Collaborative Group Presentation on Health Informatics and Nursing Standards

Learning outcomes

1.Critically review communication models and modes and their implications for effective, appropriate and culturally safe nursing practice for individuals, families, groups and communities, throughout the lifespan and in all practice settings.

2.Critically review health informatics and technology in relation to effective nursing practice and safe, quality healthcare delivery, including in catastrophic disasters such as pandemics.

Relevance of assessment

This assessment task presents you with an opportunity to work collaboratively with your peers to produce an audiovisual presentation that illuminates contemporary innovations in health informatics and technology that are relevant to nursing practice.

Assessment requirements

Group allocation, introduction, and contribution:

Following census date, students are to allocate themselves into a group of four to five students. On the 8th (week 2), if by 11:00hrs students who have not allocated themselves a group will be automatically assigned a random group. Access to the group discussion areas will be made available on unit LEOonline site through the assessment 1 folder. Your group discussions and collaborative project development should occur within your group discussion board areas only, evidenced on both individual contribution and group collaboration. Discussion/introductions should commence once students are allocated to their groups. It is expected that students contribute to the discussion board meaningfully and at least 2 times per week.

Task

The Registered Nurse standards for practice (Nursing & Midwifery Board of Australia, 2016) identify seven standards that guide current professional nursing practice. Your first group task is to select one standard or a criterion within that standard, that is of mutual interest. Identify and agree on two innovations in health informatics/technology that can support safe patient-centred care in addressing the standard/criterion. Contextualise your project focus in relation to a contemporary health care challenge. Develop a question to guide your project development. For example:

How can we use [innovation] to achieve [NMBA standard] for [individuals/communities experiencing a health challenge]?

Group Declaration:

Complete the group declaration and upload it to LEOonline, with your group presentation.

Suggested procedure

1.Review the Learnline modules and tutorial content.

2.Make sure you are allocated to small groups (4-5 students per group) to complete this assessment.

3.Contact your group members as soon as possible to finalise a work plan for this assessment – record this information on the group declaration.

4.Review the RN Standards for Practice (NMBA, 2016) – choose one standard (or criterion) to base this assessment on.

5.Identify and agree on two innovations in health informatics/technology that can support safe patient-centred care in addressing the standard/criterion.

6.Contextualise your project focus in relation to a contemporary health care challenge. For example:

• Young men living with mental illness in rural and remote areas of Australia

• Rural Australian undergoing dialysis for Chronic Kidney Disease

• Men being treated for prostate cancer, living in rural and remote areas

YOU CAN USE YOUR OWN CONTEMPORARY HEALTH CARE CHALLENGE – THESE ARE JUST EXAMPLES TO GET YOU STARTED

7.Develop a question to guide your project development. For example:

How can we use [innovation 1] to achieve [NMBA standard] for [individuals/communities experiencing a health challenge]?

8.As a group, develop and submit a 15-minute narrated group presentation – every student must present the information they have developed.

9.Submit your group project declaration to Learnline with your presentation.

Assessment requirements Brief summary

• Purpose: Produce a 15-minute narrated group presentation that explores contemporary innovations in health informatics/technology and how they support safe, patient-centred nursing practice.

• Group size: 4–5 students. Students who have not self-allocated by Week 2 (8th) at 11:00 will be automatically assigned. Group work must be visible on the unit LEOonline discussion area.

• Core task: Select one RN standard (or a criterion) from the NMBA 2016 Standards for Practice and identify two health informatics/technology innovations that can support safe, patient-centred care in relation to that standard.

• Contextualisation: Link the project to a contemporary healthcare challenge (e.g., rural mental health, rural dialysis, prostate cancer in remote areas) — you may use your own challenge.

• Guiding question: Develop a clear question to drive the project (e.g., How can we use [innovation] to achieve [NMBA standard] for [population]?).

• Submission requirements:

  • 15-minute narrated group presentation — every student must present part of the material.

  • Completed group declaration uploaded to LEOonline with the presentation.

