discussed in the task and includes a conclusive statement for the task. No inclusion of new information. Conclusion succinctly and accurately provides a logical summary of the main points discussed in the task with no new information presented. Conclusion provides a logical summary of the main points discussed in the task. Conclusion present and provides a brief summary of the task. May introduce new information. Absent conclusion. Incomplete or incoherent conclusion. 5
Academic Writing & Style Uses correct spelling and paragraph structure throughout. Structured as per UOW assessment Handbook. The assessment is well structured and organised in a logical and coherent way. Spelling, punctuation and grammar conventions are adhered to without error. The assessment is structured and clearly organised. Spelling, punctuation and grammar conventions are adhered to with minimal minor errors. The assessment is generally structured and organised. There are some numerous errors in spelling, punctuation and grammar. The assessment structure is poor and lacks cohesion.Spelling, punctuation and grammar conventions are applied inconsistently and there are a significant number of errors. The assessment has no clear structure. The issues are presented in an incoherent way with little adherence to academic writing conventions. 10
Referencing All information supported with current evidence (less than 10 years) from a variety of quality sources such as, peer reviewed articles, government documents, policies, procedures and guidelines, textbooks and other reputable resources. Adherence to APAreferencing guidelines has been met. A comprehensive and complete reference list is provided with accurate in text citations A comprehensive and complete reference list is provided with mostly accurate in text citations. Adherence to APA referencing guidelines has been met. A variety of sources that are in-date and relevant to the case study. APA referencing has been used but there are minor errors in either in text citation or reference list. A variety of sources that are in-date and relevant to the case study. APA referencing has been used but there are some errors in either in text citation or reference list. Includes minimal evidence or mainly websites. APA referencing has been used but there are some errors in either in text citation or reference list.
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