NRSG371 Extended Unit Outline_ FINAL MODERATED © Australian Catholic University 2021 2
FACULTY OF HEALTH SCIENCES
School of NURSING, MIDWIFERY & PARAMEDICINE
NATIONAL
SEMESTER 1, 2021
NRSG371
UNIT TITLE: BUILDING HEALTHY COMMUNITIES
UNIT OUTLINE
Credit points: 10
Prerequisites/incompatibles:
For BN, BN/BBA and BN/BP students: COMPLETION OF A MINIMUM OF 140CP
For BN (ENDN) students: NIL
National Lecturer in Charge: Kristy Griffiths
Office location: Melbourne
Email: Kristy.Griffiths@acu.edu.au
Telephone: (03) 9953 3009
Contact me: via email
Teaching team:
Lecturer in Charge
Campus Name Office
Location Email Telephone
Ballarat Genevieve Edwards 104.G.06 Genevieve.Edwards@acu.au (03) 5336 5395
Brisbane Dr Jacqui Young 206.1.16 Jacqui.Young@acu.edu.au (07) 3623 7216
Canberra Fran Corcoran 302.1.22 Frances.Corcoran@acu.edu.au (02) 6209 1229
Melbourne Kristy Griffiths 403.4.21 Kristy.Griffiths@acu.edu.au (03) 9953 3009
North Sydney Dr Mahnaz Fanaian 533.7.3 Mahnaz.Fanaian@acu.au (02) 97392437
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Mode: Online
Attendance pattern: Lecture recordings, virtual tutorials via Zoom and online activities
Duration: 10-week semester. You should anticipate undertaking 150 hours of study for this unit,
including tutorial attendance, online content, readings and assignment preparation.
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 assists you 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 you to understand that the care you provide as a graduate, across a variety of
clinical settings, is contextualized within the larger context of health. Using ACU’s community
engagement principles and values, you 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 you 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
On successful completion of this unit, you should be able to:
LO1 critically discuss the historical context of building healthy communities in Australia, the
occurrence of selected health promotion issues across the lifespan; and how these
issues are addressed in the National Health Priorities; (GA1, GA2)
LO2 critically analyse approaches to health promotion and evaluation aimed at addressing
contemporary health promotion and illness prevention issues
LO3 critically discuss the role of the nurse in meeting the diverse health and well-being
needs of individuals and communities across a range of local and global settings
through partnerships between stakeholders, multidisciplinary health care teams,
community groups and volunteer organisations; (GA2, GA4, GA7)
LO4 appraise the changing role of health care in communities and how the role of the
nurse might evolve to meet these future challenges whilst retaining respect for the
dignity, culture, values, beliefs and rights of people requiring assistance with health
management; (GA4, GA7)
LO5 critically reflect on how nurses can participate in ethical community engagement that
is based on reciprocity, capacity building, enhancing the dignity and wellbeing of
community members, and that results in transformative learning.
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GRADUATE ATTRIBUTES
Each unit in your course contributes in some way to the development of the ACU Graduate
Attributes which you should demonstrate by the time you complete your course. All Australian
universities have their expected graduate attributes – ACU’s Graduate Attributes have a greater
emphasis on ethical behaviour and community responsibility than those of many other universities.
All of your units will enable you to develop some attributes.
On successful completion of this unit, you should have developed their ability to:
GA1 demonstrate respect for the dignity of each individual and for human diversity
GA2 recognise their responsibility to the common good, the environment and society
GA4 think critically and reflectively
GA7 work both autonomously and collaboratively
NMBA REGISTERED NURSE STANDARDS FOR PRACTICE
The Nursing and Midwifery Board of Australia’s Registered Nurse Standards for Practice developed in this unit are:
NMBA Standards for Practice Learning Outcomes
1. 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 2. Engages in therapeutic and professional relationships.
