NRSG371 : Building Healthy Communities Assessment 1

Purpose

Enables students to produce a detailed plan and response to a community health need in the current Australian context.

Task

In this first assessment, you willꢀproduce a detailed plan in response to a community

health need in the current Australian context.ꢀ

The assessment is a fifteen (15) minute recorded Powerpoint presentation.

This assessment will enable you to articulate your knowledge and understanding of

health promotion and evaluation in addressing a contemporary health issue within Australia.

You must identify and consider the needs of the selected population to demonstrate

critical thinking and discuss the role of the nurse in meeting the health care needs of community.

You have the choice of addressing one (1) of the following two (2) health issues within their associated communities:

1. Melanoma: the most common cancer for Australians aged 20 to 39 years: Community: Charleville QLD

1. Paediatric asthma: an estimated 10% of Australian children aged 0–14 are reported to have asthma as a long-term condition. Community: Bendigo VIC

The assessment is divided into two (2) parts

Part A:

This component will require you to address the need for a health education session

which will be based in a community setting. In this section you will be required to

convince the nursing managers in the local health district that a health education

session is required. You need to convince them that the health issue is a significant

concern within the community and needs action.

Part B:

In this section you will be required to plan for the development of an education

session. This part of the assessment will outline the components of the education

session to be delivered to members of the community. It is essential that the

information provided here is evidenced based and targeted to your audience. This

will help the nursing managers understand what the education session will entail.

Part A. Equivalent to 1000 words +/- 10%

1. Identify & describe the demographics of the community and the health care issue in the Australian context (250 words)

1. Discuss one short, medium, and long-term impact of the health care issue (250 words)

III. Utilising two components of the Ottawa Charter, two Sustainable Development Goals and two of the Registered Nurse Standards for Practice, describe the role of the nurse, and how providing an education session will help in addressing the health care issue in the community (500 words)

Part B. Equivalent to 1000 words +/- 10%

In this section you will need to address the following and provide an evidence-based rationale for each component:

1. Identify two aims of the education session (100 words)
2. Identify three learning outcomes for the session (150 words)

III. Identify the resources you will need - time, material & human (250 words)

1. Describe how you would evaluate if the education session was successful (500 words)

Summary of Assessment Requirements

This assessment focuses on addressing a community health need in the Australian context through a detailed plan and a recorded 15-minute PowerPoint presentation. The task is divided into two parts:

Part A – Equivalent to 1000 words

1. Demographics & Health Issue (250 words) – Identify and describe the demographics of the selected community and outline the health issue (either melanoma in Charleville, QLD or paediatric asthma in Bendigo, VIC).

2. Impacts (250 words) – Discuss one short-term, one medium-term, and one long-term impact of the health issue.

3. Nurse’s Role (500 words) – Using two components of the Ottawa Charter, two Sustainable Development Goals (SDGs), and two Registered Nurse Standards for Practice, explain the role of nurses in addressing the issue and the value of a health education session.

Part B – Equivalent to 1000 words

1. Aims (100 words) – Identify two key aims of the education session.

2. Learning Outcomes (150 words) – Define three measurable learning outcomes.

3. Resources (250 words) – Identify required resources (time, materials, and human resources).

4. Evaluation (500 words) – Describe how the education session’s success would be evaluated, providing evidence-based rationale.

The ultimate purpose is to demonstrate critical thinking, evidence-based planning, and the ability to design and justify a community-focused health education intervention.

Mentor’s Step-by-Step Guidance

The academic mentor guided the student through a structured approach to ensure clarity and completeness:

Step 1: Understanding the Task

The mentor first broke down the assessment brief, clarifying that the task is both analytical and practical. Students were reminded to keep the focus on one of the two health issues (melanoma or paediatric asthma) and tailor all sections to the chosen community.

Step 2: Part A – Research & Community Context

• Demographics & Health Issue: The mentor encouraged the student to use census data, Australian Institute of Health and Welfare (AIHW) reports, and peer-reviewed sources to describe the population profile and the prevalence/impact of the health condition.

• Impacts: Guidance was provided on how to differentiate between short, medium, and long-term consequences (e.g., immediate symptoms vs. lifestyle restrictions vs. chronic complications).

• Nurse’s Role: The mentor helped map the Ottawa Charter components (e.g., “strengthening community action,” “developing personal skills”), relevant SDGs (e.g., SDG 3: Good Health and Well-Being), and Registered Nurse Standards to show how education addresses the issue.

Step 3: Part B – Planning the Education Session

• Aims: The mentor suggested keeping aims broad but focused (e.g., raising awareness, improving self-management skills).

• Learning Outcomes: Outcomes were crafted to be SMART (Specific, Measurable, Achievable, Relevant, and Time-bound).

• Resources: The mentor guided the student in considering practical aspects like venue, teaching aids, time allocation, and team involvement.

• Evaluation: The student was encouraged to use both qualitative (feedback surveys, focus groups) and quantitative (pre/post knowledge tests, attendance data) measures.

Step 4: Structuring the PowerPoint

The mentor advised creating a logical slide sequence with a balance of visuals and text to ensure engagement during the 15-minute presentation.

Step 5: Drafting & Refining

The mentor worked with the student to draft content, refine academic language, and integrate evidence-based references. Practice runs were suggested to ensure the presentation fit within the time limit.

Final Outcome

By the end of the process, the student successfully:

• Produced a well-researched plan rooted in Australian community health data.

• Demonstrated an understanding of health promotion and evaluation in nursing practice.

• Designed an evidence-based education session addressing the health needs of the community.

• Showed critical thinking by linking impacts, nursing roles, Ottawa Charter principles, SDGs, and RN Standards.

• Prepared a professional and engaging PowerPoint presentation suitable for nursing managers and community stakeholders.

Learning Objectives Achieved

• Application of population health data to identify community needs.

• Development of critical thinking and planning skills in nursing.

• Integration of global frameworks (SDGs, Ottawa Charter) with local practice.

• Enhancement of skills in health promotion, evaluation, and education planning.

• Professional presentation and academic communication skills.

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