Professional Development Resource – Promoting Best Practice
Mar 13,23Question:
Background:
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NRSG 374 Assignment 1 Presentation Guidelines
Descriptions for Presentation Options – Choose From Option 1 OR 2
Option One
Narrated PowerPoint Presentation
| Format and Length | 8 – 10-minute narration of a PowerPoint presentation (8 – 10 content slides + reference slides) |
| Instruction | 1. Instructions on how to record a slide show with narration and slide timings in PowerPoint are available here: https://support.office.com/en- us/article/record-a-slide-show-with- narration-and-slide-timings- 0b9502c6-5f6c-40ae-b1e7-e47d8741161c
2. Oral presentations that consist of only reading the content of the PowerPoint slides will receive very few marks. The purpose of the PowerPoint slide is to give a dot-point overview of concepts (with APA references), with your oral recording further expanding on these points. 3. Academic references must be used to support the discussion. Avoid using consumer resources. The use of consumer resources significantly impacts on the quality of support for the discussion, and significantly reduces the ability to score marks for content sections requiring literature support. 4. A minimum of 15, high quality resources are to be used, and no resources over 5 years old |
| 5. A.P.A. 6th or 7th ed. styling for all in-text references and reference list will be accepted. Library resources on referencing are available here: https://www.studentportal.acu.edu.au/acuinfo/services-and- support/academic-skills-unit/academic-referencing-skills | |
| Submission | Submission is via an online drobox on the campus specific tile of the NRSG 374 LEO unit.
· PowerPoint submitted to Dropbox · Narration Script/Notes to be submitted to Turnitin Submission Box |
OR
Option Two
Portfolio
| Format and Length | A portfolio of information related to an identified topic can be provided
for this assessment. |
| Instruction | |
| Submission | Submission is to via an online drobox on the campus specific tile of the
NRSG 374 LEO unit. |
Portfolio/Booklet
| Format and Length (Booklet) | A booklet in word document proving an overview of an identified palliative care related topic. |
| Instruction | 1. Booklet presentation will be in landscape format with evidence-based content being presented in two columns. So that the Booklet can be folded in half if printed and compiled as a booklet.
2. Diagrams used within the booklet are to be professional, linked to the content and referenced appropriately. 3. Headings can be used throughout the booklet to guide the structure and information presented. 4. The content for the booklet is to provide a series of focussed points highlighting aspects of the identified topic. 5. Intext referencing is to be used to support the provided information A.P.A. 6th ed or 7th ed will be accepted. Styling for all in-text references and reference list. Library resources on referencing are available here: https://www.studentportal.acu.edu.au/acuinfo/services-and- support/academic-skills-unit/academic-referencing-skills |
| Submission | Submission is via an online Turnitin drobox on the campus specific tile of the NRSG 374 LEO unit. |
WORD COUNT
Writing requires skill and being able to write within a specified word limit is an essential component of professional and academic work. Reading and writing critically are fundamental skills which demonstrate an understanding and an ability to make judgements and solve problems, hence why only 10% of a word count should be direct quotes. That is, if the word count is 1500 words only 150 of those words should be direct quotes. Word counts provide students with an indication of the amount of detail and work required for each assessment item.
What is included in a word count?
Essentially, all text within an assessment item from the introduction through to the conclusion is counted in the word count. This includes all in-text citations, direct quotes and headings.
What is not included in a word count?
The word count does not include the following:
- Title page
- Reference list
- Appendices
- Tables
- Figures and legends
ASSIGNMENTS SUBMITTED JUST BEFORE THE DUE DATE AND TIME
Please note that if you submit your assignment, notice that the similarity index is high but do not have time to revise your assignment before the due date has passed, then you are advised to:
- contact the Lecturer in Charge and request that your assignment be
- revise the assignment, submit it within three days of the due date and incur a late submission
- submit it into the regular drop box. Do not submit into the extension drop box. Please review the Academic Integrity and Misconduct policyif you choose not to do this.
REFERENCING
This unit requires you to use the APA referencing system.
See the ‘Academic referencing’ page of the Student Portal for more details.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the Student Portal.
