NRSG372 Principles of Nursing Chronic Illness and Disability Health Education Narrated PowerPoint Example

NRSG372 Principles of Nursing Chronic Illness and Disability Health Education Narrated PowerPoint Example

NRSG372 Principles of Nursing Chronic Illness and Disability Health Education Narrated PowerPoint Assignment Example

NRSG372 Health Education Narrated PowerPoint

NRSG372 – Principles of Nursing: Chronic Illness and Disability Course

NRSG372 Principles of Nursing Chronic Illness and Disability Health Education Narrated PowerPoint Assignment Brief

Assignment Instructions Overview:

This assessment task requires students to develop an 8–10 minute narrated PowerPoint presentation. Students will explore a modifiable risk factor behaviour in the context of a person living with multiple chronic conditions or disabilities. Using one of two provided case studies, students will focus on one key risk factor and deliver a health education presentation that reflects critical thinking, evidence-based strategy, and patient-centred care.

Students must include:

• A concise summary of the case study and risk factor
• Contributing factors and the impact on the individual’s chronic condition(s)
• A relevant behaviour change theory
• A practical at-home strategy with the Registered Nurse’s (RN) role
• A local real-world support service, including how it assists and the RN’s role

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Understanding Assignment Objectives:

This assignment is designed to deepen students’ understanding of the complex relationship between chronic illness or disability and modifiable behaviours such as diet, exercise, substance use, or medication adherence. It challenges students to:

• Recognise factors affecting independence and quality of life
• Apply behavioural theories to guide educational interventions
• Use person-centred, evidence-based approaches
• Advocate for accessible health strategies and support systems

The Student’s Role:

Students act in the role of a future Registered Nurse, applying critical reasoning and empathetic communication to:

• Explain why a behaviour occurs
• Identify its health implications
• Suggest practical and tailored interventions
• Support behaviour change using nursing knowledge and external resources

The presentation should reflect the student’s clinical judgment and ability to integrate patient education into real-world care.

Competencies Measured:

This assessment addresses key learning outcomes by evaluating students’ ability to:

• Analyse and interpret chronic illness presentations in complex community and home settings
• Apply health behaviour models and nursing interventions to promote positive change
• Demonstrate cultural sensitivity and a strengths-based perspective
• Incorporate community resources and interdisciplinary collaboration
• Communicate clearly and effectively through digital presentation

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NRSG372 Principles of Nursing Chronic Illness and Disability Health Education Narrated PowerPoint Example

Slide 1: Title Slide

Narration Note:

“Hello, and welcome to this health education presentation for NRSG372. Today, I’ll be focusing on the case of Alan, a 75-year-old man living with multiple chronic conditions. The primary focus will be on his modifiable risk factor—physical inactivity—and how targeted strategies, supported by nursing care and community resources, can help Alan improve his health outcomes and quality of life.”

Slide 2: Introduction

This presentation addresses modifiable risk factor behaviour change for Alan, a 75-year-old man with multiple chronic illnesses. Alan’s case highlights physical inactivity, which contributes to his ongoing health challenges. This presentation will discuss the behaviour, contributing factors, its impact on chronic illness, an applicable health behaviour theory, one practical at-home intervention, and a real-life community service to support Alan’s behaviour change. The role of the registered nurse in supporting this behaviour modification will also be explored throughout.

Narration Note:

“This presentation explores how behaviour change strategies can assist a person with chronic illness—in this case, Alan—in managing their health. We’ll begin with a summary of Alan’s situation and the chosen risk factor, then examine why this behaviour occurs and how it affects his health. A behaviour change model will be introduced, followed by an at-home strategy and a relevant support service. Throughout, the role of the registered nurse will be highlighted.”

Slide 3: Case Study Summary and Modifiable Risk Factor

Alan is a 75-year-old retired public servant with chronic illnesses and limited mobility. He lives alone, does not drive, and has a BMI of 34.9. His sedentary lifestyle is the modifiable risk factor identified. Physical inactivity contributes to the progression of his hypertension, obesity, and osteoarthritis (Australian Institute of Health and Welfare [AIHW], 2020).

Narration Note:

“Alan is 75 and lives alone in a second-floor apartment. He has multiple chronic illnesses including osteoarthritis, hypertension, hepatitis C, skin cancer, and polycystic kidney disease. His BMI is 34.9, indicating obesity. Alan rarely leaves his home and spends most of his day sedentary, watching Netflix or playing games on his iPad. His only outings are brief visits to the GP and the nearby petrol station. The risk factor chosen here is physical inactivity, which directly impacts Alan’s chronic disease progression and independence.”