2.1, 2.2, 2.3, 2.4, 2.5, 2.7
LO3, LO4, LO5
3. Maintains the capability for practice.
3.1, 3.2, 3.3, 3.4, 3.7 LO1, LO2, LO3, LO4,
LO5
4. Comprehensively conducts assessments.
4.1, 4.2, 4.3, 4.4 LO4,
5. Develops a plan for nursing practice.
5.1, 5.3 LO3, LO4, LO5
6. Provides safe, appropriate and responsive quality nursing practice.
6.1 LO4,
7. Evaluates outcomes to inform nursing practice.
7.1, 7.2, 7.3 LO4, LO5
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CONTENT
Topics will include:
• Defining communities o Communities of place o Communities of interest o Rural and underserved communities
• Historical Context of Healthy Communities o The Australian context of Primary Health Care (PHC) and health promotion o Healthy cities and communities o Models of care delivery and the social influences on care delivery o Community organisations and volunteer settings
• Building healthy communities and the challenges of doing so o Future directions and the changing role of health care and nursing o Local and global challenges o Health for all and health in all policies o National health priorities
• Community development approaches to health and healthcare o Community participation, empowerment, engagement and cultural competence o Partnerships, collaboration, engaging stakeholders and multidisciplinary teams o Communication and consultation o Self-care, health promotion and case management
• Community programs and community-based health promotion o Individual, structural approaches and community development approaches o Demographic and lifestyle issues, including obesity, drug and alcohol use o Needs assessment o The planning cycle, including the PRECEDE model o Impact and outcome evaluation
• Community engagement o Capacity building o Reciprocity o Transformative learning
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.
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LEARNING AND TEACHING STRATEGY AND RATIONALE
Modes of delivery in this unit include lectures, zoom sessions, online activities and self-directed study.
Consistent with adult learning principles, the teaching and learning strategies used within these modes
of delivery will provide you with foundational knowledge and skills relevant to professional nursing
practice. This unit’s emphasis on community engagement requires you 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
you 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. You will be expected to take responsibility for their learning and to participate
actively with peers.
You 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. Lectures are utilised to convey content and central principles
while 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.
QUALITY ASSURANCE AND STUDENT FEEDBACK
This unit has been evaluated through the ‘Student Evaluation of Learning and Teaching’ (SELT)
online surveys.
In response to the previous student cohort SELTs, the following changes have been made to this
unit.
▪ The reorganisation of LEO content into modules
▪ Revised instructions for assessment tasks
▪ Revised and simplified assessment rubrics
SELT surveys are usually conducted at the end of the teaching period. Your practical and
constructive feedback is valuable to improve the quality of the unit. Please ensure you complete the
SELT survey for the unit. You can also provide feedback at other times to the unit lecturers, course
coordinators and/or through student representatives.
LECTURE CAPTURE
All lectures for this unit will be pre-recorded and made available to you on each module tile on LEO.
An introductory lecture will also be available to you on the ‘information and resources’ tile on LEO.
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SCHEDULE
For the most up-to-date information, please check your LEO unit and also note advice from your
lecturing and tutoring staff for changes to this schedule.
During this semester you will be allocated to a stream (A or B).
The content for this unit is divided into 5 modules:
• Both streams will have access to the pre-recorded lectures in each of the 5 modules which should be accessed in the first 5 weeks by both streams.
• Stream A will participate in virtual tutorials via Zoom for the first five weeks and then participate in self-directed learning through online modules for the second five weeks.
• Stream B will participate in self-directed learning through online modules for the first five weeks and then participate in virtual tutorials via Zoom for the second five weeks.
Pre-recorded lectures
You are required to access and engage with the pre-recorded lectures in order to complete your virtual tutorials and online modules. It is recommended that you complete all lectures before week 5 as content directly relates to AT1. As an adult learner you will self-manage your time to achieve the learning outcomes for this unit.
