Diverse Populations & Nursing Practice Report
Diverse Populations & Nursing Practice Report
Purpose: Develop a nursing practice plan using the Registered Nurse Standards for strategies in managing the health issues that impact those of a chosen diverse population in the context of the Australian population.
Word Count: 2500 words (+/- 10%) includes in text citations. Presentation/Format:
You are required to use headings to structure your report. However, should include logically structured discussion sections. You may include a defined introduction paragraph. The Report will be presented as a formal academic paper and academic writing should be formatted according to following:
- Cover page – include student name, student ID, campus, campus coordinator name, total word count (not including reference list).
- The preferred layout of your paper should be 1.5/double spaced with block paragraphing (no indenting). Do not indent the first line of each paragraph.
- Page numbers are to be included on the bottom left corner of the page.
- 12-point font
- Any task that is under or over the allocated limits by 10% will attract a deduction from
the final mark for the task.
Description:
In this assignment students are required to:
Choose one diverse population of your choice based on the populations outlined in the course content, that is: children, older person, men, women, minority groups, culturally and linguistically diverse persons, those with a physical or mental disability. You may narrow this down further to a subgroup for example: children aged between 11-16 yrs, older people living in residential care, pregnant women, men living in rural and remote Australia.
Then present a report discussing the key areas to follow. You will also propose a nursing plan that seeks to address one of the health outcomes you have discovered for this group.
Within your assignment you need to use the headings provided and discuss:
- WHY your chosen population is considered diverse and include:
o social determinants of health and how they impact this population;
o Health inequalities (the differences in health status between population groups) such as differences in wellbeing, risk of disease, abuse/violence, healthy life expectancy, morbidity and mortality;
o Health inequities (differences in health status between population groups that
are socially produced, systematic in their unequal distribution across the population, avoidable and unfair) such as difference in access, affordability, income etc;
o Health outcomes – Discuss key health issues impacting this population ie certain disease, mental health issues, injuries etc
(Approx.1200 words)
- Discuss the nursing care considerations that would be important in caring for an individual of this population. Your discussion should highlight and link to three Registered Nurse Standards such as:
o Standard 2: Engaging in a therapeutic and professional relationship § How to communicate effectively, and how to be respectful of your chosen population’s dignity, culture, values, beliefs and rights.
- How to provide support and direct your chosen population to resources to optimise their health-related decisions
(Approx.1200 words)
Referencing should be included using APA 7th Edition guidelines. Review the FedCite Resource page. It is expected that the students use a minimum of 15-20 peer reviewed sources for referencing. These should be no more than 7 years old.
These references must be a mixture of books and journals or Library database sources. Dictionaries or Wikipedia are not considered a primary reference and therefore will not be counted in the reference count.
Direct quotes, appendices or the reference list, are not counted in the word limit. Direct quotes must be limited to no more than 50 words and be according to APA 7th Edition style.
Referencing:
|
10 MARKS |
8 MARKS |
6 MARKS |
4 MARKS |
2 MARKS |
0 MARKS | |
| introduction to the Diverse population | Excellent description of the diverse group. All key social determinants identified and comprehensive discussion of their impact.(10 marks) | Good description of the diverse group. Most social determinants identified and good discussion of their impact.(8 marks) | Minimal description of the diverse group. Most social determinants identified and some discussion of their impact.(6 marks) | Unclear description of the diverse group. Some social determinants identified though poor discussion of their impact. (4 marks) |
A brief description of the diverse group. Minimal or incorrect social determinants discussed and minimal or incorrect discussion of their impact. (2 marks) | Diverse population not introduced or discussed. (0 marks) |
| Health inequalities and inequities | Excellent discussion of inequalities and inequities. Comprehensive discussion of their impact. (20 marks) | Good discussion of inequalities and inequities. Good discussion of their impact.