Slide 4: Contributing Factors and Impact of Behaviour

Contributing factors to Alan’s inactivity include environmental limitations, chronic pain, social isolation, lack of transport, and possible mental wellbeing issues (World Health Organization [WHO], 2020). Inactivity exacerbates chronic conditions, increases fall risk, promotes weight gain, and reduces independence and quality of life.

Narration Note:

“Several factors contribute to Alan’s inactivity: limited mobility due to osteoarthritis, vision issues, lack of transport, and a home environment not conducive to physical activity. Psychosocial factors like isolation and possible low mood may also play a role. Inactivity exacerbates his obesity, worsens hypertension and joint health, increases fall risk, and leads to a cycle of declining function and increasing dependence. Addressing this behaviour is critical for his overall wellbeing.”

Slide 5: Health Behaviour Theory – Health Belief Model (HBM)

The Health Belief Model (HBM) is used to understand health behaviours (Champion & Skinner, 2018). Key elements include perceived susceptibility, severity, benefits, barriers, cues to action, and self-efficacy. It helps tailor interventions by addressing Alan’s beliefs and motivations about physical activity.

Narration Note:

“The Health Belief Model helps explain why people engage in—or avoid—health behaviours. It looks at how individuals perceive their susceptibility to illness, the severity of their condition, the benefits and barriers to changing a behaviour, and their confidence in making a change. For Alan, we need to assess whether he recognises the dangers of inactivity and if he believes a change will benefit him. By using this model, the nurse can tailor communication and strategies that resonate with Alan’s beliefs and motivations.”

Slide 6: Practical Strategy: Chair-Based Exercise

A home-based, guided chair-exercise program is an ideal strategy for Alan. It improves strength and mobility while minimising fall risk. The RN’s role includes education, assessment, goal-setting, resource provision, and monitoring progress.

Narration Note:

“A suitable and safe strategy for Alan is a home-based chair exercise program. These exercises are low-impact and reduce the risk of falls, yet can improve circulation, strength, flexibility, and overall mobility. As a nurse, the role is to introduce this option to Alan, provide resources such as online videos or printed routines, and encourage small, achievable goals. Regular check-ins can reinforce motivation, monitor progress, and adapt the plan as needed.”

Slide 7: Community Support Service: My Aged Care

My Aged Care, via the Commonwealth Home Support Programme, offers tailored in-home services such as physiotherapy and transport. The RN coordinates referrals, advocates for Alan, and ensures service alignment with his needs.

Contact Details:

• Website: https://www.myagedcare.gov.au
• Phone: 1800 200 422

Narration Note:

“My Aged Care offers a range of support services, including physiotherapy at home and transport assistance through the Commonwealth Home Support Programme. These services are government-funded and tailored to help older Australians stay independent. As a nurse, referring Alan through My Aged Care and assisting him in accessing these supports is essential. The nurse also acts as an advocate, ensuring services are delivered according to Alan’s needs and preferences. More information is available at www.myagedcare.gov.au.”

Slide 8: Conclusion

Alan’s physical inactivity is a modifiable risk factor that impacts his chronic conditions. By applying the HBM, implementing chair exercises, and connecting with community resources, the RN can support meaningful behaviour change and promote Alan’s independence and wellbeing.

Narration Note:

“In summary, Alan’s inactivity is a key modifiable risk factor contributing to his complex health profile. By applying the Health Belief Model, initiating a practical home-based activity, and involving community resources like My Aged Care, nurses can help Alan regain some independence and improve his quality of life. Supporting behaviour change requires empathy, education, and a partnership approach—principles central to nursing care.”

Slide 9: References

Australian Institute of Health and Welfare (AIHW). (2020). Australia’s health 2020: In brief. https://www.aihw.gov.au/reports/australias-health/australias-health-2020-in-brief

Champion, V. L., & Skinner, C. S. (2018). The health belief model. In K. Glanz, B. K. Rimer, & K. Viswanath (Eds.), Health behavior: Theory, research, and practice (5th ed., pp. 75–94). Jossey-Bass.