Lecture 1 Defining communities
Lecture 2 Historical context of healthy communities
Lecture 3 Building healthy communities and the challenges of doing so
Lecture 4 Community development approaches to health and healthcare
Lecture 5 Community programs and community-based health promotion
Week Starting STREAM A
Virtual tutorials (via zoom)
STREAM B
Online modules
1 1st March
Communities of place and communities of interest
Rural and underserved communities
2 8th March
Models of care delivery and the social influences on care delivery
Healthy cities and communities Community organisations and volunteer settings
3 15th March
Future directions and the changing role of health care and nursing Local and global challenges
Community engagement – capacity building
4 22nd March
Partnerships, collaboration, engaging stakeholders and multidisciplinary teams
Community participation, empowerment, engagement and cultural competence
5 29th March
Individual, structural approaches and community development approaches
Impact and outcome evaluation
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Week Starting STREAM B
Virtual tutorials (via zoom)
STREAM A
Online modules
1 12th April
Communities of place and communities of interest
Rural and underserved communities
2 19th April
Models of care delivery and the social influences on care delivery
Healthy cities and communities Community organisations and volunteer settings
3 26th April
Future directions and the changing role of health care and nursing Local and global challenges
Community engagement – capacity building
4 3rd May
Partnerships, collaboration, engaging stakeholders and multidisciplinary teams
Community participation, empowerment, engagement and cultural competence
5 10th
May
Individual, structural approaches and community development approaches
Impact and outcome evaluation
ATTENDANCE REQUIREMENTS FOR THIS UNIT
Attendance at all virtual tutorials (via Zoom) is expected. You are also required to view each lecture
recording and complete all online activities.
Reasons why attendance is required
In the virtual tutorials (via Zoom), you will be interacting with other students and developing skills
which you will use in your professional/ clinical experience. If you attend less than 80% of the zoom
sessions, you may be at risk of not developing these essential skills. Additionally, contributing to and
learning from, interactions in the virtual tutorials (via Zoom) has been shown to increase students’
understanding and improve student success. Lecturers monitor attendance and your use of LEO,
including the online activities, so that we can support your learning. You are strongly advised to plan
your week carefully, prioritise time to prepare for virtual classrooms and attend a minimum of 80% of
the virtual tutorials (via Zoom) in this unit. These are your responsibilities as an adult learner.
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ASSESSMENT STRATEGY AND RATIONALE
A range of assessment items consistent with University assessment requirements and policy will be
used to ensure you achieve the unit learning outcomes and attain the graduate attributes.
Third year requires you to continue your 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 poster assignment requires you to examine a community health issue and identify key points
where changes can be made. The written assignment addresses health problems as a societal
issue. It requires you to integrate the role of the nurse with the building of healthy communities.
These assessments are required to build your knowledge and skills which, by the conclusion of this
unit, will enable you to graduate as a safe and effective nurse.
In order to pass this unit, you are
o Strongly advised to submit all assessment tasks as identified in this unit outline
o Required to achieve an overall cumulative score of 50% for graded assessments tasks in this unit
The assessment tasks for this unit are designed for you to demonstrate your achievement of each
learning outcome.
ELECTRONIC SUBMISSION, MARKING AND RETURN
Assessment tasks
Due date Weighting (%)
Learning outcome(s) assessed
Graduate attribute(s) assessed
Assessment task 1
Poster
Wednesday 14th April 2021, 0900hrs
50% LO1, LO2, LO3
GA1, GA2, GA7
Assessment task 2
Written Assignment
Wednesday 26th May 2021, 0900hrs
50% LO3, LO4, LO5
GA1, GA2, GA4, GA7
FOR ALL ASSIGNMENTS
Please include the word count of your assignment on the front page of your assignment or in a header.
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 for
marking. Please see further information in the section below titled ‘Word Count’.
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ASSESSMENT TASK 1: Poster
Description This assessment task requires you to examine a health issue from the list below (National Health Priority Areas)
o Dementia o Arthritis and musculoskeletal conditions o Injury prevention and control
Part A Describe the impact of the health issue at the level of the individual, the community, and the population. Part B Outline one key point where changes can be made for each of the following: the individual, the community, and the population. The identified changes should encompass the role of the nurse. Part C Develop an action plan, using evidence based research, to address your chosen health issue targeting one key area of change that you outlined in part B. Here, you will utilise a health promotion planning cycle identifying health promotion and illness prevention strategies in the design.
Due date: 14th April 2021, 0900hrs
Weighting: 50%
Length and/or format: 1500 words +/- 10%
Purpose: This assessment task requires you 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.
Learning outcomes assessed: LO1, LO2, LO3
How to submit: Turnitin, PDF format only
Return of assignment: Feedback and marks will be returned to you via Turnitin in
accordance with ACU policy
Assessment criteria: Outlined in Appendix A. A national zoom session will be held,
and recorded, to support your understanding of the requirements
of the assessment item. An announcement will be made on LEO
regarding the date of this session.