(16 marks) |
Minimal or irrelevant discussion of inequalities and inequities. Unclear discussion of their impact.(12 marks) | Unclear discussion of inequalities and inequities. Unclear/irrelevant discussion of their impact.(8 marks) | Unclear discussion of inequalities and inequities. No or poor discussion of their impact. (4 marks) | No relevant health inequalities or inequities discussed (0 marks) |
| Health outcomes | Excellent discussion of health outcomes. Comprehensive discussion of their impact on the population. (10 marks) | Good discussion of health outcomes. Good discussion o f their impact on the population. (8 marks) | Minimal or irrelevant discussion of health outcomes. Unclear discussion of their impact on the population.(6marks) | Unclear discussion of health outcomes. Unclear/irrelevant discussion of their impact on the population.(4 marks) | Unclear discussion of health outcomes. No or poor discussion o f their impact on
the population. (2 marks) |
No relevant health outcomes discussed (0 marks) |
| First chosen standard | Excellent discussion of the application of first Standard. Comprehensive discussion of their impact on the population. (10 marks) | Good discussion of the application of first Standard. Good discussion of their impact on the population. (8 marks) | Minimal or irrelevant discussion of the application of first Standard. Unclear discussion of their impact on the population.(6marks) |
Unclear discussion of the application of first Standard. Unclear/irrelevant discussion of their impact on the population.(4 marks) | Unclear discussion of the application of first Standard. None or poor discussion of their impact on the population. (2 marks) | No relevant discussion of the application of first Standard discussed (0 marks) |
| Second chosen standard | Excellent discussion of the application of second Standard. Comprehensive discussion of their impact on the population. (10 marks) | Good discussion of the application of second Standard. Good discussion o f their impact on the population. (8 marks) | Minimal or irrelevant discussion of the application of second Standard. Unclear discussion of their impact on the population.(6marks) | Unclear discussion of the application of the second Standard. Unclear/irrelevant discussion of their impact on the population.(4 marks) | Unclear discussion of the application of the second Standard. None or poor discussion of their impact on the population. (2 marks) | No relevant discussion of the application of the second Standard discussed (0 marks) |
| Third chosen standard | Excellent discussion of the application of the third Standard. Comprehensive discussion of its impact on the population. (10 marks) | Good discussion of the application of the third Standard. Good discussion o f its impact on the population. (8 marks) | Minimal or irrelevant discussion of the application of the third Standard. Uncleardiscussionof its impact on the population.(6 marks) | Unclear discussion of the application of the third Standard. Unclear/irrelevant discussionof its impact on the population.(4 marks) | Unclear discussion of the application of the third Standard. None or poor discussion o f i t s impact on the population. (2 marks) | No relevant discussion of the application of the third Standard discussed (0 marks) |
| Writing /Presentation | 5 MARKS | 4 MARK | 3 MARKS | 2 MARKS | 1 MARKS | 0 MARKS |
| Readability: Structure Elements | Excellent structure that includes all elements and follows a logical sequence with linking dialogue. | Moderate structure that includes all elements and mostly follows a logical sequence and linking dialogue. | Structure requires a more structured and sequenced plan, and/or has some elements missing. | Structure lacks evidence of a sequenced plan. More attention required to link topics of discussion. | Structure lacks evidence of a sequenced plan. Minimal linking dialogue between topics of discussion. | Structure displays no planning or structure, jumping from one topic to the next with no linking dialogue. |
| Readability: Professional Prose | Excellent level of articulation and expression, with clear and concise sentence and paragraph structure, | Substantial level of articulation and expression, with clear and concise sentence and paragraph structure, and minimal | Moderate level of articulation and expression, requiring sentence and paragraph structure to be more concise, and/or several spelling or grammatical errors. | Minimal level of articulation and expression, with some sentence or paragraph structure unclear, and/or several spelling or grammatical errors. | Poor level of articulation and expression, with considerable sentence or paragraph structure unclear, and/or numerous spelling or grammatical errors. | Inconsistent levels of articulation and expression, numerous spelling, and grammatical errors and/or lack of |
| and no spelling or grammatical errors. | spelling or grammatical errors. | sentence or paragraph structure | ||||
| Readability: Fluency | Sentence and paragraph structure is well-defined and clear with introductory and linking dialogue. Key definitions are addressed. | Sentence and paragraph structure are mostly well- defined and clear with introductory and linking sentences. | Moderate sentence and paragraph structure requiring more clarity with introductory and linking sentences. Some paragraphs are too long/short. | Sentence and/or paragraph structure is sometimes undefined or lacks clarity through not providing introductory or linking sentences. Some paragraphs are too long/short. | Sentence and/or paragraph structure is often undefined, lack structure, or are too long or too short. The arrangement of content is haphazard and difficult to follow. | The arrangement of content is illogical. |
| References: Minimum Number | More than 15 minimum references used to support presentation material and offer direction for further information. | Minimum 15 references used to support presentation material or offer direction for further information. | Less than 15 minimum references used to support presentation material or offer direction for further information. | No references provided. | ||
| References: Selection & Credibility | All references are reputable, current, extensive, and relevant. All articles are relevant to the purpose. | Most references are reputable, current, extensive, and relevant, and/or the connection between some of the articles and the purpose is developing. | Some references are reputable, current, extensive, and relevant, and/or the connection between some of the articles and the purpose is unclear. | Many references are NOT reputable, current, extensive, or relevant, and/or the connection between the articles and the purpose is poorly demonstrated. | No references reputable, current, extensive, or credible, and/or the connection between the articles and the purpose is missing. | |
| References: APA style | All in-text citations, quotes and references are in APA style. | A couple of errors noted in APA referencing of in-text citations, quotes, or references. | Numerous errors noted in APA referencing of in-text citations, quotes, or references. | Incorrect APA referencing style for in-text citations quotes and/or references. | ||
| Academic Requirements: Presentation | Paper conforms to all presentation requirements as set out in Course Descriptor. | Paper mostly conforms to presentation requirements as set out in Course Descriptor. | A few areas of paper do not conform to requirements as set out in Course Descriptor. | Significant number of areas of paper do not conform to requirements as set out in Course Descriptor. | Paper does not conform to presentation requirements as set out in Course Descriptor. | Nil submission. |
| Total marks | /90 converted to | |||||