World Health Organization. (2020). Guidelines on physical activity and sedentary behaviour. https://www.who.int/publications/i/item/9789240015128

My Aged Care. (2024). Commonwealth Home Support Programme. https://www.myagedcare.gov.au

Detailed Assessment Instructions for the NRSG372 Principles of Nursing Chronic Illness and Disability Health Education Narrated PowerPoint Assignment

ASSESSMENT INFORMATION
Assessment Title	Health Education Narrated PowerPoint
Purpose	This assessment task will allow students to demonstrate an understanding and empathy towards the complexity of modifiable risk factor behaviour alteration for patient with chronic illness and or disability. This assignment will develop students’ ability to identify factors which inhibit independence and diminish quality of life, require consideration of issues that inform behaviour, and advocate practical strategies for modification. Students will have the opportunity to demonstrate critical thinking, clinical reasoning and the principles of caring for people with a chronic illness or disability are applied.
Stream A Due Date	Wednesday, 21st April 2021
Stream B Due Date	Wednesday, 2nd June 2021
Time Due	9am
Weighting	50%
Length	8 to 10 minute narration of a PowerPoint presentation. Minimum of 6 slides including introduction and conclusion. Slide/s containing reference list are not counted in the minimum.
Assessment Rubric	Appendix B of the NRSG unit outline
LEO Resource	Health Education Narrated PowerPoint Unpacking video, assessment tile
LOs Assessed	LO3, L04, LO5
Task	Students will choose from one of two case studies that display multiple modifiable risks. Students can then choose ONE risk factor to focus their assessment on. Students are required to develop a narrated PowerPoint on behaviour change for patients with multiple chronic diseases or disabilities. It is expected that appropriate evidence-based literature will be used to support answer the following questions:   1.         Briefly summarise the case study and define the chosen modifiable risk factor behaviour. 2.         Outline factors that may contribute to the behaviour (why the behaviour happens), and how the behaviour will impact on the chronic illness or disability. 3.         Identify a health behaviour theory that may be appropriate to explain the behaviour, and can be used as the basis for an intervention to modify that behaviour 4.         Outline and justify one (1) innovative and practical strategy that can be implemented at home by person in the case study to encourage risk factor behaviour modification, why it is a relevant strategy for the case study, and what the RN’s role will be within this strategy.   5.         Outline and justify one (1) appropriate (real) service/support/group in your

 

	area able to assist. Include a brief description of the service (relevant to the clinician, not the consumer), why this service will assist, how will it be funded, and what the RN’s role will be within this strategy. Please include contact details for the service (a website or phone number) on the PPT slide.   Instructions on how to record a slide show with narration and slide timings in PowerPoint are available on the LEO assessment tile.
Case Study 1	Alan, 75 years old, retired from the public service four years ago. He lives alone in a second storey apartment on a busy main road. Alan no longer drives due to vision issues, has a BMI of 34.9, and is diagnosed with osteoarthritis, hypertension, hepatitis C, skin cancer and polycystic kidney disease. He has recently had a fall getting out of the shower but did not sustain any injuries. Alan spends his time watching Netflix or playing games on his Ipad. Alan leaves his house only to see his GP every two months to renew his multiple prescriptions and walks next door to the petrol station to purchase food supplies every few days. Alan has current referrals from the GP to a physiotherapist, dietician, occupational therapist and has appointments for all within the next 6 weeks.
Case Study 2	Parker is a 19-year-old full time student, studying marketing. Parker has a history of asthma, attention deficit hyperactivity disorder, anxiety, depression. Parker’s mother coordinated schedules, diet, medications, doctors’ appointments; however, she passed away four months ago, and Parker now lives alone. Parker now often runs out of prescribed medications, schedules but fails to attend for appointments, relies on take-out food, and isn’t sure where his repeat prescriptions are. Parker was recently fired from his job at McDonald’s due to poor attendance from increasing anxiety, and failed three units at uni last semester. Parker has current referrals from the GP to a physiotherapist, dietician, occupational therapist and has appointments for all within the next 6 weeks.
Submission	Via the assessment dropbox in the NRSG372 LEO site on your campus tile. Please ensure you submit to the dropbox assigned to your stream.
FORMATTING
File format	PowerPoint Show (.ppsx)
Structure	Introduction slide, content slides, conclusion slide, reference slide/s. Minimum of 6 slides, excluding reference slides.
Direct quotes	Always require page number. No more than 10% of WC in direct quotes
Footer	Name – Student Number – Ax2 – NRG372 – 2021 (in 9 point Calibri or Arial)

 

 

 

 

 

REFRENCING
Referencing Style	APA 7th
Minimum References	A minimum of 14 high quality resources are to be used.
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 slide (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 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 receive feedback but will not not be allocated a mark.   Penalty Timeframe         Penalty Marks Deducted 09:01am Wednesday to 9am Thursday     5% penalty          5 marks 09:01am Thursday to 9am Friday               10% penalty        10 marks 09:01am Friday to 9am Saturday               15% penalty        15 marks Received after 09:01 Saturday   No mark allocated   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.
Final Assignment	Marks for the final assessment (assessment two) of this unit will be withheld until after grade ratification and grade release.
Assessment template project informed by ACU student forums, ACU Librarians and the Academic Skills Unit.

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