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ASSESSMENT TASK 2: Written Assignment
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)
Due date: 26th May 2021, 0900hrs
Weighting: 50%
Length and/or format: 2000 words +/- 10%
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.
Learning outcomes assessed: LO3, LO4, LO5
How to submit: Turnitin, word document only
Return of assignment: Feedback and marks will be returned to you via Turnitin in
accordance with ACU policy
Assessment criteria: Outlined in Appendix B. A national zoom session will be held,
and recorded, to support your understanding of the requirements
of the assessment item. An announcement will be made on LEO
regarding the date of this session.
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WORD COUNT
Writing requires skill and being able to write within a specified word limit is an essential
component of professional and academic work. Reading and writing critically are fundamental
skills which demonstrate an understanding and an ability to make judgements and solve
problems, hence why only 10% of a word count should be direct quotes. That is, if the word
count is 1500 words only 150 of those words should be direct quotes. Word counts provide
students with an indication of the amount of detail and work required for each assessment item.
What is included in a word count?
Essentially, all text within an assessment item from the introduction through to the conclusion is
counted in the word count. This includes all in-text citations, direct quotes and headings. The
word count does not include the following:
• Title page
• Reference list
• Appendices
• Tables
• Figures and legends
ASSIGNMENTS SUBMITTED JUST BEFORE THE DUE DATE AND TIME
Please note that if you submit your assignment, notice that the similarity index is high but do not
have time to revise your assignment before the due date has passed, then you are advised to:
• contact the Lecturer in Charge and request that your assignment be removed.
• revise the assignment, submit it within three days of the due date and incur a late
submission penalty.
• submit it into the regular drop box. Do not submit into the extension drop box.
Please review the Academic Integrity and Misconduct policy if you choose not to do this.
REFERENCING
This unit requires you to use the APA 7th referencing system.
See the ‘Academic referencing’ page of the Student Portal or the ACU Library site for more details.
ACU POLICIES AND REGULATIONS
It is your responsibility to read and familiarise yourself with ACU policies and regulations, including
regulations on examinations; review and appeals; acceptable use of IT facilities; and conduct and
responsibilities. These are in the ACU Handbook, available from the website.
A list of these and other important policies can be found at the University policies page of the
Student Portal.
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Assessment policy and procedures
You must read the Assessment Policy and Assessment Procedures in the University Handbook:
they include rules on deadlines; penalties for late submission; extensions; and special consideration.
If you have any queries on Assessment Policy, please see your Lecturer in Charge.
Please note that:
(1) any numerical marks returned to students are provisional and subject to moderation;
(2) students will not be given access to overall aggregated marks for a unit, or overall unit grade calculated by Gradebook in LEO; and, (3) students will be given a final mark and grade for their units after moderation is concluded and official grades are released after the end of semester.
Academic integrity
You have the responsibility to submit only work which is your own, or which properly acknowledges
the thoughts, ideas, findings and/or work of others. The Academic Integrity and Misconduct Policy
and the Academic Misconduct Procedures are available from the website. Please read them, and
note in particular that cheating, plagiarism, collusion, recycling of assignments and
misrepresentation are not acceptable. Penalties for academic misconduct can vary in severity and
can include being excluded from the course.
Turnitin
The Turnitin application (a text-matching tool) will be used in this unit, in order to enable:
• students to improve their academic writing by identifying possible areas of poor citation and
referencing in their written work; and
• teaching staff to identify areas of possible plagiarism in students’ written work.
While Turnitin can help in identifying problems with plagiarism, avoiding plagiarism is more
important. Information on avoiding plagiarism is available from the Academic Skills Unit.
For any assignment that has been created to allow submission through Turnitin (check the
Assignment submission details for each assessment task), you should submit your draft well in
advance of the due date (ideally, several days before) to ensure that you have time to work on any
issues identified by Turnitin. On the assignment due date, lecturers will have access to your final
submission and the Turnitin Originality Report.
Please note that electronic marking, Grademark, is used in this unit using Turnitin. Turnitin will be
used as a means of submitting, marking and returning assessment tasks and so a text matching
percentage will appear on your submission automatically.
