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NRSG371 Building Healthy Communities Written Assignment Example

NRSG371 Building Healthy Communities Written Assignment

Assessment Task 2 – Written Assignment (Essay)

NRSG371 Building Healthy Communities Course

NRSG371 Building Healthy Communities Written Assignment Brief

Assessment Task 2 – Written Assignment (Essay)

Assignment Instructions Overview

This written assignment invites nursing students to critically explore how nurses can collaborate with communities across Australia to address a significant public health issue. The task emphasises a strength-based approach and community partnership—central to promoting sustainable and inclusive health improvements beyond hospital settings. Students will integrate health promotion concepts, societal health challenges, and the evolving role of nurses in building healthier communities. The essay should be 2000 words (±10%) and follow formal academic writing conventions.

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Understanding Assignment Objectives

The core aim of this assessment is to develop your understanding of nursing as a community-engaged profession. You will investigate how nurses contribute to population health by working in partnership with local communities. Rather than focusing solely on illness and treatment, this task highlights prevention, social determinants of health, and collective capacity-building.

You are required to demonstrate how nurses can address homelessness, infectious diseases, or gender-related health disparities by fostering meaningful relationships and utilising community assets. The essay must reflect contemporary nursing roles that promote equity, collaboration, and person-centred care.

The Student’s Role

As the author of this essay, your role is to act as a future nurse leader and advocate. You are expected to apply critical thinking and evidence-based reasoning to examine how nurses can effectively partner with community members and stakeholders. Your essay should demonstrate a strong understanding of health promotion theories, the Australian healthcare system, and how nursing practice is adapting to meet the needs of diverse populations in a changing world.

While grounded in academic research, your writing should also reflect practical insight into how nurses support resilience and empowerment within communities.

Competencies Measured

This task assesses your ability to:

• Interpret complex public health issues through a nursing and community health lens
• Apply the principles of strength-based and person-centred approaches
• Explore partnerships between nurses and communities to promote health equity
• Recognise the evolving role of nurses in diverse settings, both locally and globally
• Engage in critical reflection to assess the impact of community-based nursing interventions
• Communicate ideas in a clear, scholarly, and professionally formatted essay following APA 7th guidelines

NRSG371 Building Healthy Communities Written Assignment Example

Introduction

Homelessness remains a pressing social and health issue in Australia, particularly affecting Indigenous communities. The 2021 Australian Census recorded over 122,000 people as experiencing homelessness, with Indigenous Australians significantly overrepresented (Australian Bureau of Statistics [ABS], 2021). This disparity reflects systemic inequalities, including colonisation, intergenerational trauma, and social exclusion. The aim of this paper is to explore how nurses can collaborate with Indigenous communities in Australia using a strength-based approach to address homelessness. The paper draws on the Nursing and Midwifery Board of Australia (NMBA) Registered Nurse Standards for Practice and evidence-based literature.

Understanding Homelessness in Indigenous Contexts

Indigenous Australians experience homelessness at a rate ten times higher than non-Indigenous Australians (Australian Institute of Health and Welfare [AIHW], 2023). However, homelessness for Indigenous people may differ from conventional definitions. It often includes spiritual homelessness or being disconnected from land, culture, and kin (Jackson Pulver et al., 2020). Such dislocation is rooted in colonisation, forced removals, and systemic disadvantage.

Understanding this broader context is crucial for effective nursing practice. Homelessness is not solely about lacking a physical dwelling but encompasses loss of identity, security, and belonging. Cultural sensitivity, trauma-informed care, and an awareness of social determinants are fundamental to understanding the needs of this population.

The Role of Nurses in Addressing Homelessness

Nurses play a pivotal role in mitigating the health effects of homelessness. Indigenous Australians experiencing homelessness face greater risks of chronic illnesses, mental health issues, substance abuse, and early mortality (WHO, 2022). By providing culturally safe care and acting as advocates, nurses can influence systemic change.

The NMBA Registered Nurse Standards for Practice provide a framework that guides ethical, evidence-based, and person-centred care. Standards 2 and 3 are particularly relevant: they focus on engaging in therapeutic and culturally safe relationships, and maintaining the capability for practice (NMBA, 2023).

Collaboration is a critical nursing responsibility. Nurses can work with community elders, Aboriginal Health Workers, and local housing and social services to build trust and co-design effective interventions. Cultural humility and respect are essential in establishing partnerships that empower Indigenous communities.

Strength-Based Approaches in Indigenous Health

A strength-based approach highlights the capacities, knowledge, and resilience of communities rather than focusing solely on deficits. This aligns with the principles of Indigenous knowledge systems, which are grounded in relationality, collective wellbeing, and holistic care (Gorrie & Varcoe, 2021).

When addressing homelessness, strength-based strategies may include:

• Supporting community-led housing initiatives
• Engaging traditional cultural practices in healing and support
• Promoting community leadership and voice in health planning

Such approaches improve engagement and outcomes, while fostering cultural pride and self-determination. Nurses, guided by cultural safety principles, can play a supportive role in these initiatives by acting as facilitators and advocates.

Community Collaboration: Models and Strategies

Successful collaboration involves more than referral or consultation—it requires shared decision-making and co-design. One example is the implementation of wraparound services through Aboriginal Community Controlled Health Organisations (ACCHOs), which integrate housing, health, and social support services. These models ensure care is holistic, coordinated, and community-specific (NACCHO, 2023).

Nurses embedded in such services can contribute to:

• Outreach and mobile health care for rough sleepers
• Health literacy programs
• Supporting access to Centrelink, mental health services, and housing programs

Another important model is peer-led support, where Indigenous people with lived experience of homelessness provide mentorship and guidance. Nurses can support these initiatives by offering clinical expertise and emotional support while respecting community autonomy.

Social Determinants of Health and Structural Advocacy

Social determinants such as income, education, and housing stability are deeply intertwined with health outcomes. Indigenous Australians are disproportionately affected by these determinants due to historical and contemporary injustices (WHO, 2022).

Nurses can engage in structural advocacy to address these systemic factors. This may involve:

• Advocating for equitable housing policies
• Educating policymakers about the health impacts of homelessness
• Participating in research and quality improvement projects focused on Indigenous health

Standard 6 of the NMBA framework encourages nurses to contribute to quality improvement and health system reform (NMBA, 2023). Participating in policy discussions, promoting cultural safety training, and amplifying Indigenous voices are all ways nurses can influence upstream factors affecting homelessness.

Alignment with National Frameworks

Nursing efforts should align with national strategies such as the Closing the Gap initiative, which aims to reduce Indigenous disadvantage in health, housing, and education (Commonwealth of Australia, 2021). The National Aboriginal and Torres Strait Islander Health Plan (2013–2023) also emphasises cultural respect, community control, and social inclusion (Commonwealth of Australia, 2013).

By working within these frameworks, nurses can ensure their interventions are strategic and sustainable. Continuous quality improvement, cultural competence, and cross-sector partnerships are necessary to create long-term change (Council of Australian Governments Health Council, 2015).

Conclusion

Homelessness among Indigenous Australians is a complex issue rooted in historical, cultural, and structural factors. Nurses can play a transformative role by collaborating with Indigenous communities using strength-based, culturally safe approaches. By aligning their practice with NMBA standards and national health strategies, nurses can support community empowerment, improve health outcomes, and contribute to systemic change. Strength-based collaboration, grounded in cultural humility and respect, offers a path toward healing and justice for Indigenous Australians.

References

Australian Bureau of Statistics. (2021). Estimating homelessness. https://www.abs.gov.au/statistics/people/housing/estimating-homelessness

Australian Institute of Health and Welfare. (2023). Aboriginal and Torres Strait Islander people: Homelessness services. https://www.aihw.gov.au/reports/indigenous-australians/indigenous-homelessness

Commonwealth of Australia. (2013). National Aboriginal and Torres Strait Islander Health Plan 2013–2023. https://www.health.gov.au

Commonwealth of Australia. (2021). Closing the Gap Report 2021. https://www.closingthegap.gov.au

Council of Australian Governments Health Council. (2015). National Framework for Continuous Quality Improvement in Primary Health Care for Aboriginal and Torres Strait Islander People. https://www.health.gov.au

Gorrie, T., & Varcoe, C. (2021). Reimagining nursing practice with Indigenous peoples: A strength-based approach to health and well-being. Nursing Inquiry, 28(1), e12389. https://doi.org/10.1111/nin.12389

Jackson Pulver, L., Fitzpatrick, S., & Tsey, K. (2020). Indigenous Australians and the social determinants of health. In D. Carey, J. Dwyer & R. Willis (Eds.), Understanding the Australian health care system (5th ed., pp. 217–234). Elsevier.

National Aboriginal Community Controlled Health Organisation (NACCHO). (2023). Cultural safety in Aboriginal health. https://www.naccho.org.au

Nursing and Midwifery Board of Australia (NMBA). (2023). Registered nurse standards for practice. https://www.nursingmidwiferyboard.gov.au

World Health Organization. (2022). Social determinants of health. https://www.who.int/social_determinants

Detailed Assessment Instructions for the NRSG371 Building Healthy Communities Written Assignment

NRSG371_ Assessment task 2: Written Assignment _ © Australian Catholic University 2025

ASSESSMENT 2 INFORMATION

Assessment type: Written assignment – Essay

Purpose

This assessment task addresses health problems as a societal issue. It requires you to integrate the role of the nurse with the building of healthy communities in order to expose you to the reality that nursing practice environments reach beyond the hospital setting into the wider community.

