722.674: Nursing with a Community Focus

Assessment Purpose

This assessment is designed to help students develop essential nursing and academic skills, including:

• Describing pathophysiology, treatment, and rehabilitation of common conditions using clear and concise clinical terminology.

• Using AI tools to enhance critical thinking and clinical judgment.

• Applying the nursing process to assess family/whānau health and health literacy within the context of the community’s socio-political environment.

• Analysing contextual factors that influence people’s health experiences and responding with effective health promotion strategies.

The assessment integrates “assessment of learning” and “assessment as learning”, supporting students to:

• Utilise current AI technologies effectively.

• Collect and interpret accurate data.

• Search and analyse relevant literature.

• Apply problem-solving and decision-making skills.

• Develop critical thinking, planning, and drafting abilities.

• Enhance academic writing and referencing skills.

This assignment also provides insights into the role of the registered nurse in health promotion, emphasising the nurse’s responsibilities as a researcher, health promoter, and advocate.

Part B: Develop a Health Education Resource (HER)

Students are required to create a health education resource (HER) to educate about a significant issue identified in their assessment with the patient/whānau.

Tasks:

1. Summary of Development Stages

   • Write a 500–1000 word summary covering the following stages (adapted from the Rauemi Atawhai guide):

     1. Need – Identify the health issue requiring education.

     2. Audience – Define the target audience for the HER.

     3. Health Literacy – Consider literacy levels, cultural relevance, and accessibility.

   • Use the provided template to structure your summary.

2. Draft Health Education Resource

   • Create a draft HER in one of the following formats:

     • Poster

     • Pamphlet

     • Social media post

     • Radio or TV advertisement

Summary of Assessment Requirements

This assessment is designed to develop essential nursing and academic skills by combining clinical knowledge with practical health promotion strategies. Students are required to:

Key Objectives:

1. Clinical Knowledge and Skills

   • Describe pathophysiology, treatment, and rehabilitation of common conditions using clear, concise clinical terminology.

   • Apply the nursing process to assess family/whānau health within the community socio-political context.

2. Critical Thinking and Decision-Making

   • Use AI tools to enhance clinical judgment and critical thinking.

   • Collect, interpret, and analyse data accurately.

   • Apply problem-solving skills to respond effectively to health challenges.

3. Research and Academic Skills

   • Search, evaluate, and analyse current literature.

   • Develop academic writing and referencing proficiency.

   • Plan, draft, and organise evidence-based reports.

4. Health Promotion and Education

   • Analyse contextual factors affecting health experiences.

   • Develop strategies to educate patients and communities.

   • Understand the nurse’s role as a health promoter, advocate, and researcher.

Part B: Health Education Resource (HER)

Students are required to develop a HER to educate about a significant health issue identified with the patient/whānau.

Tasks include:

1. Summary of Development Stages (500–1000 words)

   • Need: Identify the health issue requiring education.

   • Audience: Define the target audience.

   • Health Literacy: Consider literacy levels, cultural relevance, and accessibility.

   • Use the provided template to structure the summary.

2. Draft Health Education Resource

   • Create a draft HER in one of the following formats:

     • Poster

     • Pamphlet

     • Social media post

     • Radio or TV advertisement

Step-by-Step Approach Guided by the Academic Mentor

The Academic Mentor structured guidance to ensure students completed the assessment effectively:

Step 1: Understanding the Assessment Brief

• Explained the objectives of the assessment and the importance of linking clinical knowledge with health promotion.

• Clarified the expectations for Part B (HER development) and the use of the Rauemi Atawhai guide.

Outcome: Student had a clear understanding of the task and scope.

Step 2: Identifying the Health Issue

• Mentor guided the student to review patient/whānau cases to select a significant health issue.

• Encouraged consideration of community context and socio-political factors.

Outcome: Selected health issue was relevant and evidence-based.

Step 3: Defining the Audience

• Advised the student to analyse demographics, cultural factors, and health literacy levels.

• Ensured the HER would be appropriate and accessible to the intended audience.

Outcome: Clear audience profile defined for targeted education.

Step 4: Assessing Health Literacy

• Mentor instructed the student to consider literacy, language, cultural values, and accessibility.

• Discussed how these factors influence design choices for the HER (visuals, language, format).

Outcome: Student developed a health literacy-sensitive approach to education.

Step 5: Drafting the HER

• Guided the student in choosing an appropriate format (poster, pamphlet, social media post, or media advertisement).

• Reviewed the draft for clarity, accuracy, and engagement.

• Ensured alignment with the summary of development stages.

Outcome: Draft HER effectively communicated key health messages to the audience.

Step 6: Reviewing and Refining

• Mentor provided feedback on language, presentation, cultural sensitivity, and evidence use.

• Student refined both the written summary and HER draft for submission.

Outcome: Submission met academic standards, reflected critical thinking, and addressed health promotion goals.

Final Outcome and Learning Objectives Achieved

By following the mentor-guided process, the student successfully:

• Developed clinical knowledge by describing pathophysiology and treatment.

• Applied critical thinking and AI tools to enhance decision-making.

• Created a well-structured health education resource that considers literacy and cultural relevance.

• Demonstrated academic skills including research, writing, and referencing.

• Strengthened understanding of the nurse’s role in health promotion, advocacy, and patient education.

• Produced a submission that integrated assessment of learning and assessment as learning effectively.

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