FIRST PEOPLES AND EQUITY PATHWAYS DIRECTORATE FOR ABORIGINAL AND
TORRES STRAIT ISLANDER STUDENTS
Every campus provides information and support for Aboriginal and Torres Strait Islander Students.
Indigenous Knowings are embedded in curricula for the benefit of all students at ACU.
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STUDENT SUPPORT
If you are experiencing difficulties with learning, life issues or pastoral/spiritual concerns, or have a
disability/medical condition which may impact on your studies, you are advised to notify your
Lecturer in Charge, Course Coordinator and/or one of the services listed below as soon as possible.
For all aspects of support please visit ACU Info section in the Student Portal.
• Academic Skills offers a variety of services, including workshops (on topics such as
assignment writing, time management, reading strategies, referencing), drop-in sessions,
group appointments and individual consultations. It has a 24-hour online booking system for
individual or group consultations.
• Campus Ministry offers pastoral care, spiritual leadership and opportunities for you to be
involved with community projects.
• The Career Development Service can assist you with finding employment, preparing a
resume and employment application and preparing for interviews.
• The Counselling Service is a free, voluntary, confidential and non-judgmental service open
to all students and staffed by qualified social workers or registered psychologists.
• Disability Services can assist you if you need educational adjustments because of a
disability or chronic medical condition; please contact them as early as possible.
INHERENT REQUIREMENTS
• To support your progression in this unit, students are directed to access the course inherent
requirements, on the link below, to understand the essential aspects of their course. If you
require assistance to enable you to achieve the knowledge, skills and attitudes outlined in the
inherent requirements, please speak with your academic and or a disability advisor for
support.
• www.acu.edu.au/inherent-requirements
ONLINE RESOURCES AND TECHNOLOGY REQUIREMENTS
The LEO page for this unit contains further readings/discussion forums.
https://leo.acu.edu.au/course/view.php?id=36136
In addition, for this unit you will be required to use the following technologies:
Internet access is required for online learning and online zoom sessions. A microphone and camera
are required for online zoom session participation.
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TEXTS AND REFERENCES
Required texts:
Available via Clinical Key
Talbot, L., & Verrinder, G. (2018). Promoting health: The primary health care approach (6th ed.).
Chatswood, NSW: Elsevier Australia.
Available via Cambridge University Press, please follow ACU library instructions.
Guzys, E., Brown, R., Halcomb, E. & Whitehead, D. (2021). An introduction to community and
primary health care (3rd ed.). Cambridge UK: Cambridge University Press.
Recommended references:
Available via links below
Australian Institute of Health and Welfare (AIHW). (2020). Australia’s health 2020. Australia’s health
series no.17. AUS 221. Canberra: AIHW https://www.aihw.gov.au/reports-data/australias-
health
World Health Organisation (WHO). (1986). Ottawa Charter for Health Promotion
http://www.euro.who.int/__data/assets/pdf_file/0004/129532/Ottawa_Charter.pdf
Available via Clinical Key
Clendon, J. & Munns, A. (2019). Community health and wellness: Principles of primary health care
(6th ed.). Chatswood, NSW: Elsevier Australia.
Fleming, M. L., Parker, E., Correa-Velez, I. (2019). Introduction to public health (4th ed.).
Chatswood, NSW: Elsevier Australia.
APPENDICES
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APPENDIX A Criterion referenced rubric – Assessment task 1 – Poster
Criteria (Marks)
High Distinction 100-85%
Distinction 84-75%
Credit 74-65%
Pass 64-50%
Fail 49-0%
Fail (No attempt made)
Central Message of Poster
The impact of the NHPA at the level of the individual, community, and population is evident.
Key changes have been identified and the role of the nurse has been incorporated.
10 marks
There is an overarching central message(s) that is supported throughout the poster and is readily discernible.
There is an overarching central message(s) that is somewhat supported throughout the poster and is readily discernible.
There is an overarching central message(s) that is readily discernible.
There is an overarching central message(s) that is somewhat discernible.
There is a message(s) that is somewhat discernible.
There is no discernible central message.
Audience Awareness & Structure/Intelligibility/g rammar/spelling The poster target audience is health professionals and the language utilised will contain appropriate professional terminology.