Due Date: Week 12, Wednesday, 26th of May 2025

Time Due 0900hrs

Weighting 50%

Length 2000 words +/- 10% (includes intext citations, excludes reference list)

Assessment Rubric Appendix B of unit outline

LOs Assessed LO3, LO4, LO5

Task

Describe how nurses can work in partnership with the community of your choice (within Australia), using a strength-based approach, to address one of the following topics Topic and definitions Homelessness Homelessness in Australia is a widespread and largely preventable issue. This public health concern presents a systematic flow on affect to the wider community (Australian Government Department of Health, 2019).

Infectious diseases Infectious diseases have the potential to cause devastation to an entire community at any given time and without warning (Australian Government Department of Health, 2020).

Gender Knowledge of clinically significant sex and gender differences in screening, risk factors, treatment and prognosis are emerging across a broad range of diseases, and differences are identified for those conditions conferring the greatest health burden in Australia and globally (Wainer & Carcel 2019).

Target Audience Health care professionals

Submission Turnitin, word document files only

NRSG371: Building Healthy Communities

NRSG371_ Assessment task 2: Written Assignment _ © Australian Catholic University 2025

FORMATTING

File format Word document

Margins 2.54cm, all sides

Font and size 11-point Calibri or Arial

Spacing Double spacing

Paragraph Aligned to left margin, indent first line of each paragraph 1.27cm

Title Page Not to be used

Level 1 Heading Centered, bold, capitalize each word (14-point Calibri or Arial)

Level 2 Headings Flush left, bold, capitalize each word (12-point Calibri or Arial)

Structure Introduction, main paragraphs, conclusion, reference list

Direct quotes Always require page number. No more than 10% of WC in direct quotes

Header Page number top right corner (9 point Calibri or Arial)

Footer Name _ Student Number_ Assessment _ Unit _ Year (9 point Calibri or Arial)

REFRENCING

Referencing Style APA 7th

Minimum References 10-15

Age of References Published in the last 5 years as this area of knowledge is rapidly developing

List Heading “References” is centered, bold, on a new page. (14 point Calibri or Arial)

Alphabetical Order References are arranged alphabetically by author family name

Hanging Indent Second and subsequent lines of a reference have a hanging indent

DOI Presented as functional hyperlink

Spacing Double spacing the entire reference list, both within and between entries

ADMINISTRATION

Late Penalties

Late penalties will be applied from 9:01am on the 26th of May 2025, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will not be allocated a mark. Example: An assignment is submitted 12 hours late and is initially marked at 60 out of 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark. Penalty Timeframe Penalty Marks Deducted 9:01 am Wednesday to 9 am Thursday 5% penalty 5 marks 9:01am Thursday to 9am Friday 10% penalty 10 marks 9:01am Friday to 9am Saturday 15% penalty 15 marks Received after 9:01 Saturday No mark allocated n/a

Return of Marks Marks will be generally returned in three weeks; if this is not obtainable, you will be notified via your campus LEO forum.

Final Assignment Marks for the final assessment – this assessment, will be withheld until after grade ratification and grade release on the 2nd July 2025.

Prerequisites

NRSG264 Integrating Practice 3 AND NRSG267 Integrating Practice 4

Unit rationale, description and aim

To function effectively as a graduate nurse, a working knowledge of the larger context of health is essential. This unit is required by students to assist them to understand the role of the nurse in health promotion, community settings and community engagement, as well as how nurses work with other disciplines and key stakeholders.

This unit will assist students to understand that the care they provide as graduates across a variety of clinical settings is contextualized within the larger context of health. Using ACU’s community engagement principles and values, students will examine key issues in working in community settings as well as reflect on participating in community engagement. The creation of healthy communities will be examined by focusing on the role of health promotion and self–management in illness prevention. The role of the nurse in health promotion program planning and evaluation will be examined. A particular emphasis will be on how nurses work with other disciplines and key community stakeholders in partnership to promote healthy communities. Further, the changing role of health care and how the nurse might evolve to function optimally in a changing environment will also be addressed.

The aim of this unit is to assist students to function optimally as a graduate nurse in meeting diverse health and well–being needs of individuals and communities across a range of local and global settings.

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Learning Outcome Number	Learning Outcome Description	Relevant Graduate Capabilities
LO1	Discuss the historical context of building healthy communities in Australia, the occurrence of health promotion issues and how these issues are addressed in the Australian Health Performance Framework	GC1, GC7, GC9, GC11
LO2	Examine approaches to health promotion and evaluation aimed at addressing contemporary health promotion and illness prevention issues	GC1, GC2, GC3, GC7, GC9, GC11
LO3	Discuss the role of the nurse in meeting the diverse health and well-being needs of individuals, communities and populations across a range of local and global settings	GC1, GC2, GC3, GC4, GC6, GC7, GC8, GC9, GC10, GC11
LO4	Demonstrate an understanding of the changing role of health care in communities and how the role of the nurse might evolve to meet these future challenges	GC1, GC2, GC3, GC4, GC6, GC7, GC9, GC11
LO5	Explain how nurses can participate in community engagement through partnerships with relevant stakeholders	GC1, GC3, GC4, GC6, GC7, GC8, GC9, GC11

NMBA Registered Nurse Standards for Practice

The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed in this unit are:

Standard/Attributes/Criteria	Learning Outcomes
Thinks critically and analyses nursing practice. 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7	LO1, LO2, LO3, LO4, LO5
Engages in therapeutic and professional relationships. 2.1, 2.2, 2.3, 2.4, 2.5, 2.7	LO3, LO4, LO5
Maintains the capability for practice. 3.1, 3.2, 3.3, 3.4, 3.7	LO1, LO2, LO3, LO4, LO5
Comprehensively conducts assessments. 4.1, 4.2, 4.3, 4.4	LO4,
Develops a plan for nursing practice. 5.1, 5.3	LO3, LO4, LO5
Provides safe, appropriate and responsive quality nursing practice. 6.1	LO4,
Evaluates outcomes to inform nursing practice. 7.1, 7.2, 7.3	LO4, LO5

Content

Topics will include:

• Defining individuals, communities and populations
• individuals across the lifespan
• communities of place; communities of interest; rural and underserved communities
• populations – local and global
• Historical context of health promotion
• Alma Ata
• Ottawa Charter
• Sustainable Development Goals
• The Australian context of Primary Health Care (PHC)
•  Health for all
• Health for all and health in all policies
• Local and global challenges
• Healthy cities and communities
• Future directions and the changing role of health care and nursing
• Health promotion in action
• Individual, community and population development approaches
• The planning cycle – assess, design, implement, evaluate
• Community development approaches to health and healthcare
• Community participation, empowerment, engagement and cultural competence
• Partnerships, collaboration, engaging stakeholders and multidisciplinary teams
• Communication and consultation
• Community organisations and volunteer settings

CASE STUDIES

Case studies for this unit focus on the role of the nurse and the multidisciplinary team, curriculum threads, exploration of and engagement with unit content.

• 10-year-old male (lower socioeconomic): childhood obesity.
• 34-year-old female (high socioeconomic): domestic violence.

Learning and teaching strategy and rationale

Modes of delivery in this unit include lectures, tutorials, online activies and self-directed study. Consistent with adult learning principles, the teaching and learning strategy used within these modes of delivery will provide students with foundational knowledge and skills relevant to professional nursing practice. This unit’s emphasis on community engagement requires students to scaffold this content with other content delivered across the program to analyse and reflect on approaches to, and impact of, engagement with community to improve health and prevent illness. These strategies will also support students in meeting the aim, learning outcomes and graduate attributes of the unit and the broader course learning outcomes. Learning and teaching strategies will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively with peers. 

Students will apply the content from this unit to reflect on their community engagement experience, which may include:

• International community engagement experience;
• Community engagement experience during this semester;
• Ongoing community engagement activity over the course of study.

Students exiting university need significant life-long learning skills to deliver sound, ongoing, evidence-based graduate practice as a member of the professional workforce. To embed life-long learning skills, students must demonstrate increasing reflective capacity to identify what is being done well and what requires additional work in progressing toward required learning outcomes. Located in the third year of the programme, this theory unit includes some face-to-face teaching hours and an increased online component of learning. Online recorded lectures are utilised to convey content and central principles while tutorials provide an opportunity to consolidate students’ understanding of content through collaboration and discussion. Tutorials deliver interactive and student-driven learning sessions to extend the community of learners, and increase their self-reliance, critical reflection and debate. Online materials provide students with the opportunity to undertake directed, self-motivated study and continue to transition to  independent study and life-long learning. 

Assessment strategy and rationale

A range of assessment items consistent with University assessment requirements and policy will be used to ensure students achieve the unit learning outcomes and attain the graduate attributes.

Third year sees students continue their transition towards independent learning. In this unit, there are two 50% assessment items, therefore the importance of each item is higher in terms of achievement of unit learning outcomes and graduate attributes. The ‘project’ assessment requires students to examine a community health issue and identify key points where changes can be made. An understanding of what is possible is required by any health care professional when approaching an issue if they are to plan for a genuine outcome. The written assignment addresses health problems as a societal issue. It requires students to integrate the role of the nurse with the building of healthy communities in order to meet the demands of a shift in care delivery and to expose students to the reality that the nursing practice environment reaches beyond the health care facility toward a broader context. Skills necessary for graduate practice include an understanding that the role of a nurse can extend beyond the health care facility and into the wider community.