• Expected conduct: Contribute meaningfully to group discussion boards at least twice weekly and record group plans on the declaration.

Key pointers to cover in the assessment

• Clear link to an NMBA standard: State the chosen standard/criterion and explicitly map all recommendations to it.

• Description of the two innovations: What they are, how they work, readiness/maturity, and evidence base.

• Patient-centred rationale: How each innovation improves safety, quality, access, or experience for the chosen population.

• Contextual analysis: Describe the contemporary healthcare challenge, population needs, barriers (geography, resources, literacy) and how the innovations address them.

• Implementation considerations: Practical steps for deployment (workflow, training, devices, infrastructure), nursing role and MDT interactions.

• Evaluation strategy: Metrics and methods to measure effectiveness (clinical outcomes, user adoption, QoL, safety incidents).

• Ethics & governance: Data privacy, consent, equity, regulatory considerations.

• Evidence & referencing: Use credible, primary sources and follow unit referencing expectations.

• Presentation quality: Concise slides, speaker notes, time allocation per member, and accessible audiovisual elements.

• Group declaration: Document roles, timelines, contributions, and a short work plan.

How the Academic Mentor guided the students

1. Clarify learning aims and scope

   • Mentor reviewed the unit learning outcomes and assessment brief with the group, stressing the need to connect innovations directly to an NMBA standard and to patient-centred outcomes.

2. Facilitate group formation and role allocation

   • Advised early contact among members, suggested roles (project lead, evidence researcher, implementation strategist, presenter, editor), and recommended a simple shared work plan template for the group declaration.

3. Support standard selection and focus

   • Helped students choose a single NMBA standard/criterion that matched group interest and the chosen healthcare challenge to keep the scope manageable and focused.

4. Guide innovation selection using clear criteria

   • Taught a quick evaluation rubric (relevance to standard, evidence level, feasibility, cost/accessibility, patient impact) and used it to shortlist two innovations.

5. Frame the project question and objectives

   • Coached the group to craft a concise guiding question that linked the innovation, the NMBA standard, and the specific population challenge — this question steered literature searches and slide structure.

6. Plan evidence searching and synthesis

   • Demonstrated efficient database searching, prioritisation of peer-reviewed and primary sources, and how to extract evidence that speaks to clinical effectiveness and implementation outcomes.

7. Map innovation → standard → nursing actions

   • Worked with students to produce explicit mappings: innovation feature → how it supports the NMBA standard → nurse-led actions/educational needs.

8. Design implementation & evaluation sections

   • Guided the group to propose realistic roll-out steps (training, resources, pilot phases) and measurable evaluation indicators (clinical, process, satisfaction).

9. Address ethics, privacy and equity

   • Ensured students considered data governance, informed consent, accessibility for remote populations, and potential unintended consequences.

10. Shape presentation and rehearse

    • Helped convert dense content into concise slide headings and speaker notes, allocated equal presentation time per member, and ran timed rehearsals with feedback on clarity and pacing.

11. Finalise group declaration and submission checks

    • Reviewed the group declaration for completeness (roles, meeting records, contribution evidence), checked references format, ensured audiovisual file meets submission specs, and confirmed upload procedure.

Final outcome & how success was achieved

• Deliverable produced: A 15-minute narrated group presentation uploaded with a completed group declaration. Each member presented a clearly defined section. Slides contained a focused problem statement, two well-justified innovations, implementation steps, evaluation metrics, ethical considerations, and references.

• How success was achieved: Focused scope (single NMBA standard), evidence-driven innovation selection, explicit nursing practice mappings, rehearsed delivery, and a documented group plan ensured clarity, academic rigor, and compliance with assessment instructions.

Learning objectives covered

• Critical review of communication models and modes and implications for culturally safe nursing practice.

• Critical evaluation of health informatics and technology in relation to effective, safe, quality healthcare delivery.

• Application of NMBA standards to contemporary clinical challenges.

• Development of patient-centred implementation strategies and measurable evaluation plans.

• Improved collaboration, academic referencing, and presentation skills required for professional practice.

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