10 marks
The language is sophisticated, and appropriate for the target audience, and suits the purpose for which the poster is intended.
The writing is concise and organised.
The information is arranged under appropriate headings and/or subheadings.
Each section presents discrete and relevant information.
There are no errors with grammar, spelling, and punctuation that impact readability, and the meaning is easily discernible. The text reads without interruption.
The language is appropriate for the target audience and suits the purpose for which the poster is intended. Suitable professional language/ terminology is integrated.
The writing is organised, and the information is arranged under appropriate headings and/or subheadings.
Each section presents discrete and relevant information.
There are no errors with grammar, spelling, and punctuation that impact readability, and the meaning is easily discernible.
The language is appropriate for the target audience and suits the purpose for which the poster is intended.
The writing is organised, and the information is mostly arranged under appropriate headings and/or subheadings.
Each section presents discrete and relevant information.
There are minimal errors with grammar, spelling, and punctuation that impact readability, and the meaning is easily discernible.
The language is appropriate for the target audience, and mostly suits the purpose for which the poster is intended.
The writing is organised, and the information is mostly arranged under appropriate headings and/or subheadings.
Each section presents relevant information.
There are some errors with grammar, spelling, and punctuation that impact readability. However, the meaning is readily discernible.
The language is appropriate for the target audience. However, it does not suit the purpose for which the poster is intended.
The writing is somewhat disorganised, and the information is not presented under appropriate headings and/or subheadings.
Some sections present relevant information.
There are substantial errors with grammar, spelling, and punctuation that impact readability. The errors detract significantly, but the meaning is discernible.
The language in the poster is not suited to the target audience. There is no attempt to organise the content of the poster.
Grammar, spelling, and punctuation are such that the reader cannot make sense of the content.
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Content: Information and Evidence NHPA considered and impact recognised at the level of the individual, community and population. Changes required identified for the individual, the community, and the population incorporating the role of the nurse. Action plan developed, using health promotion planning cycle and evidence-based research.
50 marks
The content is pertinent to the topic. The information presented is informed by high quality evidence.
The content is relevant to the topic. High quality evidence and examples are presented.
The content is relevant to the topic. The information presented is informed by appropriate evidence.
The content is relevant to the topic. The information presented is informed by evidence of varying quality.
Most content is relevant to the topic. Evidence and examples are presented of varying quality.
The content and evidence are not appropriate.
Visual Aesthetics
The template is utilised effectively and is visually appealing. Graphics/pictures and/or illustrations have a purpose and add value to the poster content.
20 marks
The poster complies with size and layout specifications. It is visually appealing and well prepared.
The different elements of the poster are emphasised using colours, graphics and fonts and by spacing and separation. Text and graphics are balanced throughout the poster.
Graphics are relevant. Text size is easy to read.
The poster complies with size and layout specifications. It is visually appealing and well prepared.
The different elements of the poster are emphasised using colours, graphics and fonts and by spacing and separation.
Graphics are relevant. Text size is easy to read.
The poster complies with size and layout specifications. It is well prepared.
Colour, graphics, and font are used well, but content is not well- spaced.
Graphics are relevant. Text size is easy to read.
The poster complies with size and layout specifications. It is well prepared. Colour, graphics, and font are used, but content is not well-spaced.
Graphics are relevant. The text is difficult to read.
The poster meets the requirements for a Pass, Credit, Distinction or High Distinction, but does not comply with size and layout specifications.
The poster is not visually appealing and does not comply with size and layout specifications.
Sources and Referencing Use of APA 7th Edition required.
10 marks
Credible and relevant references are used. Accurate use of APA referencing style in all instances. A range of in- text citations has been used.
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. A range of in-text citations has been used.
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text citation formats.
Credible and relevant references are used. Accurate use of APA referencing style on most occasions. There is no variation of in-text citation format.
Not all references are credible and/or relevant. Many inaccuracies with the APA referencing style.
There are no references used.
NRSG371 Extended Unit Outline_ FINAL MODERATED © Australian Catholic University 2021 2
APPENDIX B Criterion referenced rubric – Assessment task 2 – Written assignment
Criteria (Marks)
High Distinction 100-85%
Distinction 84-75%
Credit 74-65%
Pass 64-50%
Fail 49-0%
Fail (No attempt made)
Sequencing
10 marks
The content in the essay matches the outline presented in the introductory paragraph.
