.
Assessment title Digital Diversity Presentation Task description In order to explore facilitating the autonomy of diverse older adults in health contexts, students are invited to choose a diverse ageing population (E.g. First Nations People, LGBTIQA+, Refugees……) and create a presentation investigating healthy ageing in this specific population. This presentation should include structures and supports* available to this population which may be local, state or national initiatives. These structures and supports are to be based in the Australian context. The presentation must address all the following points: • What are the unique challenges faced by this specific diverse population, and how might these be relevant to people’s health as they age (cultural, spiritual, psychological, social and physiological health)? • What is the importance of the ageing person’s role in determining their own life and health context? • What services and initiatives (not for profit, NGO, government, private, other) are in place to address the challenges that might be experienced by this specific diverse ageing population? • How can nurses advocate for older consumers to ensure they have choice in relation to these services/initiatives? Assessment Criteria A detailed marking rubric and assignment overview will be provided on the canvas site at the commencement of the semester Referencing style APA 7th edition. Length 10 slides (Including cover slide and reference slide. Animations/transitions cannot be used to create more content per slide) 5-minute recording. Weighting 40% Subject learning outcomes addressed 1,2,3 *Structures and supports are defined as: Any government or privately funded healthcare structure or initiative and any community organisations or programs. For the purposes of this assessment this is not to include unpaid family or friends or other informal supports. Digital diversity presentation Digital diversity presentation Criteria Ratings Pts This criterion is linked to a learning outcomeCriterion 1 Identifies unique challenges faced by the diverse population chosen (cultural, spiritual, psychological, social and physiological health). Explains the importance of the ageing person’s role in determining their own life and health context . 10 to >8.4 Pts High Distinction Challenges are identified and explored comprehensively demonstrating the student’s engagement with diversity concepts and depth of understanding. Challenges are identified and explored integrating contemporary, high quality resources/evidence to support key points presented. Explains the importance of the ageing person’s role in determining their own life and health context comprehensively with integrated contemporary, high quality resources/evidence. 8.4 to >7.5 Pts Distinction Challenges are identified and explored thoroughly in a clear and concise manner, with minor omissions, errors or inconsistencies. Challenges are identified and explored integrating contemporary, high quality resources/evidence to support key points presented. Explains the importance of the ageing person’s role in determining their own life and health context concisely with integrated contemporary, high quality resources/evidence. 7.5 to >6.5 Pts Credit Challenges are identified and explored at an expected level, with several omissions, errors or inconsistencies. Challenges are identified and explored integrating contemporary, high quality resources/evidence to support key points presented. Explains the importance of the ageing person’s role in determining their own life and health context to an expected level with integrated contemporary, high quality resources/evidence. 6.5 to >5.0 Pts Pass (7.5-9.6) Challenges are identified in a satisfactory manner, with consistent omissions, errors or inconsistencies. Challenges are identified and explored integrating contemporary, high quality resources/evidence to support key points presented, however the resources are minimal. Explains the importance of the ageing person’s role in determining their own life and health context to a satisfactory level with integrated contemporary, high quality resources/evidence. 5 to >0 Pts Fail (0-7.35) Challenges are not identified or identified at a less than satisfactory level, with significant omissions, errors or inconsistencies. Contemporary, high quality resources or evidence is not used. Does not explain the importance of the ageing person’s role in determining their own life and health context. Contemporary, high quality resources/evidence are not integrated. 10 pts This criterion is linked to a learning outcomeCriterion 2 Identifies services and initiatives that are in place to address these challenges. 10 to >8.4 Pts High Distinction Services and initiatives are identified and links to how the challenges will be addressed exceed expectations; are comprehensive, clear and supported where possible with peer reviewed evidence. 8.4 to >7.4 Pts Distinction Services and initiatives are identified and thoroughly explained in a clear and concise manner together with links addressing challenges is clear with minor omissions, errors or inconsistencies. Peer reviewed evidence is used where possible. 