These assessments are required to build student knowledge and skills which, by the conclusion of this program, will enable the student to graduate as a safe and effective nurse. 

Overview of assessments

Brief Description of Kind and Purpose of Assessment Tasks	Weighting	Learning Outcomes
Project Enables students to produce a detailed plan and response to a community health need in the current Australian context.	50%	LO1, LO2, LO3
Written Assignment Enables students to articulate their knowledge of health as a societal issue, and the role of the nurse in addressing community health issues.	50%	LO3, LO4, LO5

Representative texts and references

This reference list was finalised in 2021 for internal curriculum approval; it will be revised prior to unit delivery to ensure the most current representative text and reference list for students.

Australian Institute of Health and Welfare (AIHW). (2020). Australia’s health 2020. Australia’s health series no.17. Cat. no. AUS 231. AIHW https://www.aihw.gov.au/getmedia/be95235d-fd4d-4824-9ade-34b7491dd66f/aihw-aus-231.pdf?v=20230605163144&inline=true

Clendon, J. & Munns, A. (2019). Community health and wellness: Principles of primary health care (6th ed.). Elsevier Australia.

Fleming, M. L., Parker, E., Correa-Velez, I. (2019). Introduction to public health (4th ed.). Elsevier Australia.

Guzys, E., Brown, R., Halcomb, E. & Whitehead, D. (2021). An introduction to community and primary health care (3rd ed.). Cambridge University Press.

Talbot, L., & Verrinder, G. (2018). Promoting health: The primary health care approach (6th ed.). Elsevier Australia.

World Health Organisation (WHO). (1986). Ottawa Charter for Health Promotion https://iris.who.int/handle/10665/349652

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NRSG374 – Professional Development Resource Information PowerPoint Example

NRSG374 Assessment Task 1 – Professional Development Resource Information PowerPoint Assignment

NRSG374 – Principles of Nursing: A Palliative Approach Course

Australian Catholic University

NRSG374 – Professional Development Resource Information PowerPoint Assignment Brief

Unit Code: NRSG374 – Principles of Nursing: A Palliative Approach

Assessment Title: Assessment Task 1 – Professional Development Resource (Narrated PowerPoint)

Weighting: 50%

Due Date: Wednesday, 3rd September 2023, by 10:00 AM

Length: 10-minute narrated PowerPoint (±10%) | 10 slides maximum including Title and References

Submission: Via the Assessment 1 Drop Box on the NRSG374 LEO site

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Assignment Instructions Overview

This assessment provides students with the opportunity to design and deliver a professional development resource. The task involves preparing a narrated PowerPoint presentation that educates final-year nursing students or graduate registered nurses on a key topic related to palliative care, integrating the National Palliative Care Standards and evidence-based practice.

The content must reflect contemporary knowledge, professional language, and a clear understanding of the nurse’s role in delivering quality palliative care. Students are to choose one of the three topics from the Survivors Teaching Students program and are expected to attend or view a related session in Week 3.

Understanding Assignment Objectives

The primary goal of this task is to:

• Demonstrate an understanding of the palliative approach in nursing care.
• Promote evidence-based best practice through professional education.
• Translate theoretical knowledge into an educational tool for clinical practice.
• Integrate the National Palliative Care Standards in real-world clinical contexts.

Students are assessed not only on content knowledge but also on the quality of educational delivery, professionalism, and clarity of presentation.

The Student’s Role

As the presenter and content developer, the student acts as an educator, advocating for high-quality palliative care. The task requires students to:

• Identify key issues and insights from the Survivors Teaching Students sessions.
• Connect practice to standards through real-world implications.
• Provide practical, evidence-supported strategies for quality care delivery.
• Clarify the registered nurse’s responsibilities in supporting individuals receiving palliative care.

Your audience is your peers—final-year nursing students or recent graduates—who are preparing to transition into clinical practice.

Competencies Measured

This assessment evaluates the following key learning outcomes (LOs):

• LO1: Understanding of the principles of palliative care.
• LO2: Application of clinical standards to practice.
• LO3: Development of professional educational materials.
• LO5: Critical appraisal of evidence to support practice.
• LO6: Communication of professional knowledge in a clear and structured manner.

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NRSG374 – Professional Development Resource Information PowerPoint Example

✅    SLIDE 1 – Title Slide

Title: Sites for Service Delivery: Where Do We Provide Palliative Care?

Your Full Name

Student Number

NRSG374 – Assessment 1: Professional Development Resource

Chosen Topic: Barriers to early access to palliative care

✅    SLIDE 2 – Introduction

Introduction to Topic:

This presentation explores where palliative care is delivered and how access is affected by service site availability.

Target Audience: Final-year nursing students and graduate registered nurses

Learning Outcomes:

Understand the different service delivery sites for palliative care.

Identify barriers and enablers to early access across settings.

Recognize the nurse’s role in improving access and coordination.

Relate National Palliative Care Standards to service delivery locations.

✅    SLIDE 3 – Overview of Palliative Care

Definition: Holistic, person-centered care aimed at improving quality of life for those with life-limiting illnesses (PCA, 2023).

Key Principles:

Upstream orientation

Person- and family-centered care

Interdisciplinary collaboration

Flexibility and responsiveness (PCA, 2018; WHO, 2020)

Evidence Source: AIHW, WHO, PCA

✅    SLIDE 4 – National Palliative Care Standards

Introduction to Standards (PCA, 2018)

Aim to guide high-quality, accessible, person-centered care

Chosen Standards:

Standard 1: Assessment of Needs

Standard 2: Developing the Care Plan

Standard 6: Access to Care

✅    SLIDE 5 – Key Learning from Survivors Teaching Students

Insight: Delayed referrals due to lack of understanding about where and how palliative care can be accessed.

Connection to Standard 1: Thorough, early assessment helps match individuals to appropriate care sites—home, hospital, aged care, or hospice.

Supporting Evidence:

Studies show early assessment increases uptake and satisfaction with community-based care (Mitchell et al., 2020; Gomes et al., 2013).

✅    SLIDE 6 – Management and Assessment

Strategies to Address the Issue:

Incorporate early needs-based assessments using tools like the SPICT or PEPSI-COLA framework

Improve education on site-specific options (e.g., in-home vs inpatient units)

Link to Standard 2:

Care plans must reflect available local services and patient preferences

Evidence: Johnson et al., 2021; AIHW, 2023

✅    SLIDE 7 – Role of the Registered Nurse

Key Responsibilities:

Advocate for timely referrals and educate patients/families

Collaborate with MDTs to align care plans with service availability

Recognize when care needs exceed one site and transition is required

Link to Standard 6:

RNs must ensure timely access to appropriate settings

Evidence: O’Connor et al., 2022; NMBA standards

✅    SLIDE 8 – Summary and Conclusion

Recap Key Points:

Palliative care occurs across diverse settings—barriers exist

Early assessment and flexible care planning are vital

Nurses play a pivotal role in enabling access and continuity

Final Message:

Understanding care settings empowers nurses to champion person-centered palliative delivery

✅    SLIDE 9 – References (Part 1)

Australian Institute of Health and Welfare (2023). Palliative care services in Australia 2023. https://www.aihw.gov.au

Palliative Care Australia (2018). National Palliative Care Standards (5th ed.). https://palliativecare.org.au

Gomes, B., Calanzani, N., & Higginson, I. J. (2013). Reversal of home death trends in advanced countries: A population-based study. Palliative Medicine, 27(2), 123-131. https://doi.org/10.1177/0269216312436727

Mitchell, S., Maynard, V., Lyons, V., & Jones, N. (2020). Early identification of palliative care needs in primary care. BMJ Supportive & Palliative Care, 10(2), 150-157. https://doi.org/10.1136/bmjspcare-2019-001938

✅     SLIDE 10 – References (Part 2)

O’Connor, M., et al. (2022). The role of nurses in palliative care: A comprehensive review. Journal of Clinical Nursing, 31(5-6), 487-498. https://doi.org/10.1111/jocn.16003

World Health Organization (2020). Integrating palliative care and symptom relief into primary health care. https://www.who.int

Johnson, C. E., et al. (2021). Patient-centred care planning and outcomes in palliative care. Health Services Research, 56(4), 654-662. https://doi.org/10.1111/1475-6773.13517

Nursing and Midwifery Board of Australia (NMBA) (2023). Registered nurse standards for practice. https://www.nursingmidwiferyboard.gov.au

Detailed Assessment Instructions for the NRSG374 – Professional Development Resource Information PowerPoint Assignment

