Order Description

Choose one of the ten social determinants of health studied throughout this subject:

Length: <2,200 words
i. The social gradient
ii. Stress
iii. Early life
iv. Social exclusion
v. Work
vi. Unemployment
vii. Social support
viii. Addiction
ix. Food
x. Transport

Think about the social determinant of health that you have chosen, in light of two things.

Firstly, consider the social determinant of health in light of your learning since commencing your nursing studies, including your experiential learning in the clinical and related settings.

Secondly, consider the social determinant of health in light of the resources developed by the following groups of people:
• World Health Organisation at: https://www.who.int/sdhconference/resources/EquitySDandPH_eng.pdf and https://www.who.int/social_determinants/tools/SD_Publichealth_eng.pdf
• Primary Health Care Research and Information Service, at: https://www.phcris.org.au/guides/social_determinants.php
• Australian Nursing and Midwifery Federation: https://anmf.org.au/documents/reports/PHC_Australia.pdf

2. Based on your reading and thinking, develop a creative, engaging and audience-appropriate ‘Pecha Kucha’ presentation (no sound necessary) to educate either your peers (other 3rd year students) OR future nursing colleagues. This presentation should be concise (i.e. contain pictures, graphs, diagram, multi-media, but less than 500 words).

In this presentation, you are to address the following:
i. The epidemiological data related to this social determinant of health from a national and/or international perspective

ii. The influence of this social determinant on the health of communities

iii. How the application of the values and principles of social justice and equity could bring about sustainable change in relation to this social determinant of health

iv. The role of government and non-government organisations in addressing this social determinant of health nationally and/or internationally

v. How health professionals can use clinical evidence based strategies, as individuals and also in multi-disciplinary teams, to address this social determinant of health and thereby bring about sustainable change in the health of communities

vi. How health professionals can collaborate health promotion and illness prevention strategies to address this social determinant of health

NB: Information about ‘Pecha Kucha’ presentations are provided on the NRS326 I2 site.

3. Please attach to this presentation (no sound necessary) a comprehensive set of notes (< 1,500 words) that you would refer to when giving this presentation. These notes must show how you have addressed the assessment criteria (please see marking rubric) and demonstrate that you have used the research evidence to support development of your presentation (please see marking rubric).
Rationale
This assessment task has been developed to meet all the learning outcomes, while at the same time support students to take a creative approach to their learning. The ‘Pecha Kucha’ structure also encourages the student to be concise – while at the same time introducing them to an increasingly popular presentation format used in the health sector.

The supporting notes will provide students with the opportunity to showcase their knowledge and learning, as well as provide the research evidence to the information they provide in their presentation.

Relationship between Learning Outcomes of Subject and Component of Assessment 1
NRS326 LEARNING OUTCOMES TASKS TO COMPLETE FOR ASSESSMENT
• be able to critically analyse the influences of social determinants of health on communities and advocate for change in a professional manner (aligns with Nursing and Midwifery Board of Australia National Competency Standards for the Registered Nurse: 2.6, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.3). • Includes the student explaining the influence of this social determinant on the health on communities
• be able to critically analyse the influences of culture on health from international and national perspectives (NMBA 1.3, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.3). • Includes the student appraising the influence of culture on this social determinant of health nationally and/or internationally
• be able to explain the role of government and non-government sectors in health globally and nationally (NMBA 2.3, 2.4, 2.6, 3.1, 3.2, 3.3, 3.4, 5.1, 5.2, 5.3). • Includes the student describing the role of government and non-government organisations in addressing this social determinant of health nationally and/or internationally
• be able to identify and provide evidence-based strategies that enable change and sustainability for communities (NMBA 1.2, 2.2, 2.3, 2.4, 2.6, 3.1, 3.2, 3.3, 3.4, 4.3, 9.2, 9.3, 9.4, 10.1, 10.3). • Includes the student discussing how health professionals can use clinical evidence based strategies, as individuals and also in multi-disciplinary teams, to address this social determinant of health and thereby bring about sustainable change in the health of communities
• be able to critically analyse epidemiological concepts and data that impact on the health of communities (NMBA 1.3, 2.3, 2.4, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5). • Includes the student appraising the epidemiological data related to this social determinant of health from a national and/or international perspective
• be able to apply the values and principles of social justice and equity in health care (NMBA 2.3, 2.4, 2.6, 5.3,6.1, 7.7, 7.8, 9.3, 10.1, 10.3, 10.4). • Includes the student exploring how the application of the values and principles of social justice and equity could bring about sustainable change in relation to this social determinant of health
• be able to reflect on working collaboratively in a team (NMBA 4.4, 10.1, 10.2, 10.3, 10.4). • Includes the student appraising how health professionals can use clinical evidence based strategies, as individuals and also in multi-disciplinary teams, to address this social determinant of health and thereby bring about sustainable change in the health of communities
• Includes the student appraising how health professionals can collaborate health promotion and illness prevention strategies to address this social determinant of health
• Includes the student appraising how health professionals can use clinical evidence based strategies, as individuals and also in multi-disciplinary teams, to address this social determinant of health and thereby bring about sustainable change in the health of communities.
• be able to collaborate with peers to create a professional education session (NMBA 3.1, 3.2, 3.3, 4.1, 9.2). • Includes the student appraising how health professionals can collaborate health promotion and illness prevention strategies to address this social determinant of health
• Includes a creative, engaging and audience-appropriate presentation in which group projects and experiential learning have been considered.