NURS5009: The Health Narrative Across the Lifespan
NURS5009:整个生命周期的健康叙事
Summary
总结
Title | Assessment 2 |
Type | Presentation (Pre-recorded video) |
Due Date | Monday, 3rd February 2025, 11:59 pm AEST/AEDT (start of Week 4) |
Length | 5 minutes +/- 10% – which is +/- 30 seconds: [4 minutes and 30 seconds to 5 minutes and 30 seconds] |
Weighting | 40% |
Academic Integrity | GenAI May Not be Used Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3 |
Submission | Record your Presentation in Zoom. Submit your assessment via “Assessment 2: Presentation (Pre-recorded video)”, in the Assessments Tasks & Submission section on the Blackboard NURS5009 site. Further instructions below. |
Unit Learning Outcomes | This assessment task maps to the following ULOs: ULO1: critically analyse the construction and diverse meanings of health, wellness, illness and disease for the health consumers narrative in local and global settings ULO2: demonstrate an advanced and integrated understanding of cognitive and developmental milestones which affect children from the neonatal period to adolescence and the associated clinical manifestations ULO3: demonstrate cultural responsivity and respect for the identity and dignity of all persons, including Aboriginal and Torres Strait Islander people |
Rationale
理由
In this assessment, you will engage with the concept of the Illness-Wellness Continuum, a model attributed to Dr. Travis, which offers a holistic perspective on health and well-being that was covered in Module 1. You will begin completing an activity that requires you to score on the illness-wellness continuum. This explores this continuum and its implications.
在此评估中,您将参与疾病-健康连续体的概念,这是一个归功于 Travis 博士的模型,它提供了模块 1 中涵盖的健康和福祉的整体视角。您将开始完成一项要求您 在疾病-健康连续体上得分的活动。 本文探讨了这个连续体及其含义。
Learning Outcomes: This assessment aligns with the following unit learning outcomes:
学习成果:本评估与以下单元学习成果一致:
ULO1: Critically analyse the construction and diverse meanings of health, wellness, illness, and disease for the health consumer's narrative in local and global settings.
ULO1:批判性地分析健康、保健、疾病和疾病的构建和不同含义,用于健康消费者在本地和全球环境中的叙述。
ULO2: Demonstrate an advanced and integrated understanding of cognitive and developmental milestones that affect children from the neonatal period to adolescence, along with the associated clinical manifestations.
ULO2:展示对影响儿童从新生儿期到青春期的认知和发育里程碑以及相关临床表现的深入和综合理解。
ULO3: Demonstrate cultural responsivity and respect for the identity and dignity of all persons, including Aboriginal and Torres Strait Islander people.
未婚担保令3:展示文化责任感,尊重所有人的身份和尊严,包括原住民和托雷斯海峡岛民。
Task Description
任务描述
You are required to create a 5-minute video presentation that demonstrates your understanding of the Illness-Wellness Continuum and addresses specific learning outcomes.
您需要制作一个 5 分钟的视频演示,展示您对疾病-健康连续体的理解并解决特定的学习成果。
Task Instructions
任务说明
Complete the activity on the Illness-Wellness Continuum in Module 1: Introduction to narratives, developmental theories and concepts of change, which is based on the work of Dr. Travis.
完成模块 1 中关于疾病-健康连续体的活动:叙述、发展理论和变革概念简介,该活动基于 Travis 博士的工作。
Reflect on the content of the video and how it relates to the Illness-Wellness Continuum.
反思视频的内容以及它与疾病-健康连续体的关系。
Based on your reflection and understanding of the Illness-Wellness Continuum, create a 5-minute video presentation.
根据您对疾病-健康连续体的反思和理解,制作一个 5 分钟的视频演示。
Please note that your presentation should be delivered without the use of PowerPoint or prompts.
请注意,您的演示文稿应在不使用 PowerPoint 或提示的情况下进行。
In your video, address the following points to demonstrate your comprehension of the Illness-Wellness Continuum and the associated learning outcomes:
在您的视频中,解决以下几点,以展示您对疾病-健康连续体和相关学习成果的理解:
Explain the core concepts of the Illness-Wellness Continuum.
解释疾病-健康连续体的核心概念。
Discuss how this continuum challenges conventional health paradigms.
讨论这一连续体如何挑战传统的健康范式。
Provide examples of how the continuum can be applied to diverse health consumer narratives in local and global settings
举例说明如何将连续体应用于本地和全球环境中的不同健康消费者叙述
Explore cognitive and developmental milestones from neonatal period to adolescence, along with the associated clinical manifestations.
探索从新生儿期到青春期的认知和发育里程碑,以及相关的临床表现。
Highlight the importance of cultural responsiveness and respect for health consumers, including Aboriginal and Torres Strait Islander people, in the context of the continuum.
在连续体的背景下,强调文化响应和尊重健康消费者(包括原住民和托雷斯海峡岛民)的重要性。
Ensure your video is clear, engaging, and effectively communicates your insights.
确保您的视频清晰、引人入胜并有效地传达您的见解。
Resources
资源
Complete the Illness-Wellness Continuum Activity available on the Blackboard site as part of your preparation for submission.
完成 Blackboard 网站上提供的 Illness-Wellness Continuum 活动,作为提交准备工作的一部分。
Referencing Style Resource
引用样式资源
You must follow the APA 7th style of references as per SCU Library referencing guides
您必须按照 SCU 库参考指南遵循 APA 7th 参考格式 .