ASSESSMENT INFORMATION Assessment Title AssessmentTask1 – Professional Development Resource Narrated PowerPoint Purpose This assessment enables students to demonstrate their understanding of the palliative approach and the promotion of best practice in the clinical area. Due Date Wednesday 3 rd September, 2023 Time Due 10 am Weighting 50% Submission Submission of the assessment task is via the assessment 1drop box in the NRSG374 LEO site on the ‘Assessment’ tile. Length Narration length: 10 minutes (+/- 10%) (Video is not required) PowerPoint slide deck length: 10 slides including a title page and reference slides. Additional slides will not be accepted. Rubric Appendix 1 of the NRSG374 unit outline. The assessment will be marked using the criteria-based rubric. LEO Resource A national pre-recorded lecture is available on the ‘Assessment’ tile in the NRSG374 LEO site, which provides students with an overview of the assessment as well as resources and advice on how to approach the task. A national Q&A session will be held during week four (4) of the semester via zoom. The Q&A session will provide students with the opportunity to clarify any questions, but the expectation is that students will have viewed the pre-recorded national lecture prior to attending. The date and a link for this session is available on the Communication and Support tile on the NRSG374 LEO site. Students are encouraged to post questions on the Assessment 1 Q&A forum on LEO and to check for answers there as a first point of query. LOs Assessed LO1, LO2, LO3, LO5,LO6 Task Students will develop a 10-minute narrated PowerPoint based on one (1) of the key topics discussed by the ‘Survivors Teaching Students’ program. Three ‘Survivors Teaching Students’ sessions will occur in Week 3. All students are expected to attend at least one of the sessions. Dates and links for these sessions are available on the Survivors Teaching Students tile on the NRSG374 LEO unit. The sessions will also be recorded. This narrated PowerPoint is to be a professional development resource. The resource is to provide education, information and learning opportunities for final year nursing students and/or graduate nurses about a palliative care topic, the nurse’s role and how the National Palliative Care Standards relate to the topic. Application of the National Palliative Care Standards and other relevant contemporary evidence-based literature should be used to support the presentation. Target Audience Final year nursing students and/or graduate registered nurses. This is not a resource for the general consumer or community members. Therefore, you are expected to use professional terminology. NRSG374:Principles of Nursing Palliative Approach NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 2 of4 Topics Your professional development resource should focus on one of the following key topics discussed by the ‘Survivors Teaching Students’ program: 1. Barriers to early access to palliative care, including misconceptions and stigma 2. Psychological and physical supports to improve quality of life in palliative care 3. Family centred care in the palliative environment PowerPoint Structure Your Presentation should follow this format: 1. Slide One: Title Slide – State your name, student number and identify which one of the three topics you have chosen to focus your presentation on. 2. Slide Two: Provide an introduction, including what you will discuss in the presentation (refer to rubric). Outline the target audience and the learning outcomes for your presentation. Learning outcomes are what your target audience will have learnt/achieved by the end of your professional development resource. 3. Slide Three: Provide an overview of palliative care and the principles of palliative care, referring to high-quality evidence. 4. Slide Four: Provide an overview of the National Palliative Care Standards and identify and introduce three standards that most relate to your topic. You will then be incorporating the three chosen standards in Slides Five, Six and Seven. 5. Slides Five: Outline one key learning/point from the ‘Survivors Teaching Students’ program, that relates to your chosen topic. Link to evidence and the first of the three National Palliative Care Standards outlined on Slide Four, to support why this is an important point. 6. Slide Six: Identify how the key learning/point identified in Slide Five can be managed/assessed. Support your information by referring to high-quality evidence and the second of the three National Palliative Care Standards outlined on Slide Four. 7. Slide Seven: Outline the role of the registered nurse regarding the key learning/point identified in Slide Five. Support your information by referring to high-quality evidence and the third of the three National Palliative Care Standards outlined on Slide Four. 8. Slide Eight: Conclusion – Restate your key points and summarise the information presented. 9. Slide Nine: References 10. Slide Ten: References FORMATTING Recording your PowerPoint Instructions on how to record a PowerPoint with narration and slide timings can be found here. Recording your PowerPoint 1) Create your assessment in PowerPoint. 2) Record your audio assessment in PowerPoint – DO NOT record a video. 3) LEO tech support recommend that students record the PowerPoint in mono single channel as this reduces the megabytes for a 10-minute recording from 100 megabytes down to 30. Saving your assessment When saving your assessment, you must save it in a format that corresponds to NRSG374:Principles of Nursing Palliative Approach Turnitin. File types accepted by Turnitin include: .pptx, .ppt, .ppsx, .pps. Do not submit pdf, MP4 or Mac files. ACU has made Microsoft Office 365 available for students for either PC or Mac versions. If you experience technical difficulties, please review that you have recorded and saved your assessment as instructed above. If you continue to experience difficulties, please contact LEO tech support on Ph. 1800 246 442. File to submit You are to submit one PowerPoint file. You are not required to submit your script. Font Font size – no smaller than 18-point. Minimum font size for the reference list is 12-point. Font style – Calibri, Arial or Times New Roman. Headings – you can use headings to support the delivery of information. Images – you can include images, however, please ensure they support and add value to your work. Images need to be referenced using APA7 referencing. REFRENCING Referencing Style APA 7 th edition – Please refer to the ACU APA7 Referencing guide for detailed information and resources. Intext Referencing The narrated PowerPoint presentation must include intext citations on the slides. Intext citations should be placed next to their corresponding text, not at the bottom of the slide. It is a requirement that you reference the points on your slides. Minimum References A minimum of 15 high quality resources are to be used. All arguments must be supported using a variety of high-quality primary evidence. Avoid using any one source repetitively. Reference Age Published in the last 5 years unless using seminal text. Order References arearranged alphabetically by author family name within the reference list. Hanging Indent Second and subsequent lines of a reference have a hanging indent. DOI Presented as functional hyperlink. Spacing Single spacing within a reference. A space is required between references. ADMINISTRATION Late Penalties Late penalties will be applied from 10:01pm on the due date, incurring 5% penalty of the maximum marks available up to a maximum of 15%. Assessment tasks received more than three calendar days after the due or extended date will not be allocated a mark. NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 3 of4 NRSG374:Principles of Nursing Palliative Approach An assignment is submitted 12 hours late and is initially marked at 60 out of 100. A 5% penalty is applied (5% of 100 is 5 marks). Therefore, the student receives 55 out of 100 as a final mark. Return of Marks Marks and feedback will be returned electronically via Turnitin. These will generally be returned in three weeks of the submission due date; if there are any changes you will be notified via the LEO announcements forum. Academic Integrity  Academic integrity will be monitored in all assessments submitted.·  Use APA7 referencing style and paraphrase adequately.·  Turnitin monitors the use of artificial intelligence.·  Be sure to submit your own work.·  Submit your assessment with enough time to obtain your similarity report from· Turnitin and review your citations and paraphrasing to see if they need to be improved. Extensions All extension request forms need to be submitted electronically to the extension application drop box on the NRSG374 LEO site on the ‘Assessment’ tile. This should normally occur at least 24 hours before the due date and time as per ACU Assessment Procedures – Section 2 Student Responsibilities. If submitting within 24hrs of the prescribed due date/time – the exceptional circumstances must have arisen with the 24hrs leading up to the due date/time. There is no need to email the LIC to notify them you have submitted an extension request. The extension request drop box is checked Monday to Friday during normal business hours for new extension requests. Staff will only review applications received in office hours and not on a public holiday. If your EIP contains provisions for extension to assessment tasks you must still, follow the standard university procedure to apply for an extension. If your reason for seeking an extension is unrelated to the condition identified in your EIP, you may be required to provide evidence of your circumstances. Special Consideration If you cannot complete an assessment due to difficult circumstances, you may be eligible for special consideration. Before completing a Special Consideration Form, make sure you are familiar with the criteria and processes. Special consideration request forms for a single unit (NRSG374) need to be submitted electronically to the special consideration application drop box on the NRSG374 LEO site on the ‘Assessment’ tile. If applying for special consideration across multiple units, the special consideration form needs to be forwarded to your Course Coordinator for review. Special consideration for one assessment task cannot be submitted before the assessment due date and can only be submitted up to five working days after the relevant assessment due date. Assessment template project informed byACU student forums,ACU Librarians and the Academic Skills Unit. NRSG374 _ Assessment 1:Professional Development Resource © Australian Catholic University2023 _ Page 4 of4 NRSG374 Writing Guide: Principles of Nursing: A Palliative Approach Assessment Task 1 – 2023 Professional Development Resource Presentation Format: Narrated PowerPoint Based on the Survivors Teaching Students program Duration: 10 minutes (with a range of 9 to 11 minutes) 10 slides in total Weightage: 50% Q&A session in week 4 Overview of Assessment Task 1: Access all relevant information through: AT1 resources AT1 information AT1 discussion forum AT1 submission drop boxes AT1 Extension and special consideration application drop boxes AT1 Q&A recording (week 4) Attend a Survivors Teaching Students session that aligns with your chosen topic in week 3. Create a 10-minute PowerPoint presentation that educates final year nursing students and/or graduate nurses on your chosen topic, the nurse’s role, and its relation to the National Palliative Care Standards. Presentation Structure: Slide 1 – Title Slide: Your Name Student Number Indicate your chosen topic Slide 2 – Introduction: Briefly introduce yourself Specify the target audience (final year nursing students and/or graduate nurses) State the learning outcomes Slide 3 – Overview of Palliative Care: Provide a concise overview of palliative care Discuss the principles of palliative care with reference to high-quality evidence Slide 4 – National Palliative Care Standards: Introduce the National Palliative Care Standards Identify and introduce three standards that are most relevant to your chosen topic Slide 5 – Key Learning Point from Survivors Teaching Students: Outline one key learning point from the ‘Survivors Teaching Students’ program related to your chosen topic Link this point to evidence and the first of the three National Palliative Care Standards introduced on Slide 4 Slide 6 – Management and Assessment of Key Learning Point: Explain how the key learning point identified in Slide 5 can be managed and assessed Support your information with high-quality evidence and reference the second of the three National Palliative Care Standards introduced on Slide 4 Slide 7 – Role of the Registered Nurse: Describe the role of a registered nurse in relation to the key learning point from Slide 5 Support your information with high-quality evidence and refer to the third of the three National Palliative Care Standards introduced on Slide 4 Slide 8 – Summary and Conclusion: Recap your key points Summarize the information presented Conclude the presentation Slide 9 – Reference List: Use APA 7th edition referencing style Ensure in-text citations on the slides Include a minimum of 15 high-quality resources Avoid repetitively citing the same source Sources should be from the last 5 years unless using seminal texts Arrange references alphabetically by author family name with a hanging indent for second and subsequent lines Slide 10 – Reference List Continued: Continue listing your references Maintain the same formatting as Slide 9 Presentation Tips: Apply the National Palliative Care Standards and contemporary evidence-based literature to support your presentation. Be specific when referring to standards and their relevance. Use a font size no smaller than 18-point. Minimum font size for the reference list is 12-point. Utilize fonts like Calibri, Arial, or Times New Roman. Incorporate headings for clarity. Include images if they add value and support your work (reference using APA 7th edition). Maintain a professional tone and use nursing terminology. Record audio narration only; no video is required. Avoid lengthy sentences or excessive text on slides. Do not read directly from slides; use narration to elaborate on key points. Review the rubric to ensure you meet the assessment criteria. Additional Information: Submit one PowerPoint file, not your script. Record audio narration within PowerPoint (no video recording). Save your assessment in a Turnitin-compatible format: .pptx, .ppt, .ppsx, .pps. Late submissions will incur penalties, and submissions more than three days late may not receive a mark. homework help writing assignment service. Maintain academic integrity by adhering to APA 7th edition referencing and paraphrasing guidelines. Ensure your work is original and not plagiarized. For technical issues, contact LEO tech support at Ph. 1800 246 442. Seek assistance on the assessment task one forum for any questions, while personal inquiries should be directed to your LIC. _________________ Study Notes: Principles of Nursing Palliative Approach Palliative care is a holistic approach that aims to improve the quality of life of people with life-limiting conditions and their families. It involves addressing the physical, emotional, social, spiritual, and cultural aspects of suffering, as well as providing support for bereavement and grief. Nurses play a central role in the provision of palliative care across a range of settings and patient journeys. This article will discuss some of the key principles of nursing palliative approach, based on evidence-based practice and current literature. Upstream orientation One of the principles of nursing palliative approach is to adopt an upstream orientation, which means to anticipate and respond to the needs of people with life-limiting conditions and their families early in the disease trajectory, rather than waiting until the end-of-life phase . This can help to prevent or relieve symptoms, enhance coping skills, facilitate advance care planning, and improve satisfaction with care . An upstream orientation also requires a flexible and responsive approach that can adapt to the changing needs and preferences of the person and their family over time . Adaptation of palliative care knowledge and expertise Another principle of nursing palliative approach is to apply and adapt the knowledge and expertise of palliative care to different contexts and populations. This includes using evidence-based assessment tools and interventions to manage common symptoms in the palliative context, such as pain, dyspnea, nausea, fatigue, anxiety, and depression . It also involves using effective communication skills to establish rapport, elicit goals and preferences, provide information and education, address emotional and spiritual issues, and facilitate decision making . Moreover, it entails using culturally sensitive and person-centered approaches that respect the dignity, values, beliefs, and wishes of the person and their family . Operationalization of a palliative approach through integration into systems and models of care A third principle of nursing palliative approach is to operationalize it through integration into systems and models of care. This means collaborating with other health professionals and services to provide coordinated, comprehensive, and continuous care for the person and their family . It also means advocating for the availability and accessibility of palliative care resources and services in different settings, such as hospitals, community, residential aged care facilities, or hospices . Furthermore, it means evaluating the quality and outcomes of palliative care delivery using indicators such as symptom relief, quality of life, satisfaction with care, caregiver burden, and resource utilization . Conclusion Nursing palliative approach is a holistic approach that aims to improve the quality of life of people with life-limiting conditions and their families. It involves adopting an upstream orientation, adapting palliative care knowledge and expertise, and integrating it into systems and models of care. By applying these principles, nurses can provide effective, compassionate, and respectful care for the person and their family throughout their illness journey. References : Conceptual foundations of a palliative approach: a knowledge synthesis https://bmcpalliatcare.biomedcentral.com/articles/10.1186/s12904-016-0076-9 : NRSG374 – Principles of Nursing: a Palliative Approach https://www.acu.edu.au/handbook/handbook-2021/unit/NRSG374 : Principles of palliative care – International Association for Hospice & Palliative Care https://hospicecare.com/what-we-do/publications/getting-started/principles-of-palliative-care/