Answer:
Introduction
INTRODUCTION
- Multidisciplinary approach for medical care for people with life-threatening illnesses (Arun and Vijatha, 2015
- Ultimate goal is to improve quality of life (Arun and Vijatha, 2015)
- According to World Health Organization, palliative care aims to improve the quality of life of patients suffering from life-threatening diseases and help them and their families manage stress. This is achieved through early identification, assessment, and treatment of physical and mental aspects of the diseases (WHO, 2012)
Conditions and symptoms addressed in Palliative Care
National Palliative Care Standards
Palliative Care for Culturally Diverse Communities
- A person’s healthcare requirements are largely dependent on their cultural background and beliefs (Koffman, 2014)
- Cultural biases in palliative care providers can lead to the provision of inappropriate care to patients (Palliative Care Australia, 2015)
- Culturally inappropriate care can exacerbate symptoms of stress, fatigue, and pain in patients (Palliative Care Australia, 2015)
Barriers to Accessing Healthcare by Culturally Diverse Communities
Overcoming Communication Barriers
Use simple English; avoid medical terminology
Speak slowly and clearly
Repeat important information
Use visual aids for explaining complex concepts
Ensure that the patients and/or their families have understood the information
Overcoming Communication Barriers – Resources
Working with Culturally Diverse Patients
Culturally Diverse Attitudes of Patients
Patients may prefer to be taken care of by their family members at home
Some cultures may oppose organ donation and autopsy
Some cultures have stigmas associated with physical disability and/or mental illness
There may be specific religious practices that need to be performed when death is imminent
Patients and their families may have home-made remedies or cures for pain that they may wish to use for pain management
Food practices (vegetarian / non-vegetarian) should be considered for providing palliative care
REFERENCES
- Almutairi, K. (2015). Culture and language differences as a barrier to provision of quality care by the health workforce in Saudi Arabia. Saudi Medical Journal,36(4), 425-431. doi:10.15537/smj.2015.4.10133
- Arun, M. T., & Vijatha, T. A. (2015). Quality of life of patients undergoing palliative care. International Journal of Medical and Applied Sciences,4(1), 59-67.
- Cain, C. L., Surbone, A., Elk, R., & Kagawa-Singer, M. (2018). Culture and Palliative Care: Preferences, Communication, Meaning, and Mutual Decision Making. Journal of Pain and Symptom Management,55(5), 1408-1419. doi:10.1016/j.jpainsymman.2018.01.007
- Handtke, O., Schilgen, B., & Mösko, M. (2019). Culturally competent healthcare – A scoping review of strategies implemented in healthcare organizations and a model of culturally competent healthcare provision. Plos One,14(7). doi:10.1371/journal.pone.0219971
- Kelley, A. S., & Morrison, R. S. (2015). Palliative Care for the Seriously Ill. New England Journal of Medicine,373(8), 747-755. doi:10.1056/nejmra1404684
- Koffman, J. (2014). Servicing Multi-Cultural Needs At The End Of Life. Journal of Renal Care,40(S1), 6-15. doi:10.1111/jorc.12087
- Mcgee, P., & Johnson, M. R. (2014). Developing cultural competence in palliative care. British Journal of Community Nursing,19(2), 91-93. doi:10.12968/bjcn.2014.19.2.91
- Mitchell, A., & Jozwiak-Shields, C. (2017). Cultural perspective and palliative care. Nursing and Palliative Care,2(4). doi:10.15761/npc.1000160
- Palliative Care Australia. (2015). Palliative care and culturally and linguistically diverse communities (Position Statement).
- Palliative Care Australia. (2018). National Palliative Care Standards (5th ed., Rep.). Canberra: PCA.
- White, J., Plompen, T., Tao, L., Micallef, E., & Haines, T. (2019). What is needed in culturally competent healthcare systems? A qualitative exploration of culturally diverse patients and professional interpreters in an Australian healthcare setting. BMC Public Health,19(1). doi:10.1186/s12889-019-7378-9
- World Health Organization (2012). WHO Definition of Palliative Care. World Health Organization.
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