Improving End-of-Life Care: An Evidence-Based Infographic and Reflective Analysis

Assessment

Part A: One Page

• You will create a Infographic using an Adobe Express or Canva template to assist nurses to improve their practice in end-of-life care. This includes:
  • Recognizing and providing quality end-of-life evidence-based care for the dying person and their family.
  • Selecting three peer-reviewed articles that you will critique and summarize to inform the End-of-Life Care content of your Infographic. Include these articles as a Bibliography in your Infographic.
  • The infographic will need to have an appropriate balance of pictorial and written elements to adequately communicate your End-of-Life Practice message.

Part B: Infographic Reflection Report

• Provide a reflection on what you have learned by completing this assessment in terms of:
  Explain your experience of digitally communicating your End-of-Life Care message. 
  • The key messages you were hoping to communicate.
  • This summary is intended to tell the story behind the infographic and should be supported by references (the same ones you cite on your infographic, though additional references may be included).
• Reflect on what you have learned about End-of-Life Care to inform your future practice as a Registered Nurse.

Summary of Assessment Requirements

The assessment is divided into two components an infographic and a reflective report both focused on improving nursing practice in End-of-Life (EOL) care.

Part A: Infographic (One Page)

Students are required to create a visually engaging and evidence-based infographic using Adobe Express or Canva. The infographic must:

• Communicate essential principles of quality End-of-Life care for patients and families.
• Be informed by three peer-reviewed articles, which must be critiqued, summarized, and included as a bibliography.
• Maintain a clear and professional balance between pictorial elements and written content.

Part B: Reflection Report

Students must provide a written reflection addressing:

• Their experience of digitally communicating the EOL care message.
• The key messages they intended to convey through the infographic.
• How the referenced literature supports the content choices.
• What they learned about End-of-Life care and how this will influence their future nursing practice as Registered Nurses.

How the Academic Mentor Guided the Student: Step-by-Step Process

Step 1: Clarifying the Task

The mentor began by breaking down the two parts of the assessment, helping the student clearly understand the expectations, output format, and evaluation criteria. This ensured the student knew the difference between the creative (infographic) and reflective (written analysis) components.

Step 2: Selecting Scholarly Sources

The student was guided to search for recent, peer-reviewed, nursing-relevant articles on End-of-Life care. The mentor helped them assess:

• Relevance to EOL best practices
• Evidence-based recommendations
• Applicability to nursing interventions and communication

These three selected articles formed the knowledge base for both the infographic and reflection.

Step 3: Extracting Key Evidence for the Infographic

Next, the mentor supported the student in summarizing each article, identifying:

• Best-practice guidelines
• Family-centered care principles
• Communication needs and comfort measures
• Ethical considerations in end-of-life nursing

This step ensured the infographic content remained evidence-driven and clinically meaningful.

Step 4: Designing the Infographic

The mentor provided guidance on:

• Choosing an appropriate Canva/Adobe Express template
• Structuring the infographic into clear sections
• Balancing text with icons, illustrations, and colour schemes
• Maintaining readability, simplicity, and professional tone

The mentor also emphasized including a bibliography directly on the infographic.

Step 5: Preparing the Reflection Report

For Part B, the mentor coached the student to organize the reflection into three clear components:

1. Digital communication experience discussing challenges, creativity, and clarity in presenting EOL concepts visually.
2. Key messages explaining why the chosen clinical priorities were essential for End-of-Life nursing practice.
3. Learning and future practice, reflecting on how completing the task deepened their understanding of EOL care, patient dignity, and therapeutic communication, and how this will shape their professional identity.

The mentor encouraged connecting the reflection to the three referenced articles for academic grounding.

Step 6: Achieving the Final Outcome

After multiple drafts and refinements:

• The infographic became a clear, structured, and visually engaging tool for communicating EOL care principles.
• The reflective report demonstrated deep learning, linking theory, practice, and personal insights cohesively.
• All academic referencing was formatted correctly.

Outcome and Learning Objectives Achieved

Through this guided process, the student successfully met all assessment requirements while achieving key learning outcomes:

Learning Objectives Achieved

• Enhanced understanding of evidence-based End-of-Life care, including communication, family support, and symptom management.
• Ability to synthesize research from peer-reviewed nursing literature into accessible educational content.
• Development of skills in digital health communication, using visual mediums to convey clinical information.
• Increased confidence in applying reflective practice to professional development.
• Insight into how EOL knowledge will shape their role as a future Registered Nurse, supporting patient dignity and family-centered care.

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