NRSG265 : Assessment Principles of Nursing Faculty of Health Sciences

Task Case study

Mrs Irene James is a 69 year old woman who prior to Covid was a music teacher. Since the pandemic she has become increasingly socially withdrawn and no longer teaches music, despite being generally healthy. She enjoys listening to music but no longer goes to live performances. She was a regular member of an amateur choir and swam at her local pool. She has not recommenced either of these activities. She has a dog that she walks but not as often as she used to because of the dog’s arthritis.

The Activity Theory of ageing suggest that successful ageing is related to a person’s level of activity and social engagement. Based on the case study above, you are required to create a narrated recorded presentation (audio, written text, and pictures/diagrams) that addresses the following:

1. Introduction Provide a brief overview of the presentation content.
2. Explain the psycho-social theory on ageing of Activity Theory.
3. Discuss examples of how a community nurse could apply the
Activity Theory of ageing in the case study of Irene to promote
successful ageing, quality of life, independence and maintaining
choice and dignity as she lives with age-related changes.
4. Conclude your presentation with a brief summary of the
presentation. Do not include new information in the conclusion

Assessment Requirements – Summary

The task required students to design a narrated presentation (including audio, written text, and visuals) based on the case study of Mrs Irene James, a 69-year-old woman who became socially withdrawn after the Covid pandemic. The presentation had to include:

1. Introduction – A brief overview of what the presentation would cover.

2. Explanation of Activity Theory of Ageing – Outlining the psychosocial theory and how it relates to successful ageing.

3. Application of Theory in Practice – Discussing how a community nurse could use the Activity Theory in Irene’s case to promote independence, quality of life, dignity, and continued social engagement.

4. Conclusion – Summarising key points without introducing new information.

The overall requirements emphasized:

• Clear narration (audio or script-based).

• Integration of visual elements (e.g., diagrams, images).

• Application of theory to practice.

• Clarity, conciseness, and academic referencing where appropriate.

Step-by-Step Mentoring

Step 1: Understanding the Brief

The academic mentor guided the student to first unpack the case study and the four specific presentation requirements. The mentor explained that the task was not just descriptive, but required theoretical application—linking Activity Theory directly to Irene’s situation.

Step 2: Structuring the Presentation

The mentor advised the student to structure the slides and narration into four clear sections:

• Slide 1–2: Introduction – outlining what the audience will learn.

• Slide 3–5: Explanation of Activity Theory – definition, origins, and principles.

• Slide 6–9: Application to Irene – community nurse strategies such as encouraging choir participation, gentle swimming routines, and dog-walking alternatives.

• Final Slide: Conclusion – restating the importance of activity and engagement for Irene’s successful ageing.

Step 3: Explaining the Theory

The mentor encouraged the student to keep the theory explanation concise, using plain language supported by a reference to psychosocial ageing literature. The student was guided to focus on the theory’s key claim: that successful ageing depends on maintaining social roles and activity levels.

Step 4: Applying the Theory to Irene’s Case

This was identified as the most important part. The mentor supported the student to brainstorm practical nursing interventions such as:

• Encouraging Irene to reconnect with her choir through in-person or online sessions.

• Promoting modified exercise routines (gentle aqua aerobics instead of swimming laps).

• Suggesting social dog-walking groups to combine pet care with human interaction.

• Linking Irene with community groups for older adults interested in music or social activities.

The mentor emphasized integrating the concepts of choice, dignity, independence, and quality of life throughout the discussion.

Step 5: Narration and Visuals

The mentor guided the student on creating a narrated script in clear, professional language. They also recommended including visuals such as:

• A diagram of Activity Theory.

• Photos of community activities (choir, swimming, walking groups).

• Simple summary graphics for each section.

Step 6: Conclusion and Refinement

The mentor reminded the student to conclude by summarising key points only—no new information. The student then reviewed the narration for clarity, checked slide design for readability, and ensured all references were cited correctly.

Final Outcome & Learning Objectives Achieved

The final presentation successfully:

• Introduced the topic and outlined the flow of the presentation.

• Explained the Activity Theory of Ageing clearly with supporting literature.

• Applied the theory to Irene’s case through practical, nurse-led strategies to enhance independence and quality of life.

• Concluded effectively by reinforcing the importance of activity and engagement in ageing.

Through the step-by-step mentoring process, the student met all learning outcomes:

• Applied a psychosocial theory to a real-life case.

• Demonstrated critical thinking in linking theory with nursing practice.

• Showed communication skills through clear narration and visuals.

• Practiced holistic care planning, addressing both psychosocial and physical wellbeing.

The outcome was a structured, engaging, and evidence-based presentation that highlighted how nursing practice can promote successful ageing through the application of Activity Theory.

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