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NRSG374 Written Critique Example Assessment Paper

NRSG374 – Written Critique Example Assignment

NRSG374 – Principles of Nursing: A Palliative Approach Course

Australian Catholic University

NRSG374 – Written Critique Example Assessment Brief

Assignment Instructions Overview

This assessment requires students to complete a written critique based on a provided case study involving a patient receiving end-of-life care. The aim is to evaluate the care delivered in the case study against one chosen Clinical Practice Guideline (CPG). The critique must integrate relevant National Palliative Care Standards (NPCS) and at least one of either the NSQHS Standards or the NMBA Registered Nurse Standards for Practice.

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Students must identify both strengths and limitations in the care provided, supported by scholarly evidence, and demonstrate an understanding of palliative care principles. The word count is 1,800 words, with a 10% leeway. In-text citations count towards the word count; the reference list does not.

Understanding Assignment Objectives

This task develops critical thinking, professional judgment, and evidence-based writing skills. It is designed to foster a deeper understanding of how Clinical Practice Guidelines shape end-of-life care and to strengthen students’ ability to assess clinical practice through the lens of national standards.

The assignment focuses on evaluating how care decisions align with best practice recommendations, ethical principles, and legal obligations in nursing. It also encourages reflection on palliative care delivery and its relevance to holistic, person-centered nursing.

The Student’s Role

As a nursing student, you will act as a critical evaluator and informed practitioner. Your role is to:

• Review the provided case study with a professional and analytical lens.
• Choose one CPG (such as the “Care of the Dying” CPG).
• Apply your understanding of palliative care, clinical reasoning, and national standards to critique the care received by the patient.
• Support your critique with contemporary, evidence-based literature.
• Demonstrate awareness of how professional standards and guidelines guide and improve nursing practice.

You are not required to offer a personal opinion but must adopt a scholarly, third-person voice and maintain objectivity throughout your critique.

Competencies Measured

This assessment evaluates several core nursing competencies, including:

• Clinical Reasoning and Decision-Making: Ability to evaluate clinical actions in alignment with evidence-based guidelines and nursing standards.
• Professional Accountability: Understanding the nurse’s responsibility in upholding care standards, advocating for patients, and adhering to ethical practice.
• Evidence-Based Practice: Skill in identifying, integrating, and referencing contemporary research to support clinical evaluation.
• Communication and Academic Writing: Capacity to present ideas in a well-organized, coherent, and scholarly format, adhering to academic integrity principles.
• Knowledge of National Frameworks: Application of the National Palliative Care Standards, and either the NSQHS Standards or the NMBA Registered Nurse Standards for Practice in evaluating nursing care quality.

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NRSG374 Written Critique Example Assessment Paper

Introduction

End-of-life care is a fundamental component of palliative nursing, where the primary aim is to ensure dignity, comfort, and holistic support for patients and their families during the final stages of life. The provided case study of Tylor Morton, a 40-year-old man with Motor Neurone Disease (MND), presents a complex situation involving ethical dilemmas, family conflict, and clinical decision-making. This paper critiques Tylor’s end-of-life care using the “Care of the Dying” Clinical Practice Guideline (CPG). The analysis is grounded in the National Palliative Care Standards (NPCS) and the Registered Nurse Standards for Practice outlined by the Nursing and Midwifery Board of Australia (NMBA). The critique identifies both strengths and limitations in Tylor’s care, guided by current evidence and standards.

Understanding Motor Neurone Disease (MND) and Its Trajectory

MND is a progressive, terminal neurological condition characterized by the degeneration of motor neurons, leading to muscle weakness, respiratory failure, dysphagia, and loss of independence (Goutman et al., 2022). The illness trajectory is marked by a gradual but relentless decline in function. In Tylor’s case, the disease had advanced significantly, with symptoms such as dyspnea, dysphagia, and progressive immobility. This progression necessitated comprehensive palliative care planning to address his physical, emotional, social, and spiritual needs.

According to Brizzi et al. (2019), timely integration of palliative care in MND improves patient and caregiver outcomes. In Tylor’s scenario, the delayed recognition of his needs, family tension, and conflicting care decisions indicate a gap in proactive palliative care implementation. The importance of early palliative care referrals in MND cannot be overstated, as these interventions enable patients and families to prepare, plan, and access appropriate support.

Application and Critique of the Care of the Dying CPG

The “Care of the Dying” CPG provides a structured approach to managing the final days of a patient’s life. It emphasizes symptom control, psychosocial support, communication, and dignity. In Tylor’s case, application of this CPG appears inconsistent and fragmented.

Symptom Management

Tylor experienced significant discomfort, including breathlessness, anxiety, and gastrointestinal infections. The CPG recommends thorough and continuous assessment using validated tools like the Symptom Assessment Scale (SAS) and the Australia-modified Karnofsky Performance Scale (Barbetta et al., 2019). Although assessments were documented, actions based on findings were insufficient. Tylor’s reported distress and discomfort did not result in adequate symptom control or timely intervention, which undermines the principle of comfort-focused care in the final days.