Paragraphs are organised, and there is a logical progression of ideas so that content flows from one paragraph to the next.
Each paragraph relates to a discrete idea. There are clear linking sentences that links each paragraph to the next. The essay ends with a rational conclusion.
The content in the essay matches the outline presented in the introductory paragraph.
Paragraphs are organised in a logical manner so that content flows from one paragraph to the next.
Each paragraph relates to a discrete idea. There are clear linking sentences that links most paragraphs to the next and the essay ends with a rational conclusion.
The content in the essay matches the outline presented in the introductory paragraph.
Most paragraphs are organised in a logical manner so that content flows from one paragraph to the next.
Most paragraphs relate to a discrete idea. There are some linking sentences that link some paragraphs to the next and the essay ends with a conclusion.
The content in the essay mostly matches the outline presented in the introductory paragraph.
Most paragraphs are organised in a logical manner.
Most paragraphs relate to a discrete idea. The paragraphs mostly link to one another and the essay ends with a conclusion.
There is a clear introduction, followed by the body of the essay, with a conclusion.
However, content within the body and within paragraphs is not always logically sequenced.
There is evidence of paragraphs, however paragraph structure is disorganised, with no clear ideas, and no links.
There is no sequencing. There is no evidence of paragraphs.
Content, Evidence and Examples Description of
how nurses work in
partnership with
the community, using
a strengths-based approach
is clearly addressed.
50 marks
The content is pertinent to the topic. High quality evidence and examples are presented.
The content is relevant to the topic. High quality evidence and examples are presented.
The content is relevant to the topic. Appropriate evidence and examples are presented.
The content is relevant to the topic. Evidence and examples are presented of varying quality.
Most content is relevant to the topic. Evidence and examples are presented of varying quality.
The content, evidence and examples are not appropriate.
Critical Thinking, Reasoning and Evaluation of the Evidence
20 marks
There is evidence of both depth and breadth of reading. A considered argument is presented and is supported by relevant and appropriate evidence.
There is evidence of both depth and breadth of reading. An argument is presented and is supported by relevant and appropriate evidence.
There is evidence of both depth and breadth of reading. An argument is presented and is supported by some relevant and appropriate evidence.
An argument is presented and is supported by some relevant and appropriate evidence.
An argument is presented and is supported by minimal evidence.
There is no clear argument presented.
NRSG371 Extended Unit Outline_ FINAL MODERATED © Australian Catholic University 2021 2
Mechanics – grammar, spelling and punctuation
10 marks
There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible.
The essay reads without interruption. The language is sophisticated and suits the purpose for which the essay is intended.
There are no errors with grammar, spelling and punctuation, and the meaning is easily discernible.
The language suits the purpose for which the essay is intended. Suitable professional language/ terminology is integrated.
There are minimal errors with grammar, spelling and punctuation, and the meaning is easily discernible.
The language is appropriate and suits the purpose for which the essay is intended.
There are some errors with grammar, spelling, and punctuation. However, the meaning is readily discernible.
The language is appropriate and mostly suits the purpose for which the essay is intended.
There are substantial errors with grammar, spelling, and punctuation. The errors detract significantly, but the meaning is discernible.
The language is appropriate however, it does not suit the purpose for which the essay is intended.
Grammar, spelling, and punctuation are such that the reader cannot make sense of the content.
The language in the essay does suit the purpose for which the essay is intended.
Sources and referencing
Use of APA 7th Edition required.
10 marks
Credible and relevant references are used.
Accurate use of APA referencing style in all instances. A range of in- text citations has been used.
Credible and relevant references are used.
Accurate use of APA referencing style on most occasions. A range of in-text citations has been used.
Credible and relevant references are used.
Accurate use of APA referencing style on most occasions. There is limited use of a range of in-text citation formats.
Credible and relevant references are used.
Accurate use of APA referencing style on most occasions. There is no variation of in-text citation format.
Not all references are credible and/or relevant.
Many inaccuracies with the APA referencing style.
There are no references used.
