• An individual verbal presentation
Within your presentation, you will need to provide evidence-based information, discussion and critical
appraisal of a health promotional/educational resource that relates to a child/person or family for
whom you have been involved in providing care. You must also justify your choice of topic.
You are required to provide a reasoned argument, which demonstrates an appropriate depth and
breadth of knowledge of the topic area, as well as a critical analysis of the specific resource you have
chosen. The level 7 Presentation Assessment Criteria will help you to do this (available in the
Assessment Information section of the Moodle site).
The aim of this presentation is to achieve the following module learning outcomes:
Shared learning outcomes:
6. Critically discuss how health beliefs, values and relevant preventive and health promotion
theory can be applied when planning and evaluating interventions (including relevant
resources) for people of different ages, functional and health states;
7. Critically discuss the rationale and evidence base for identified health priorities, discussing
implications for public health, preventive and individual nursing interventions;
8. Demonstrate depth of understanding of the relevance of health informatics and digital
technology in providing personalised care;
9. Synthesise, plan and evaluate health promotion interventions (incorporating relevant
resources) aiming to promote longer term health of children, young people or adults.
The following learning outcomes must also be achieved (those specific to your field of study):
Adult Nursing specific learning outcomes:
10. Critically examine how an adult’s environment, location of care and transition between health
services may impact on their health and wellbeing and how positive experiences can be
promoted by nurses;
11. Explore ways to work with adults as partners in the negotiation and promotion of self-care and
self-management.
12. Critically discuss the concepts of continuity, coping and adaptation in the context of health,
chronic and life limiting illness in adults;
13. Explore how relevant research, theory and current health and social policy can inform
collaborative strategies to support health and wellbeing in adults;
14. Examine how an adult’s health, wellbeing and independence can be promoted through the
systematic assessment, planning, implementation and evaluation of a personalised care
approach.
Children’s Nursing specific learning outcomes:
10. Demonstrate depth of understanding and ability to apply in nursing assessment and care,
relevant research and theory about child and lifespan development in health and illness (biopsycho-
social, including family systems);
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11. Critically discuss how a child’s environment and/ or experience of health services (e.g.
hospitalisation) may impact on children’s and young people’s health and wellbeing and how
positive experiences can be promoted by nurses;
12. Debate how relevant research, theory and current health and social policy can inform
collaborative strategies to support children and families experiencing physical, psychological
or social needs or problems;
13. Critically apply scientific knowledge (e.g. of nutrition), developmental physiology and
epidemiology in an analysis of health priorities in maternal and child health.
Mental Health Nursing specific learning outcomes:
10. Identify the major mental health disorders experienced by adults, critically discuss their
aetiology and demonstrate a critical understanding of their impact on adults of working age;
11. Critically analyse the influence of national and local policies on mental health care
interventions for children, young people and adults;
12. Demonstrate depth of understanding of the identification, and systematic assessment of
mental health problems in adults and the major interventional approaches available for these
problems;
13. Demonstrate depth of understanding and ability to apply in nursing assessment and care,
relevant research and theory about child and adolescent mental health and illness (biopsycho-
social including family systems and development);
14. Use an understanding of attachment theory to discuss how patterns of attachment can be
linked to mental health problems in childhood and through the lifespan.
The format of the presentations:
Presentation dates will be confirmed by the start of semester 2. The overall time allowance for your
presentation will be 20 minutes. This will allow for the following:
• 10 minutes for your presentation
• 5 minutes for audience questions (from students within your seminar group)
• 5 minutes questions and/or time for your assessor to complete written feedback
Assessment support:
Presentation Plan:
In preparation for the presentation, you are asked to submit a presentation plan to your Seminar
Leader (using the template available in the Assessment Information section on Moodle) by (to be
confirmed in Semester 2). Feedback will then be released to you by (to be confirmed in Semester 2).
Instructions on how to submit your plan will be provided at the beginning of the Semester 2.
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Tutorial Support:
Assessment tutorial support will be offered at each site. For further information, please check your
site-specific timetable and information on Moodle.
Mitigating Circumstances:
Information about how to apply for an extension, where you have mitigating circumstances, can be
found via the link labelled ‘Regulations about mitigating circumstances’ at the top of the list of
‘UNIVERSITY WIDE INFORMATION’ on the right hand side of the main module Moodle page.
PLEASE NOTE:
You must achieve a final mark of at least 50 in each component of the module assessment in
order to gain an overall pass mark for the module: part 1 (semester 2) for the written assignment
and part 2 (semester 1) for the presentation.
If you have a resit for either assessment then you will receive a capped mark, unless otherwise
indicated (if the Mitigating Circumstances Panel advises that you may be awarded an uncapped
mark). Where a student has a capped mark of 50 for either assessment, their overall final mark will
also be capped at 50 (if both assessments passed).
Mitigating Circumstances:
Information about how to apply for an extension, where you have mitigating circumstances, can be
found via the link labelled ‘Regulations about mitigating circumstances’ at the top of the list of
‘UNIVERSITY WIDE INFORMATION’ on the right hand side of the main module Moodle page.
Assessment support:
In preparation for the presentation, you have the option to submit a plan to Turnitin (using the
template available in the Assessment Information section of the module site) by (deadline to be
confirmed in Semester 2). You should then receive feedback from your seminar leader by (deadline to
be confirmed in Semester 2).
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