Psychosocial and Family Support

End-of-life care must include support for family members and address unresolved conflicts. The CPG outlines that family meetings, open communication, and grief support are essential (Palliative Care Australia, 2018). However, the tension between Tylor’s wife Catherine and his extended family was not adequately addressed. The failure to facilitate dialogue among family members contributed to emotional strain and ultimately compromised Tylor’s dying experience.

Decision-Making and Advance Care Planning

The absence of clear, documented advance care directives and limited involvement of Tylor in decision-making are critical flaws. The CPG stresses the importance of honoring patient preferences and advance directives. Catherine’s hesitation and the lack of inclusion of Tylor’s mother and brother in care planning reveal a fragmented approach. The registered nurse’s role should have included advocating for Tylor’s values and promoting collaborative care planning as outlined in NMBA Standard 2 (NMBA, 2016).

Place of Death and Environment

According to the CPG, patients should have the opportunity to die in their preferred setting, surrounded by loved ones. Tylor’s case reveals ambiguity about his preferred place of death. The conflict about whether to remain at home or be transferred to hospital with a PICC line for intravenous therapy reflects poor planning. The decision to keep him at home was appropriate but lacked clear communication and support from health professionals, as per NPCS Standard 4 (Palliative Care Australia, 2018).

Integration of the National Palliative Care Standards

The National Palliative Care Standards guide consistent and quality palliative care delivery. In Tylor’s care, several standards were only partially met.

Standard 2: Developing the Care Plan

Care planning for Tylor was reactive rather than anticipatory. The care plan did not adequately address his deteriorating condition, psychosocial needs, or family dynamics. NPCS Standard 2 emphasizes holistic, personalized care planning in collaboration with the patient and family. The lack of structured family conferences or care coordination meetings shows a missed opportunity to align care with best practice.

Standard 3: Care for the Carers

Tylor’s primary carer, Catherine, experienced considerable stress and uncertainty. The standard mandates support for caregivers to enhance their capacity and well-being. There was limited evidence of formal support mechanisms, education, or respite services offered to Catherine. Failure to support carers not only affects their well-being but also impacts patient outcomes.

Standard 6: Grief Support

Grief support for family members is a core component of quality palliative care. Tylor’s mother and brother were not adequately prepared for his death. The exclusion of extended family members and lack of bereavement preparation conflict with Standard 6. Post-death support, including emotional, cultural, and spiritual care, should have been anticipated and provided.

Alignment with NMBA Registered Nurse Standards for Practice

The NMBA Registered Nurse Standards for Practice outline competencies required for delivering safe and ethical care. Several standards were not adequately upheld in this case.

Standard 1: Thinks Critically and Analyses Nursing Practice

Registered nurses must apply evidence-informed reasoning in care decisions. The clinical team failed to critically appraise and implement the CPG recommendations effectively. This includes failure to anticipate the trajectory of Tylor’s condition and the need for stronger family engagement.

Standard 2: Engages in Therapeutic and Professional Relationships

Effective communication and therapeutic relationships with patients and families are essential. In this case, the absence of inclusive communication with Tylor’s family, especially his mother and brother, undermined trust and compromised person-centered care.

Standard 6: Provides Safe, Appropriate, and Responsive Quality Nursing Practice

This standard highlights the importance of safe and timely responses to changes in a patient’s condition. Tylor’s rapid decline required more responsive and coordinated care. The failure to manage his respiratory symptoms and gastrointestinal infections effectively represents a breach of this standard.

Addressing the Gaps and Improving Care

To improve outcomes in similar scenarios, the following actions are recommended:

Strengthen Interdisciplinary Communication: Regular team meetings, family conferences, and documented advance care planning should be standard practice.

Enhance Carer Support: Carers should receive education, respite, and psychological support to manage the demands of caregiving.

Promote Cultural and Family Inclusion: Cultural values and family dynamics must be acknowledged. Involving all stakeholders in care planning fosters harmony and better outcomes.

Focus on Symptom Management: Use of validated tools and timely interventions can alleviate suffering and enhance comfort.

Training and Education: Nurses and healthcare workers require regular training in palliative care principles, communication, and ethical decision-making.

Conclusion

Tylor Morton’s case highlights the critical importance of structured, compassionate, and inclusive end-of-life care. While elements of the “Care of the Dying” CPG were followed, significant gaps were evident in symptom management, family involvement, carer support, and adherence to professional standards. Integrating the National Palliative Care Standards and NMBA Standards for Practice ensures a holistic, ethical, and patient-centered approach. Registered nurses must advocate for comprehensive care that honors patient wishes, supports families, and upholds professional accountability. Moving forward, palliative care in MND cases must be anticipatory, inclusive, and coordinated to ensure a dignified and peaceful dying process.

References

Barbetta, C., et al. (2019). Australia-modified Karnofsky Performance Scale and physical activity in COPD and lung cancer: an exploratory pooled data analysis. BMJ Supportive & Palliative Care. https://spcare.bmj.com/content/early/2019/07/11/bmjspcare-2019-001869.abstract

Brizzi, K., et al. (2019). Integration of a palliative care specialist in an amyotrophic lateral sclerosis clinic: observations from one center. Muscle & Nerve, 60(2), 137–140. https://onlinelibrary.wiley.com/doi/abs/10.1002/mus.26607

Goutman, S. A., et al. (2022). Recent advances in the diagnosis and prognosis of amyotrophic lateral sclerosis. The Lancet Neurology. https://www.sciencedirect.com/science/article/pii/S1474442221004658

Nursing Midwifery Board of Australia. (2016). Registered Nurse Standards For Practice. https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx

Palliative Care Australia. (2018). National Palliative Care Standards (5th Ed.). https://palliativecare.org.au/standards

Riley, K., & Hupcey, J. (2022). Person-Centered Care Considerations for End-of-Life Care to Persons With Severe and Persistent Mental Illness. Journal of Gerontological Nursing, 48(3), 11–16. https://journals.healio.com/doi/abs/10.3928/00989134-20220210-04

Detailed Assessment Instructions for the NRSG374 Written Critique Example Assessment Paper

Assignment Detail:

Students are to provide an 1800 word critique of the provided case study using only ONE CPG.

To complete this task you will need to discuss and critique relevant elements of the CPG and case study whilst upholding the National Palliative Care Standards at least one of:

– NSQHS

– NMBA standards and/or

Assessment criteria: The assessment will be marked using the criteria-based rubric.Please note that in-text citations are included in the word count whilst the reference list is not included in the word count. Words that are more than 10% over the word count will not be considered

Now that you have read the case study and selected ONE of the CPG provided you are required to:

– Review and critique the care given to the patient against the CPG you have selected and provide evidence to support your critique through additional research that you will undertake

– Highlight the importance of the National Palliative Care Standards and at least one of the NSQHSS and/or the NMBA Standards and how they influence our practice

– Demonstrate knowledge on the illness trajectory of Motor Neurone Disease (MND) in line with Palliative Care Principles

– Provide links between the case study and your chosen CPG to identify highlights or limitations in care

– Ensure that your sources are all contemporary (within the last five years) and from evidence based sources)

– Read all instructions and the rubric very carefully

Case study – Care of the dying patient CPG

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NU 607 Endocrinology Discussion: Pituitary Gland Example

Assignment Brief: NU 607 Endocrinology Discussion – Pituitary Gland

Assignment Instructions Overview:

In this assignment, you are tasked with exploring the significance of the pituitary gland, selecting it among the listed options within the endocrine glands. Your objective is to present a convincing argument delineating why the pituitary gland holds an important role in the human body. The exploration should encompass both the normal functioning of the gland and the consequences of hypo- and hyperfunction, with a creative twist to engage the audience.

The Student’s Role:

As a student, your role is to approach this assignment with a combination of academic rigor and creativity. Craft a compelling narrative that not only communicates the physiological aspects of the pituitary gland but also engages the reader through a creative analogy. Ensure that your arguments are well-supported by recent and relevant literature.

Feel free to be creative in your presentation; for instance, consider using a storytelling approach or incorporating anecdotes to help illustrate your ideas. Remember, the goal is not only to inform but to captivate the audience with a balanced and well-structured discussion.

Original Assignment Instructions: Assessment Description

Select an endocrine gland from the list below.  The student must make a convincing argument as to why the gland chosen is the most important in the body. The argument must include the following:

1. Overview of the normal gland function, including hormones produced by the gland and the action of these hormones in the body
2. A description of gland hypofunction and hyperfunction, clinical manifestations, and common causes of dysfunction

Please be creative when presenting your case. One example of creativity is a funeral for the thyroid gland where hypothyroidism and hyperthyroidism spoke at the eulogy. Try to have some fun with this assignment.

Two references are required for initial post References should be current within the last 5 years.

ENDOCRINE GLANDS (choose one)

• Pineal
• Pituitary
• Thyroid
• Thymus
• Adrenals
• Pancreas

NU 607 Endocrinology Discussion: Pituitary Gland Example

Introduction

The pituitary gland, often referred to as the “master gland,” plays a pivotal role in regulating various physiological processes within the human body. Situated at the base of the brain in the sella turcica and intricately connected to the hypothalamus, this pea-sized gland orchestrates a symphony of hormonal activities that are essential for growth, development, reproduction, and overall homeostasis (Ho et al., 2022). This research paper will explore the vital function of the pituitary gland in maintaining hormonal equilibrium for essential processes like growth and development. Additionally, the paper will also investigate the effects of both over and underactivity of the gland, shedding light on the clinical symptoms and underlying factors contributing to these imbalances.