7.4 to >6.5 Pts Credit Services and initiatives are identified and their link to addressing challenges is clear and at the expected level with several omissions, errors or inconsistencies. Peer reviewed evidence is used where possible. 6.5 to >5.0 Pts Pass Services and initiatives are identified and their link to addressing challenges is clear and at a satisfactory level with consistent omissions, errors or inconsistencies. Peer reviewed evidence is used where possible. 5 to >0 Pts Fail Services and initiatives are not identified or identified services do not address the challenges identified with significant omissions, errors or inconsistencies. Peer reviewed evidence is not used where possible . 10 pts This criterion is linked to a learning outcomeCriterion 3 Identifies how nurses advocate for older consumers to ensure they have choice in relation to these services/initiatives. 10 to >8.4 Pts High Distinction The role of the nurse advocating for the older consumer in relation to choose services/initiatives is explored comprehensively, exceeding expectations. Peer reviewed evidence is integrated to a high standard. 8.4 to >7.4 Pts Distinction The role of the nurse advocating for the older consumer in relation to choose services/initiatives is thoroughly explored and clearly explained with minor omissions, errors or inconsistencies. Peer reviewed evidence is integrated to a high standard. 7.4 to >6.4 Pts Credit The role of the nurse advocating for the older consumer in relation to choose services/initiatives is identified to the expected level with several omissions, errors or inconsistencies. Peer reviewed evidence is integrated to an expected level. 6.4 to >5.0 Pts Pass The role of the nurse advocating for the older consumer in relation to choose services/initiatives is identified at a satisfactory level with consistent omissions, errors or inconsistencies. Peer reviewed evidence is integrated to a satisfactory level. 5 to >0 Pts Fail The role of the nurse advocating for the older consumer in relation to choose services/initiatives is not identified or identified at a below satisfactory level, with significant omissions, errors or inconsistencies. Peer reviewed evidence is not integrated. 10 pts This criterion is linked to a learning outcomeCriterion 4 Presentation is presented clearly, creatively and logically. Presentation meets expectations regarding duration and number of slides. Use of PowerPoint platform to present a short oral presentation. Narration is clear and is delivered in 5 minutes. Clear presentation of information on each PowerPoint slide, with consideration given to graphic design including use of colour, fonts and imagery. Follows conventional academic approach including – academic language, grammar, spelling, punctuation and syntax in both the written and narrated components. 10 to >8.4 Pts High Distinction Presentation exceeds expectations. A high amount of effort and thought are evident. Presentation is logically developed and shows creativity. Writing skills including referencing, spelling and grammar are of a high standard. Presentation is the correct duration and number of slides are used effectively. Excellent standard of presentation and structure. Excellent clarity and articulation of ideas (with extensive use of professional terminology) that reflects the assessment instructions. 8.4 to >7.4 Pts Distinction Presentation is comprehensive and logically developed. A good show of creativity. Referencing is of a high standard. Presentation is the correct duration and number of slides are used effectively. Good standard of presentation and structure. Good clarity and articulation of ideas (with good use of professional terminology) that mostly reflects the assessment instructions. 7.4 to >6.4 Pts Credit Presentation is presented clearly and logically. References are cited. Minimal spelling or grammatical errors. Minor to no referencing errors. Presentation is the correct duration and number of slides are used effectively. Adequate standard of presentation and structure. Adequate clarity and articulation of ideas (with limited use of professional terminology) that somewhat reflects the assessment instructions. 6.4 to >5.0 Pts Pass Presentation is clear but is presented with minimal effort displayed. Adheres to the word limit. References present but missing details or multiple errors. Presentation is the correct duration and number of slides. Structure and presentation do not provide adequate clarity, with poor articulation of ideas within the assessment, including minimal use of professional terminology. Presentation does not reflect the assessment instructions. 5 to >0 Pts Fail Presentation is disjointed. Does not adhere to the correct duration and number of slides. Articulation of ideas within the assessment does not reflect the assessment instructions. No demonstration of structure or clarity during assessment. No use of professional language throughout. 10 pts Total