NURBN3033: Nursing People Living With Chronic Conditions - Medical Science Assignment help

Assignment Task

Learning Outcomes

Knowledge

K1. Analyse the bio-psycho-socio-cultural concepts of living with chronic conditions/illness for individuals, groups, communities and populations and discuss the strategies and interventions adopted within Australia to address the increasing prevalence of people living with chronic conditions/illness and the diverse needs of consumers across the lifespan

K2. Critically examine common chronic Illnesses and chronicity and discuss the factors that influence the ability of individuals experiencing chronic disease, groups, e.g. aged people, children, communities and populations to live well in today’s society

K3. Discuss the role of the nurse in the provision of evidence-based care across diverse settings, including in-home and community practice, for people living with chronic illness in multicultural Australia

Skills

S1. Assess the factors that influence the ability of individuals, groups, communities and populations to live well with chronic illness in today’s society

S2. Utilise evidence-based practice to provide person-centered care needs of individuals, groups, communities and populations living with chronic illness

Assessment Task 1: Debate/Person Centred Chronic Condition Response

Purpose: The effective management of chronic illness for the individual, family/carer and the wider society requires the registered nurse to have a wide understanding and scholarship in policies, human sciences and human lived experiences to effectively advocate and act to improve the health of people in the Australian Context. The purpose of this assessment is to provide an opportunity for students to learn how to work closely in groups to debate and demonstrate the application of analytical and reasoning skills when for caring for people with chronic illness in the community and/or in clinical contexts of care.

Description: This assessment task has 5 steps and should be also read in conjunction with the marking rubric for this assessment task (this is available in this course descriptor document and in Moodle Assessment tab for this course).

Part 1 B.

Step 1 - Students will self-select into groups of 4 within their campus for a specific debate topic from the list of topics available on Moodle. Each topic has a quota and once that is reached students will need to self-select into another topic. The topics are:

1. Families should be responsible for bearing the burden of care for their elderly relatives and not rely on government services to prevent escalating costs of aged care. Familiar piety is a value of Asian cultures that should be espoused in Australia more widely to prevent overuse of in home care and aged care facility services.

2. All people over the age of 50 should have an advanced care directive that outlines the patient’s wishes should they experience a life-threatening event or sentinel event that might cause the person to lose legal capacity for decision making.

3. All people with a disability in Australia should have a case manager to manage their NDIS packages of care so taxpayer dollars are not wasted.

4. Heart disease is a preventable chronic health issue that should incur a user-pay cost for access to health care in Australia if the person smokes cigarettes or uses other tobacco products.

Step 2 - This work contract will outline the role each person in the group will undertake in the completion of this assessment task. The work contract will be available on Moodle. This is an important agreement between peers and is a binding document that commits each member to the stated outcomes.

Step 3- Video Debate. This assessment is in the form of a debate on a topic in which student groups can choose from the topics provided (see step 1 for topic list). A debate is a method of formally presenting an argument in a disciplined manner. Two students will take the affirmative side of the debate, and the other two students will take the negative side. All students should plan to speak for four minutes each. The debate should be presented as follows and follow the marking rubric to develop the arguments and presentation:

• One student will introduce the topic and the key points from both sides to be covered in the debate. The speaker will then present the first affirmative viewpoints.
• The second speaker will introduce the topic to negative viewpoint and rebut the affirmative statements made by the first speaker.
• The third speaker will then rebut the negative viewpoints and present affirmative viewpoints and provide a conclusion for the affirmative side.
• The fourth speaker will then undertake the final rebuttal and conclude with summarising the negative viewpoints but also highlighting key features of why nurses need to advocate for these key topics.

Each student must individually videotape their part of the debate using Kaltura and submit to the video database submission link by the due date. The videos must be submitted in chronological order of the speakers. All students must state their names and show their Federation University Student ID in the video recording at the start of their presentation.

Step 4 - Each student is to complete an Individual Evaluation of their debate experience including a concise reflection of the group work positives and negatives. There is a 500-word limit. The individual evaluation must be submitted as a word document in size 12 times roman font that is double spaced. Please remember that your evaluation is a professional academic document and you are required to demonstrate respect for your group members. The individual evaluation should have three paragraphs of 150 words each approximately.

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