Communication with Colleagues with Mental Health Issues Assessment

Assignment Overview

Purpose

This assessment will provide you with the opportunity to apply your learning and reading in this subject by presenting the work that you completed for Assessment 2, which required you to review the literature concerning communication and recommendations arising from that literature. You will have chosen from a list ONE assessment topic of interest to you that you explored for the review of literature. For this to be authentic for your learning experience, we asked you to consider a situation where you have had a communication barrier or problems communicating in your professional work to influence your choice of topic. This was to help you to remember the situation and how it manifested, and to also help you to identify something you need to further explore. Communication is central to our role in professional practice. For health care it is the basis of all interaction, assessment and treatment. If you are working in any service industry, it will be important. By exploring the literature for your topic, you may be able to consider how situations in practice could have had different outcomes, or consider or advise others how to use this information into the future. Thus, you should experience professional growth and be more confident in future situations.

Task details

For this assessment, you will be reporting on the literature you found for your assignment in Assessment 2. You will have identified one of the topics and completed an effective literature search using library search engines such as Scopus, CINAHL, ERIC or ProQuest, and prepared your assignment. It is the content of that assignment that you will now be reporting as a presentation.

Instructions

Prepare and deliver a video presentation of a PowerPoint slide show, recorded using Zoom. In this presentation, you will demonstrate an overview of the literature from your assignment on your chosen topic. In the video, present your key points from the PowerPoint slides, and provide citation to the literature on the slides to support statements made. Include an end-text reference list on the final slides.

Summary of Assessment Requirements

This assessment is a video presentation using PowerPoint, recorded via Zoom, where students demonstrate their understanding of a literature review completed in Assessment 2. The purpose is to apply learning from the subject, reflect on professional experiences involving communication barriers, and explore recommendations arising from the literature.

Key points to be covered in the assessment:

1. Topic Selection – Choose one topic related to communication based on a personal or professional experience involving communication barriers.

2. Literature Review Overview – Present findings from an effective literature search using databases like Scopus, CINAHL, ERIC, or ProQuest.

3. Analysis and Recommendations – Summarize key insights from the literature and discuss how these could influence practice or improve communication outcomes in professional settings.

4. Evidence-Based Support – Include citations on each slide to substantiate claims.

5. References – Provide a comprehensive reference list on the final slides.

6. Presentation Delivery – Record a video using Zoom presenting the PowerPoint slides clearly and professionally.

The assessment focuses on developing critical analysis, literature synthesis, professional reflection, and communication skills.

Step-by-Step Approach Guided by the Academic Mentor

The Academic mentor guided the student through the assessment in a systematic manner:

1. Topic Selection and Reflection

   • Mentor helped the student identify a real professional communication barrier they had experienced, linking it to a topic of interest.

   • Discussed the importance of choosing a topic that allowed both personal reflection and application of academic literature.

2. Literature Search and Review

   • Mentor guided the student to perform a targeted literature search in databases like Scopus, CINAHL, ERIC, or ProQuest.

   • Emphasized selecting relevant, peer-reviewed, and recent studies that directly addressed the communication issue.

3. Organizing Content for Presentation

   • Mentor assisted in structuring the slides, including:

     • Overview of the topic and context

     • Key findings from the literature

     • Recommendations and implications for professional practice

   • Advised the student to use concise bullet points, visuals, and citation on each slide for clarity.

4. Developing Evidence-Based Recommendations

   • Mentor worked with the student to synthesize insights from multiple sources into actionable recommendations.

   • Encouraged linking theoretical evidence to practical application.

5. Presentation Skills and Recording

   • Mentor coached the student on effective oral communication, slide pacing, and clarity of explanation.

   • Provided tips for Zoom recording, including camera setup, voice clarity, and smooth slide transitions.

6. Final Review and References

   • Mentor reviewed the complete slide deck, ensuring proper citation and a polished reference list.

   • Conducted a mock presentation to provide feedback and ensure confidence in delivery.

Outcome and Learning Objectives Achieved

Outcome:

The student successfully delivered a Zoom-recorded presentation summarizing the literature review, demonstrating clear understanding, critical analysis, and professional reflection. Slides were structured, visually appealing, and properly cited, with a complete reference list.

Learning Objectives Achieved:

1. Develop critical analysis skills by reviewing literature relevant to communication barriers.

2. Enhance professional reflection by connecting personal experiences with research findings.

3. Apply evidence-based recommendations to professional practice.

4. Strengthen academic communication skills through slide creation and presentation delivery.

5. Gain confidence in digital presentation tools and video-recorded professional presentations.

Conclusion:
Through guided mentorship, the student effectively translated their literature review into a structured, evidence-based presentation. This approach fostered both academic growth and practical professional insights, preparing the student for future communication challenges in their field.

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