Task Submission
任务提交
* Your video must be a maximum of 5 minutes (strict time limits) MP4 file presentation through Zoom. Please note there is an allowance of +/- 10% – which is +/- 30 seconds. Therefore, the submitted video length can vary between 4 minutes and 30 seconds to 5 minutes and 30 seconds. Any content presented after the 5 minutes 30 seconds will not be marked, and it is not possible to meet the task requirements with work less than 4 minutes 30 seconds. Please view this video to assist with instructions on how to record yourself speaking at the same time: How To Record Video and Audio on Zoom
* 您的视频必须通过 Zoom 以最长 5 分钟(严格的时间限制)呈现 MP4 文件。请注意,有 +/- 10% 的限额 – 即 +/- 30 秒。因此,提交的视频长度可以在 4 分 30 秒到 5 分 30 秒之间变化。在 5 分 30 秒后呈现的任何内容都不会被标记,并且工作少于 4 分 30 秒无法满足任务要求请观看此视频以协助说明如何同时录制自己的讲话:如何在 Zoom 上录制视频和音频
*High-Definition recordings are not required or supported. You may need to compress the final file using the free program Handbrake. A stepped process on how to do this can be located at https://spark.scu.edu.au/kb/x/hIrz
*不需要或不支持高清录制。您可能需要使用免费程序 Handbrake 压缩最终文件。有关如何执行此操作的分步过程可以在 https://spark.scu.edu.au/kb/x/hIrz 中找到
*Upload your recorded presentation to “Assessment 2: Presentation (Pre-recorded video)”, in the Assessments Tasks & Submission section on the Blackboard NURS5009 site
*将您的录制演示文稿上传到Blackboard NURS5009站点的评估任务和提交部分的“评估2:演示文稿(预先录制的视频)”。
by Monday, 3rd February 2025, 11:59 pm AEST/AEDT (start of Week 4)
2025 年 2 月 3 日星期一晚上 11:59 AEST/AEDT(第 4 周开始)
You must label your submission with your surname and initials and the assessment task's name, e.g. LapkinS_ Assessment 2
您必须使用您的姓氏和首字母缩写以及评估任务的名称 e.gLapkinS_ Assessment 2 标记您的提交.
Academic Integrity
学术诚信
At Southern Cross University academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility, and respect in relation to academic work.
在南十字星大学,学术诚信意味着在学术工作中秉持诚实、公平、守信、勇气、责任和尊重的价值观。
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic, and consistent approach to addressing academic integrity across the entire University. For more information see the SCU Academic Integrity Framework
南十字星大学学术诚信框架旨在制定一种全面、系统和一致的方法来解决整个大学的学术诚信问题。有关更多信息, 请参阅 SCU 学术诚信框架
NOTE: Academic Integrity breaches include unacceptable use of generative artificial intelligence (GenAI) tools, the use of GenAI has not been appropriately acknowledged or is beyond the acceptable limit as defined in the Assessment, poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
注意: 违反学术诚信的行为包括:不可接受的生成式人工智能 (GenAI) 工具的使用、GenAI 的使用未得到适当承认或超出评估中定义的可接受限制、引用不当、未正确识别直接引用、紧密释义、抄袭、回收、虚假陈述、串通、作弊、合同欺骗、捏造信息。
GenAI May Not be Used
不得使用 GenAI
Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, may not be used for this Assessment Task. You are required to demonstrate if you have developed the unit’s skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you as described in the Student Academic and Non-Academic Misconduct Rules, Section 3
生成式人工智能 (GenAI) 工具,例如 ChatGPT, 不得用于 此评估任务。您需要证明您是否在没有 GenAI 支持的情况下开发了该单位的技能和知识。如果您在评估任务中使用 GenAI 工具,可能会导致您违反学术诚信,如学生 学术和非学术不端行为规则第 3 节所述.
Special Consideration
特别考虑
Please refer to the Special Consideration section of Policy https://policies.scu.edu.au/document/view-current.php?id=140
请参阅保单 https://policies.scu.edu.au/document/view-current.php?id=140 的 Special Consideration(特殊注意事项)部分
Late Submissions & Penalties
逾期提交和处罚
Please refer to the Late Submission & Penalties section of Policy https://policies.scu.edu.au/view.current.php?id=00255
请参阅 政策 https://policies.scu.edu.au/view.current.php?id=00255 的延迟提交和处罚部分
Grades & Feedback
成绩和反馈
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the ‘Grades and Feedback’ section on the Blackboard unit site. Please allow 7 days for marks to be posted.
在截止日期之前提交的 Assessments 将获得 SCU 等级。成绩和反馈将发布到 Blackboard 单元站点的“成绩和反馈”部分。请等待 7 天的时间发布时间。
Assessment Criteria
评审准则
Your assessment will be evaluated based on the following criteria:
您的评估将根据以下标准进行评估:
Clarity and depth of reflection.
反射的清晰度和深度。
Comprehensive coverage of the Illness-Wellness Continuum concepts.
全面涵盖 Illness-Wellness Continuum 概念。
Application of the continuum to diverse health consumer narratives.
将连续体应用于不同的健康消费者叙述。
Consideration of cultural responsiveness and respect.
考虑文化响应和尊重。
Quality of video presentation.
视频演示质量。
Please note that your presentation should be delivered without the use of PowerPoint or prompts.
请注意,您的演示文稿应在不使用 PowerPoint 或提示的情况下进行。