Overview of Normal Gland Function

The pituitary gland exhibits a remarkable capacity to govern a spectrum of bodily functions through the secretion of various hormones. One of its key responsibilities is the regulation of growth and development, facilitated by the release of the growth hormone. As elucidated by Ho et al. (2022), this hormone plays a pivotal role in stimulating growth in children and maintaining musculoskeletal health in adults. Additionally, the pituitary gland oversees reproductive processes through the secretion of follicle-stimulating hormone (FSH) and luteinizing hormone (LH), which are instrumental in sperm production and ovulation, respectively.

Moreover, the pituitary gland acts as the conductor of the endocrine orchestra by influencing the functions of other glands, including the thyroid, thymus, and adrenals. The thyroid-stimulating hormone (TSH) released by the pituitary stimulates the production of thyroid hormones, regulating energy levels, metabolism, and the nervous system (Ballin, 2018). This interplay between the pituitary gland and peripheral endocrine organs underscores its role as the “master gland” in orchestrating hormonal balance within the body.

Hyperfunction of the Pituitary Gland

Hyperfunction of the pituitary gland can lead to excessive secretion of specific hormones, resulting in various clinical syndromes. For instance, hypersecretion of prolactin is associated with galactorrhea, while adrenocorticotropic hormone (ACTH) hypersecretion manifests as Cushing’s disease. Furthermore, the hypersecretion of growth hormone can lead to acromegaly, a condition characterized by abnormal growth of bones and tissues (Ballin, 2018). These hyperfunctional states often present complex diagnostic challenges, as highlighted by Kejem et al. (2021) in their discussion of the diagnostic dilemma of Cushing’s disease.

In the context of hyperthyroidism, rare instances of hypersecretion of TSH from the pituitary gland have been reported, further emphasizing the diverse manifestations of pituitary hyperfunction (Ho et al., 2022). Plurihormonal hypersecretion, exemplified by conditions like hyperprolactinemia, adds another layer of complexity to the clinical picture. The “master gland” can thus become a source of discord when its regulatory mechanisms go awry, impacting multiple physiological systems.

Hypofunction of the Pituitary Gland

Conversely, hypofunction of the pituitary gland, often referred to as hypopituitarism, occurs when there is an insufficient supply of one or more hormones. This rare syndrome can have profound effects on various bodily functions, including growth, reproduction, and blood pressure regulation (Ballin, 2018). The symptoms of pituitary gland hypofunction are diverse and depend on the specific hormones that are deficient.

For example, a deficiency in the growth hormone can result in short stature, underscoring the critical role this hormone plays in linear growth during childhood and adolescence. Hypofunction of other hormones, such as FSH and LH, can disrupt reproductive processes, leading to infertility and other reproductive disorders (Kejem et al., 2021). The intricate web of hormonal interdependencies within the endocrine system makes the pituitary gland a linchpin in maintaining physiological harmony.

Creative Approach: The Pituitary Gland as a Symphony Conductor

To encapsulate the paramount importance of the pituitary gland, let us metaphorically liken it to a symphony conductor orchestrating a complex musical composition. In this analogy, each hormone produced by the pituitary gland represents a distinct musical instrument, contributing to the harmonious melody of physiological functions. The growth hormone, akin to the strings section, dictates the rhythm of growth and development, while FSH and LH, like the woodwinds and brass, regulate the reproductive crescendo.

The thyroid-stimulating hormone, comparable to the percussion section, sets the beat for metabolic processes, and prolactin, ACTH, and other hormones play their unique roles, akin to different sections of the orchestra. The symphony conductor, or the pituitary gland, ensures that each instrument plays in harmony, avoiding discordant notes that could disrupt the delicate balance of the physiological composition.

Conclusion

In conclusion, the pituitary gland emerges as the “five-star general” in the intricate hierarchy of endocrine glands, akin to the highest-ranking military officer. Its ability to regulate and coordinate essential bodily functions, coupled with its influence on peripheral endocrine organs, establishes it as the undisputed “master gland.” The symphony conductor analogy encapsulates the intricate role of the pituitary gland, emphasizing its significance in orchestrating the harmonious interplay of hormones.

Understanding the consequences of pituitary hyperfunction and hypofunction provides insights into the potential disruptions that can occur when this master regulator falters. By unraveling the complex web of hormonal interactions, healthcare professionals can better diagnose and manage conditions associated with pituitary dysfunction, ensuring the continued harmony of the endocrine symphony within the human body.

References

Ballin, A. (2018). Hyper Secretion of GH: Pituitary Gigantism. Endocrinology And Disorders, 2(1), 01-01. Retrieved from: https://doi.org/10.31579/2640-1045/017

Ho, K., Gadelha, M., Kaiser, U., Reincke, M., & Melmed, S. (2022). The NETting of pituitary adenoma: a gland illusion. Pituitary, 25(3), 349-351. Retrieved from: https://doi.org/10.1007/s11102-022-01235-x

Kejem, H., Chattington, P., & Mahmud, A. (2021). Diagnostic dilemma of Cushing disease. Endocrine Abstracts. Retrieved from: https://doi.org/10.1530/endoabs.74.ncc66

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NU 607 Nursing Concept Analysis Paper on Phenomenon of Interest

Assignment Brief: NU 607 Nursing Concept Analysis Paper on Phenomenon of Interest

Assignment Overview:

The NU 607 Nursing Concept Analysis Paper on the Phenomenon of Interest is a comprehensive exploration of applying Concept Analysis methodology to a chosen healthcare concept. This assignment entails a critical review of a selected Concept Analysis article, with the objective of evaluating the transferability of the Concept Analysis framework to other healthcare phenomena. The focus is on understanding the intricacies of Concept Analysis and its broader application within the nursing discipline.

Understanding Assignment Objectives:

The primary goal of this assignment is to facilitate a deep understanding of Concept Analysis methodology and its versatile application in nursing. Students are tasked with critically examining a selected Concept Analysis article, dissecting its components such as concept definition, antecedents, attributes, and consequences. The assignment requires students to assess the relevance of the chosen Concept Analysis to other healthcare phenomena and explore the potential transferability of insights gained from the analysis to inform and improve healthcare practices.

The Student’s Role:

As a student, your role is to engage in a comprehensive review and analysis of a chosen Concept Analysis article. You will critically appraise the selected article, dissecting its key components as per Walker and Avant’s (2019) framework. Your role also involves exploring the relevance of the chosen Concept Analysis to other healthcare phenomena, emphasizing the shared principles that underpin various nursing concepts. Additionally, you will construct a Concept Map, visually representing the interconnected elements relevant to the chosen healthcare concept.

Original Assignment Instructions: Concept Analysis Rubric

Introduction and Thesis Statement

1. Briefly state your Phenomenon of Interest, and introduce the selected Concept Analysis article in one paragraph.
2. Conclude the introductory paragraph with a direct thesis statement that informs the reader of your purpose, or primary objective of the paper
3. A citation and reference should be included for the Concept Analysis article.
4. Attach a copy of the selected concept analysis article.

Concept Analysis Description

1. Describe the origin of the theory or the published author’s (not yours) purpose for conducting the Concept Analysis.
2. Discuss the relevance of the Concept Analysis to your POI.
3. Discuss the transferability of the Concept Analysis to other phenomena of interest. The more widely the Concept Analysis can be applied, the greater its transferability.
4. Provide at least two (2)) peer-reviewed references IN ADDITION to the Concept Analysis article (excluding textbooks).

Critical Appraisal of Concept Analysis

Identify the major concepts or elements of the selected Concept Analysis article, as described by Walker and Avant (2019), and discuss the following:

1. Concept: Identify the Concept.
2. Antecedents: Describe the antecedents and how the antecedents may be used to predict outcomes related to your POI.
3. Attributes: Describe the attributes and in what way the attributes are related to your POI.
4. Consequences: Describe the consequences and the effect of the consequences on your POI.

Support this section with at least three (3) peer-reviewed or scholarly references (excluding textbooks).

Concept Map (Include as an Appendix)

Construct a Concept Map of the major elements relevant to your Phenomenon of Interest, and include it as an appendix in your paper. The Concept Map should include the following:

1. Your phenomenon of interest
2. The Concept
3. Antecedents
4. Attributes
5. Consequences

Conclusion

1. Summarize the major points of the paper in one (1) paragraph.
2. No new information or new references should be included in this section.

Graduate-level Scholarship

Demonstrate Graduate Level Scholarship

1. Formal, scholarly writing style with no first-person language.
2. Writing should be clear and concise and free of grammatical and spelling errors
3. Organize work by headings
4. Writing should be free of APA 7th errors, including citations and references.
5. Turnitin similarity score supports that the paper is your original work.
6. College of Nursing approved format for the title page.
7. A minimum of six (6) peer-reviewed references (excluding textbooks).
8. Paper not to exceed seven (7) pages (excluding title page, reference page, and any appendices).
9. Follow all assignment instructions, and do not use direct quotes unless providing a brief definition.
10. Additional deductions may apply for late submissions, plagiarism, or lack of scholarship and professionalism.

NU 607 Nursing Concept Analysis Paper on Phenomenon of Interest Example: Sexual Health Education

Introduction and Thesis Statement

Sexual health education plays a pivotal role in promoting the overall well-being of individuals by empowering them with the knowledge and skills necessary to make informed decisions about their sexual health. Despite concerted efforts to implement comprehensive sexual education programs, challenges persist in measuring the efficacy of these initiatives, particularly in reducing sexually transmitted infections (STIs) and unintended pregnancies. The prevalence of STIs remains alarmingly high, prompting a critical reevaluation of existing approaches to enhance their effectiveness.

This paper utilizes the Concept Analysis methodology to explore on the complex and multifaceted phenomenon of sexual health education. Concept Analysis, a widely utilized approach in nursing and healthcare research, offers a systematic framework for clarifying and defining concepts pertinent to patient care and research. The selected Concept Analysis article, “Self-care: A Concept Analysis” by Martínez et al. (2021), serves as a foundational reference for evaluating the application of Concept Analysis to the phenomenon of interest (POI) – sexual health education.

Purpose and Objectives

The primary objective of this paper is to critically examine how the Concept Analysis criteria, as outlined by Walker and Avant (2019), were applied in the analysis of self-care by Martínez et al. (2021) and subsequently explore the potential transferability of this methodology to the domain of sexual health education. Through this exploration, the paper aims to contribute to an in-depth understanding of sexual health education, shedding light on its key components, antecedents, attributes, and consequences. This holistic analysis seeks to inform and enhance the effectiveness of sexual health education programs, ultimately contributing to improved sexual well-being and health outcomes.

Contextualizing the Phenomenon

The urgency of reevaluating sexual health education arises from the Center for Disease Control’s (CDC) alarming statistics, which reported that 1 in 5 individuals was diagnosed with an STI in 2018, amounting to a staggering 68 million infections (CDC, 2022). This sobering reality underscores the need for a more profound understanding of sexual health education to address the gaps and challenges in current approaches. Concept Analysis, as applied to self-care by Martínez et al. (2021), provides a strategic lens through which to scrutinize and potentially revamp the conceptual foundations of sexual health education.

Significance of the Study

The significance of this study lies in its potential to offer fresh perspectives on sexual health education by leveraging the insights gained from the analysis of the concept of self-care. Sexual health education is a dynamic and evolving field, influenced by societal norms, cultural contexts, and the evolving landscape of sexual health challenges. Concept Analysis provides a structured and systematic approach to dissecting the intricacies of this complex phenomenon, offering a roadmap for practitioners, educators, and policymakers to enhance the relevance and impact of sexual health education initiatives.

Concept Analysis Description

Origin of the Theory or Purpose for Conducting the Concept Analysis

Martínez et al. (2021) embarked on a Concept Analysis of self-care due to the pervasive lack of a clear and universally accepted definition for this concept, despite its widespread use across various professional domains, including nursing, psychiatry, and social work. The authors recognized the critical importance of self-care but noted the inherent difficulty in measuring and implementing it due to the absence of consensus on its components. The primary purpose of their study was to rectify this conceptual ambiguity by conducting a thorough Concept Analysis. This analysis aimed to offer a clear and comprehensive understanding of self-care by delineating its defining characteristics, antecedents, and outcomes, utilizing the well-established method proposed by Walker and Avant (2019). In essence, the authors sought to provide a solid foundation for healthcare practitioners, patients, and researchers to navigate the intricacies of self-care more effectively.

The parallel with sexual health education becomes apparent as the need for clarity and precision in conceptualization is equally pressing in this domain. Sexual health education, like self-care, is a multifaceted concept that spans diverse areas, including reproductive health, interpersonal relationships, and the prevention of STIs. Conducting a Concept Analysis on sexual health education holds the potential to disentangle its complex components, providing a roadmap for practitioners and educators to address the challenges and nuances inherent in this critical aspect of public health.

Relevance of the Concept Analysis to Sexual Education

The relevance of the self-care Concept Analysis to sexual education lies in the conceptual alignment between the two domains. While self-care revolves around individuals taking charge of their own health and well-being, sexual health education aims to empower individuals to make informed choices about their sexual health. Both concepts necessitate the cultivation of awareness, education, and the development of healthy behaviors.

In the context of sexual health education, individuals must be informed about the risks and consequences of unprotected sex, the use of contraceptives, and the prevention of STIs. This informational aspect aligns with the need for awareness in self-care, where individuals must be conscious of their health status and the actions required for optimal well-being (Martínez et al., 2021). Moreover, the educational components of sexual health, such as contraceptive use and disease prevention, mirror the principles of self-care, where individuals are taught to manage their physical, emotional, and mental well-being.

Transferability of the Concept Analysis to Other Phenomena of Interest

The transferability of the Concept Analysis of self-care to other phenomena of interest is evident in its broad applicability across different health-related issues. Beyond sexual health education, self-care principles find relevance in various healthcare contexts, including chronic disease management and mental health promotion (Carvalho et al., 2022).

In chronic disease management, patients are encouraged to take responsibility for their health, making decisions that positively impact their conditions. Similarly, the principles of self-care extend to mental health promotion, where individuals are empowered to take control of their mental well-being through practices like exercise, mindfulness, and stress management. The universal nature of self-care, as demonstrated by its applicability to diverse healthcare fields and populations, suggests that the insights gained from the Concept Analysis of self-care can be seamlessly transferred to enhance the understanding and management of other health-related phenomena.

This transferability holds promise for sexual health education as it implies that the conceptual clarity and insights derived from the self-care Concept Analysis could potentially inform and enrich the strategies and approaches employed in sexual education programs. The universal principles of self-care may provide a framework for fostering informed decision-making, responsible behavior, and positive health outcomes in the context of sexual health education.

Critical Appraisal of Concept Analysis

Concept: Self-care

Martínez et al. (2021) define self-care as “the ability to care for oneself through awareness, self-control, and self-reliance to achieve, maintain, or promote optimal health and well-being.” This clear and concise definition encapsulates the essence of self-care, emphasizing the active and intentional nature of individuals taking responsibility for their own health and well-being. The term is well-defined, providing a solid foundation for the subsequent analysis of its components.

Antecedents

The antecedents identified by the authors include motivation to care for oneself, knowledge and awareness of one’s health status, and access to resources and support. These antecedents are logically derived and align with the proactive nature of self-care. In sexual education, the parallel antecedents are evident, where individuals must be motivated to care for themselves, possess knowledge about their sexual health status, and have access to resources like contraceptives and counseling services. This congruence enhances the relevance of the self-care Concept Analysis to sexual health education, emphasizing the common foundational elements that underpin both concepts.

Attributes

The attributes of self-care, as identified by Martínez et al. (2021), include self-control, awareness, and self-reliance. These attributes align seamlessly with the overarching concept of taking responsibility for one’s own health and well-being. In sexual education, participants are expected to be aware of their sexual health, exercise self-control through safe practices, and be self-reliant in complying with preventive measures and treatment plans. The transferability of these attributes to sexual health education suggests that the insights gained from the self-care Concept Analysis can inform the development and enhancement of sexual education programs by emphasizing these essential attributes.

Consequences

The consequences of self-care, as outlined by Martínez et al. (2021), include improved health outcomes, increased quality of life, and reduced healthcare costs. These outcomes align with the goals of sexual health education, which aims to reduce the prevalence of STIs, improve overall health outcomes, and decrease associated healthcare costs. The explicit connection between self-care consequences and positive health outcomes resonates with the broader objectives of health promotion, making the self-care Concept Analysis a valuable framework for understanding and optimizing health-related phenomena.

In the specific context of sexual health education, where the consequences directly impact public health, the alignment between self-care consequences and desired outcomes in sexual education reinforces the utility of the Concept Analysis methodology. By recognizing the potential positive consequences, practitioners and policymakers in sexual health education can tailor interventions and strategies to maximize the desired outcomes, contributing to a healthier and more informed population.

Concept Map (See Appendix)

The Concept Map visually represents the major elements relevant to sexual education, incorporating the phenomenon of interest, the concept, antecedents, attributes, and consequences. This visual aid enhances the understanding of the relationships and interconnections within the concept analysis.

Conclusion

In conclusion, applying the Concept Analysis methodology, as demonstrated in the self-care analysis by Martínez et al. (2021), to sexual health education offers a valuable framework for enhancing clarity and addressing the complexities associated with this critical area of health promotion. The transferability of the concept analysis of self-care to sexual education underscores its potential utility in informing and improving healthcare practices, emphasizing the importance of individual responsibility and informed decision-making in promoting sexual well-being.

References

Carvalho, D., Sequeira, C., Querido, A., Tomás, C., Morgado, T., Valentim, O., … &Laranjeira, C. (2022). Positive Mental Health Literacy: A Concept Analysis. Frontiers in Psychology, 1661.https://doi.org/10.3389/fpsyg.2022.877611

Centers for Disease Control and Prevention (CDC). (2022, March 16). Incidence, prevalence, and cost of sexually transmitted infections in the United States. Centers for Disease Control and Prevention. Retrieved February 1, 2023, from https://www.cdc.gov/nchhstp/newsroom/fact-sheets/std/STI-Incidence-Prevalence-Cost-Factsheet.html

Martínez, N., Connelly, C. D., Pérez, A., &Calero, P. (2021). Self-care: A concept analysis. International journal of nursing sciences, 8(4), 418-425.https://doi.org/10.1016/j.ijnss.2021.08.007

Appendix

Figure 1: Concept Map of the major elements relevant to Sexual Education

[Include Visual Concept Map as an attachment here]

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